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青少年厌学心理的学校干预策略：比较研究. (2026). 教育学刊, 4(6), 104-111. https://doi.org/10.62836/jer.v4n6.1233
Copyright (c) 2026 罗婷婷, 洪显利, 王文清, 李红仪
This work is licensed under a Creative Commons Attribution 4.0 International License.
青少年厌学心理的学校干预策略：比较研究
罗婷婷，洪显利，王文清，李红仪
重庆师范大学特殊儿童智能康复与教育重庆市哲学社会科学重点实验室，重庆
摘要：青少年厌学心理是影响个体发展与社会未来的全球性教育难题。本文基于“认知—情感—行为— 环境”四维协同框架，从课程、活动、心理支持、环境及支持系统五大路径，比较了中外学校干预策略的理念差异与实践侧重。研究发现，国内干预呈现“家—校—生”协同与文化融合特色，但在实证精细化与跨系统协作上存在不足；国外干预则具有实证基础扎实、结构化程度高及社会情感学习系统整合的优势。在此基础上，本文提出构建本土化系统性干预体系的两条融合路径：强调关系基础上阶梯式引入结构化技术，以及校内协同与校外专业资源联动的双循环支持框架，为未来实践提供理论参考。
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[39] 王佳琪, 韩晓霞, 韩正川. (2024). 校园心理环境建设对学生归属感的影响研究. 教育研究, 45(03), 134-140.
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[2] 孙炳才. (2015). 农村中学生厌学的家庭因素调查、分析及其对策. 科技资讯, 13(12), 165-166.
[3] 徐逸杰, 李志焰, 宋悦林. (2023). 青少年厌学干预的资源整合与协同机制研究. 当代教育科学, (08), 67-72.
[4] Kearney, C. A. (2019). Helping school-refusing children and their parents: A guide for school-based professionals (2nd ed.). Oxford University Press.
[5] 韩颖. (2021). 厌学心理问题评估与干预的策略思考. 大学,(09), 82-85.
[6] 阮慧玲. (2017). 青少年厌学现象成因及应对策略. 陕西学前师范学院学报, 33(11), 120-123.
[7] Kearney, C. A., & Bardin, C. (2014). School refusal behavior. In Handbook of adolescent health psychology (pp. 323–340). Springer.
[8] 陈国仕. (2023). 元认知理论视域下的大学生厌学原因及对策分析. 成都中医药大学学报(教育科学版), 25(01), 98-101.
[9] 王志才. (2019). 乡土文化视域下农村中小学生厌学现象的探究. 大众文艺, (18), 224-225.
[10] 田澜, 陈彬. (2004). 小学生学习情绪困扰及其教育策略. 江西教育科研, (11), 44-46.
[11] 姬云云, 闫玉品, 赵山明. (2011). 中学生厌学与学习控制感的相关研究. 教育科学论坛, (10), 52-54.
[12] 鲍平平. (2016). 基于厌学问题的实证研究和策略分析. 电脑知识与技术, 12(05), 109-111.
[13] 张博闻. (2017). 中职学生厌学行为成因分析及其矫正策略. 滁州职业技术学院学报, 16(02), 71-74.
[14] Gonzálvez, C., Kearney, C. A., Jiménez-Ayala, C. E., Sanmartín, R., & Vicent, M. (2020). Functional profiles of school refusal behavior and their relationship with depression, anxiety, and stress. Psychiatry Research, 284, 112695.
[15] Havik, T., Bru, E., & Ertesvåg, S. K. (2021). Parental perspectives on the causes of school refusal behavior: A qualitative study. Educational Psychology, 41(3), 277–293.
[16] Delgado, B., Gonzálvez, C., Vicent, M., & Inglés, C. J. (2019). School refusal behavior: Relationship with social anxiety and loneliness. Revista de Psicodidáctica, 24(1), 24-30.
[17] 付兰. (2015). 职前教师缓解初中生厌学现象策略探究——以粤西农村学校为例. 现代教育科学, (12), 106-108.
[18] Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
[19] Zusho, A., & González, A. (2022). Social cognitive theory and motivation in education: Current status and future directions. Educational Psychologist, 57(1), 1–14.
[20] Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
[21] Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14.
[22] Kearney, C. A. (2018). School absenteeism and school refusal behavior: A review and suggestions for school-based health professionals. Journal of School Health, 88(3), 241–251.
