【作者】 张明珠；

【导师】 黄爱玲；

【作者基本信息】 福建师范大学 ， 心理健康教育（专业学位）， 2018， 硕士

【摘要】 研究一采用问卷法对3-6年级小学生进行问卷调查。研究二通过对3-6年级高学业拖延的小学生进行个案访谈的质性研究。探讨3-6年级小学生的学业自我效能感、师生关系、学业拖延的现状,以及3-6年级小学生的学业自我效能感对学业拖延的影响,考察师生关系在学业自我效能感与学业拖延的中介作用,探讨学业自我效能感、师生关系在学业拖延中发挥着怎样的作用,为改善学业拖延现象提供教育教学建议。研究结果表明:(1)3-6年级小学生学业自我效能感、师生关系、学业拖延总体情况良好。学业拖延在性别、年级方面存在显著差异;师生关系在性别、年级、是否本地生源方面存在显著差异;学业自我效能感在年级、是否本地生源方面存在显著差异。(2)学业拖延与学业自我效能感、积极的师生关系显著负相关,与消极的师生关系显著正相关。学业自我效能感与积极师生关系显著正相关、与消极师生关系显著负相关。(3)学业自我效能感、积极师生关系显著负向预测学业拖延,消极师生关系显著正向预测学业拖延。(4)师生关系在学业自我效能感与学业拖延间起部分中介作用。(5)通过对3-6年级小学生高学业拖延者的个案访谈发现,3-6年级小学生高学业拖延行为与不良师生关系、低学业自我效能感密切相关。更多还原

【Abstract】 questionnaires and case interviews were conducted to investigate pupils in grade 3-6.To investigate the mediating effect of teacher-student relationship on academic self-efficacy and academic procrastination,and to explore the roles that academic self-efficacy and teacher-student relationship have on academic procrastination by studying the current situation of acadenmic self-efficacy.teacher-student relationship and academic procrastination and the influnce that grade 3-6 primary school students’ academic self-efficacy has academic procrastination.besides,the essay tries to give some abvice on how to impove the procrastination through interviewing students with serious procrastinationResults: Grade 3-6.Primary School Students’ academic self-efficacy,teacher-student relationship and academic procrastination were in good condition.Academic procrastination has significant differences in gender and grade;teacher-student relationship has significant differences in gender,grade,whether the source of local students;academic self-efficacy has significant differences in grade,whether the source of local students.Academic procrastination was negatively correlated with academic self-efficacy and positive teacher-student relationship,and positively correlated with negative teacher-student relationship.Academic self-efficacy was positively correlated with positive teacher-student relationship,and negatively correlated with negative teacher-student relationship.Academic self-efficacy and positive teacher-student relationship significantly negatively predicted academic procrastination,while negative teacher-student relationship significantly positively predicted academic procrastination.Teacher student relationship plays a mediating role between academic self-efficacy and academic procrastination.Through psychological interviews with students with high academic procrastination,it is found that high academic procrastination is closely related to low academic self-efficacy and bad teacher-student relationship.更多还原