For college students, learning is the primary task and the main way of activity. The mental health status and psychological development level of college students directly affect their learning process and learning effect. More and more studies show that the mental health of learning plays an important role in various factors that affect the normal study of college students. The psychological obstacles of college students in learning are mainly manifested as: lack of learning motivation, excessive learning motivation, inattention in learning, poor memory, improper learning methods, test anxiety and so on.
1, improper learning motivation. Improper learning motivation includes insufficient learning motivation and excessive learning motivation, both of which will affect college students' academic efficacy. The main manifestations of insufficient learning motivation are: no clear learning goal, learning for learning, even tired of learning, avoiding learning; The main manifestations of excessive learning motivation are: excessive achievement motivation, excessive reward motivation and excessive learning intensity. This is a letter from two college students:
Case 1: I'm a college student from a mountainous area, with financial difficulties and excellent academic performance. After going to college, I suddenly feel at a loss, I have no motivation to study, and I have no goal in life. Sometimes when I think of my sister and elderly parents who dropped out of school at home, I hate myself for failing to live up to expectations, but I really can't find the goal and motivation to learn and muddle along in my studies. My life is so-so, blind and aimless, and I can't get up in class. I won't neglect my studies because I like surfing the Internet. I just chat and play games online because I am really bored.
Case 2: I am a junior this year. I've always been strict with myself. Of course, this is also related to the expectations of my family. My parents are intellectuals with senior titles. Under their strict instruction, I have known hard work and struggle since I was a child. In college, I made a careful career design, step by step, and my grades should be top-notch. I passed CET-6 and TOEFL in my second year of English to prepare for studying abroad in the future. Joining the party in the third grade made my political life depend on it; At the same time, exercise your abilities in all aspects. So in college, I run at full speed like a top and cherish every minute of college, because I believe that there is always a reward for paying. However, I found that I was getting farther and farther away from my goal. I suddenly doubted my learning ability. I feel that my advantage in learning is being lost, and even my self-confidence accumulated over the years is being challenged. I'm suddenly worried about the future. What should I do?
It can be seen from the above two letters from students that both of them are psychologically confused because of improper learning motivation, but the difference is that the former is due to insufficient learning motivation and the latter is due to excessive achievement motivation.
Improper adjustment of learning motivation: adjustment of insufficient learning motivation. First of all, counselors should help students understand the value of learning and the goal of the university, and re-plan their studies and life; Second, adjust the mentality, treat the setbacks and difficulties encountered in learning, especially in learning, with a positive attitude, and overcome inertia with your own will; The third is to improve learning methods, improve learning efficiency and academic self-efficacy, and improve academic self-worth and social value. Excessive adjustment of learning motivation. First, correctly understand your potential, set appropriate academic goals and expectations, and adjust your achievement motivation. At the same time, we should be down-to-earth, step by step, and not aim too high; The second is to change shallow learning motivation into deep learning motivation, dilute external rewards, especially the induction of academic performance, and treat honor and academic performance correctly; Third, correct learning attitude, establish lofty ideals, maintain strong learning enthusiasm and persevere, which will certainly achieve the expected results.
2. inattention. Attention is the direction of psychological activities to an object, which is directional, selective and centralized. Attention is the premise of human learning. Without attention, college students will not study. Attention is of great significance in college students' study.
The main manifestation of inattention. First, I can't concentrate on the lecture in class. My mind is often distracted and staring at the blackboard, but I can't control my own thinking. Second, it is easy to be disturbed by the environment. Small moves outside the classroom will divert attention and you can't meditate for a long time. Third, after participating in sports or watching a movie, I am immersed in the memories of the plot for a long time.
The main reasons for college students' inattention are as follows: first, there are many developmental tasks in youth, which leads to increased pressure and psychological conflicts, especially because of love and sexual fantasies, which are more likely to cause attention problems; Second, life events lead to psychological stress, such as important losses, exam failure, major changes in family life, economic difficulties, evaluation failure, lovelorn, and disharmony in dormitory relations, resulting in heavy ideological burden and distraction; Third, lack of learning motivation, low learning anxiety, lack of pressure and urgency.
Self-regulation of inattention. First of all, learn to divert attention and get rid of life stress events and setbacks as soon as possible; Second, strengthen learning motivation appropriately, maintain appropriate learning pressure and anxiety, and carry out positive self-motivation and self-suggestion; The third is to develop good study habits and living habits and maintain vigorous energy; Fourth, choose an ideal learning environment, reduce activities unrelated to learning, and conduct appropriate self-monitoring.
3. Test anxiety. Examination is a complex intellectual labor and an abnormal state, which requires candidates to be clear-headed and emotionally stable. Test anxiety is an emotional reaction that seriously affects the performance of test level. Examinations are a breeding ground for tension. Some students can't play their level normally because of nervousness, mainly because they are eager to win, which increases their psychological burden. The motivation to win forms a dominant excitement center in a certain area of the cerebral cortex, which makes the nearby area in a state of inhibition, which will destroy the connection between knowledge and hinder the mobilization and extraction of knowledge. The temporary interruption of memory often aggravates anxiety. Thus, it deepens the anxiety of candidates about the gain and loss of test scores, leading to a vicious circle, which is easy to lead to wrong answers, missing answers or not knowing how to answer. In the state of anxiety, students' specific thinking abilities such as analysis, synthesis, abstraction and generalization can't be exerted normally, which leads to the failure of the exam.
Specific manifestations of test anxiety: first, emotional anxiety, anxiety; Second, cognitive performance is inattention, poor memory, low reading efficiency and rigid thinking; Third, the behavior is restless and at a loss; Fourth, the physical manifestations are headache, loss of appetite, nausea, palpitation and poor sleep. Seriously, students with high test anxiety will have obvious physiological and psychological reactions before the test, such as: excessive worry, fear, insomnia, forgetfulness, loss of appetite, diarrhea and other symptoms; Panic, shortness of breath, sweating, trembling hands and feet, frequent toilet use, shallow thinking, poor judgment and blank brain during the exam; Individual students have visual impairment in the examination room, such as: unable to see the questions clearly, misreading the questions, missing the questions, stiff movements, out-of-control hands, clerical errors, etc.
Adjustment of test anxiety. First, we must have adequate review preparation: 80% of people's test anxiety is caused by inadequate review preparation, so firmly mastering knowledge is the fundamental way to overcome test anxiety. We should teach students to evaluate themselves correctly, set up appropriate academic expectations and cultivate self-confidence. Second, we should treat the test results correctly, and we should not judge heroes by one success or failure; Too much worry and anxiety will not only help, but also affect the normal play of the level. The third is psychological counseling before the exam. Give targeted psychological counseling to some students who are sensitive, anxious, have poor anti-frustration ability and have psychological obstacles before the exam to relieve their psychological pressure; Group counseling for students with high test anxiety can help them understand themselves objectively, improve their psychological quality, enhance their self-psychological adjustment ability, improve their test skills, effectively resolve external pressure and play their due level. The fourth is to learn to relax. There are many ways to relax. We introduce several ways to relax: (1) Sit comfortably and keep the balance on both sides of your body; (2) Inhale deeply and slowly through the nose, and then spit it out slowly through the mouth; (3) Imagine the relaxation of all parts of the body, and the order of relaxation: feet, legs, back, neck and palms. Second, imagine relaxation, you can play light music, imagine yourself on a soft beach, with warm sunshine shining on your body, walking barefoot on the beach, the sea breeze blowing gently, listening to the waves beating against the coast, and emptying your mind to achieve the purpose of relaxation.