[23] 杨洪云, 袁强. (2007). 中学生厌学的课堂教学策略——以数学学科为例. 阜阳师范学院学报(自然科学版), 24(03), 76-79.
[24] 陶梦民. (2020). 3ds Max教学中学生学习问题的调适. 职业, (15), 92-93.
[25] 肖娟, 朱小芳, 尹有, 朱文蔚. (2017). 趣味教学法在改善学生学习态度中的应用研究. 教学与管理, (09), 78-81.
[26] 朱小芳. (2013). 中学生厌学现状及影响因素研究. 中国学校卫生, 34(05), 582-584.
[27] Weber, K. E., & González, M. F. (2021). Interest-based curriculum design and its impact on student engagement: A longitudinal study. Journal of Educational Psychology, 113(2), 245–261.
[28] Pekrun, R., Lichtenfeld, S., Marsh, H. W., & Murayama, K. (2020). Achievement emotions and academic performance: A meta-analysis. Educational Psychologist, 55(2), 73–86.
[29] 韩正川. (2017). 职高学生体育厌学问题研究分析. 现代职业教育, (35), 44-45.
[30] 张凤鸣. (2020). 儿童乐学的促进策略研究. 开封文化艺术职业学院学报, 40(05), 202-203.
[31] Juvonen, J., Schacter, H. L., & Lessard, L. M. (2019). Connecting the dots: Why the social lives of adolescents matter for their school engagement. Educational Psychologist, 54(2), 106–119.
[32] Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367.
[33] 尹达. (2015). 课堂焦点解决短程治疗:内涵、原则与策略.聊城大学学报(社会科学版), (06), 112-118.
[34] 倪凤琨. (2016). 团体心理辅导对留守儿童学校疏离感的干预研究. 中国特殊教育, (05), 89-94.
[35] 易然. (2018). 朋辈支持在初中生厌学干预中的应用研究. 中国学校卫生, 39(07), 1045-1048.
[36] Filippello, P., Buzzai, C., Sorrenti, L., Costa, S., & Abramo, A. (2020). School refusal behavior: The role of self-compassion and psychological maladjustment. Journal of Child and Family Studies, 29(8), 2276–2286.
[37] Hirvonen, R., Poikkeus, A. M., & Aunola, K. (2022). Peer support as a protective factor against school burnout: A longitudinal study. Learning and Instruction, 77, 101527.
[38] Madjar, N., & Nir, A. E. (2021). The role of teacher support in predicting students’ motivation and emotional engagement: A longitudinal study. Learning and Instruction, 71, 101400.
[39] 王佳琪, 韩晓霞, 韩正川. (2024). 校园心理环境建设对学生归属感的影响研究. 教育研究, 45(03), 134-140.
[40] 马金祥, 王水玉. (2005). 学生厌学的环境诱因及防治策略. 教育探索, (05), 97-99.
[41] Salmivalli, C., Poskiparta, A., & Saarento, S. (2021). Antibullying interventions:Aglobal perspective. International Journal of Bullying Prevention, 3(1), 1–12.
[42] 陈薇. (2025). 家庭系统理论视角下青少年厌学拒学现象的心理学理解及家庭支持策略. 时代青年, (26), 33-35.
[43] 王栋. (2022). 基于社会工作视角的农村留守儿童厌学问题研究. 黑龙江人力资源和社会保障, (14), 133-135.
[44] 黄杰, 李晓玉, 陆云, 罗强. (2024). 教师心理健康教育能力培训体系构建研究. 教师教育研究, 36(01), 56-62.
[45] Smith, P. K. (2003). Violence in schools: The response in Europe. Routledge.
[46] Martínez-Marti, M. L., & González, A. (2022). Family-school partnership contracts: Effects on parental involvement and student outcomes. Educational Psychology, 42(1), 78–94.
[47] Sanmartín, R., Inglés, C. J., Gonzálvez, C., & Vicent, M. (2020). School refusal behavior: A meta-analysis of treatment outcome studies. Educational Psychology Review, 32(4), 1035–1064.
[48] Knollmann, M., Reissner, V., & Hebebrand, J. (2020). Toward a comprehensive assessment of school refusal behavior: A prospective, multi-informant approach. European Child & Adolescent Psychiatry, 29(8), 1079–1091.
