An Intervention Study of Middle School Students’ Self-Regulation Skills Based on Reinforcement Sensitivity Theory

Abstract

Individuals in adolescence are prone to behavioral problems, which may be attributed to the weak conflict detection and regulation ability of adolescents, therefore, this study, based on the theoretical foundation of reinforcement sensitivity, focuses on exploring whether it is possible to enhance adolescents’ behavioral inhibitory ability, so as to improve the level of self-regulation and self-efficacy of individuals. The study used the experimental method, and 75 junior high school students (40 in the experimental group and 35 in the control group) were finally selected as the research subjects, and the intervention training was provided to the students. The results of the experiment found that: On the measure of reinforcement sensitivity, the reward sensitivity of the experimental group was significantly higher than that of the pre-intervention; the punishment sensitivity was significantly lower than that of the pre-intervention; on the measure of general self-efficacy, the general self-efficacy of the students in the experimental group was significantly higher than that of the pre-intervention; there was no significant difference between the pre- and post-intervention levels of conflict regulation and self-regulation, but both of them had an upward trend. Conclusion: The intervention increased students’ general self-efficacy and confidence; it increased students’ reward sensitivity and decreased students’ punishment sensitivity, but it did not increase students’ conflict regulation; there was an upward trend in students’ self-regulation.