【作者】 刘晓辉；

【导师】 黄朝云；

【作者基本信息】 武汉大学 ， 发展与教育心理学， 2018， 硕士

【摘要】 目的:本次研究的主要目的是探讨大学生学业拖延行为、学业自我概念、学业自我效能感三者之间的关系。考察学业自我概念对学业拖延行为的作用机制。本研究能够丰富关于大学生学业拖延行为的相关研究,也可以为改善大学生学习习惯、提升学习效率提供相应的理论基础。方法:本次研究采用文献研究、问卷调查相结合的研究方法。采用《学业拖延问卷》、《青少年一般学业自我概念量表》、《大学生学业自我效能感量表》以线上问卷与现场填答相结合的方式,共收集436份问卷,其中有效问卷406份。将征集而来的数据采用SPSS软件技术完成描述性统计分析、回归分析及相关分析等。结果:1、《学业拖延量表》平均得分为54.544,《青少年一般学业自我概念量表》的平均得分为70.835,《大学生学业自我效能感量表》得分为48.214。2、差异性分析结果显示,大学生的学业拖延行为在性别上存在0.001的显著差异,在年级间存在0.001的显著差异:大学生的学业自我概念在是否为独生子女上存在0.05的显著差异,在年级间存在0.001显著差异;大学生学业自我效能感在性别上存在0.001的显著差异,在年级间存在0.001的显著差异。3、相关性分析结果显示,大学生学业拖延行为与学业自我概念存在显著负相关(r-0.500,p<0.1),学业拖延行为与学业自我效能感存在显著负相关(r=-0.417,p<0.001),学业自我概念与学业自我效能感存在显著正相关(r=0.282,p<0.001)。4、中介作用检验表明,大学生学业自我效能感在学业拖延行为与学业自我概念之间起部分中介作用,中介效应量为44.2%。结论:1、大学生的学业自我效能感在学业拖延行为、学业自我概念之间起部分中介作用,即大学生的学业自我概念能够通过影响其学业自我效能感的水平,从而对其学业拖延行为产生影响。2、高校大学生的学业拖延行为与学业自我概念之间存在显著负相关关系,与学业自我效能感之间也存在显著负相关关系,学业自我概念与学业自我效能感之间存在显著正相关关系。大学生的学业自我概念、学业自我效能感均能对学业拖延行为做负向预测。3、现今高等院校的在校大学生存在较严重的学业拖延行为,且学业拖延行为水平呈现显著的年级、性别间差异。4、当代大学生的学业自我概念水平整体较为一般,且学业自我概念水平呈现显著的年级、独生与非独生间差异。5、当代大学生的学业自我效能感整体水平较为一般,且学业自我效能感水平呈现显著的年级、性别间差异。更多还原

【Abstract】 Purpose:The main purpose of this study is to explore the relationship between academic procrastination,academic self-concept and academic self-efficacy.To investigate the mechanism of academic self-concept on academic procrastination.This study can enrich relevant research on college students’ academic procrastination behavior,and provide corresponding theoretical basis for improving the study habits of college students and improving their learning efficiency.Method:This study adopts the research method combining literature research and questionnaire survey.A total of 436 questionnaires were collected,including 406 valid questionnaires,which were combined with online questionnaires and on-site questionnaires by the college students’ academic procrastination scale,college students’ self-concept scale,and the college students’ self-concept scale.Using SPSS software to conduct descriptive statistical analysis,correlation analysis,regression analysis,etc.Results:1.The average score of the Academic Procrastination Scale is 54.544,the average score of the Adolescent General Academic Self-Concept Scale is 70.835,and the score of the College Student Academic Self-Efficacy Scale is 48.214.2.The results of the difference analysis show that there are significant gender differences in the academic procrastination of 0.001 among college students,with a significant difference of 0.001 between grades;the academic self-concept of college students has a significant difference of 0.05 in the only child,at the grade level.There was a significant difference of 0.001 between the two;the academic self-efficacy of college students had a significant difference of 0.001 in gender,and there was a significant difference of 0.001 between grades.3.The results of correlation analysis show that there is a significant negative correlation between academic procrastination and academic self-concept(r=-0.500,p<0.1),and there is a significant negative correlation between academic procrastination and academic self-efficacy(r=-0.417,p).<0.001),There was a significant positive correlation between academic self-concept and academic self-efficacy(r=0.282,p<0.001).4.The mediating effect test shows that the academic self-efficacy of college students plays a partial mediation between academic procrastination and academic self-concept,and the mediating effect is 44.2%.Conclusions:1.The academic self-efficacy of college students plays an intermediary role between academic procrastination and self-concept.That is,the academic self-concept of college students can affect their academic procrastination by influencing their academic self-efficacy.2.There is a significant negative correlation between academic procrastination and academic self-concept,and there is a significant negative correlation with academic self-efficacy,and there is a significant positive correlation between academic self-concept and academic self-efficacy in college students.3.The overall academic procrastination behavior of contemporary college students is more serious,and the level of academic procrastination is significantly different in grade and gender.4.The overall level of academic self-efficacy of college students is relatively general,and the level of academic self-efficacy is significantly different from grade to grade.5.The academic self-concept of contemporary college students is generally relatively general,and the level of academic self-concept presents significant difference between grades.更多还原