大学生认识论信念、自我调节学习与学业拖延的关系

【作者】 赵霞；

【导师】 司继伟；

【作者基本信息】 山东师范大学 ， 发展与教育心理学， 2009， 硕士

【摘要】 学业拖延是学生学习生活中的一种常见现象,指个体经常或几乎经常延迟学习任务,并且经常或者几乎经常经历与拖延有关的问题性焦虑的倾向。认识论信念则是近年来元认知研究领域一个新主题,是教育心理学家从心理学的角度对人的认识论进行研究时所使用的一个概念,是学习者进行学习活动的内在背景。自我调节学习指学生为了达到预定的目标,将自身正在进行的学习活动过程作为对象,不断地对其进行积极、自觉的计划、监督、检查、评价、反馈和调控的过程。目前我国高校多采取学分制,学生管理也比高中时宽松,使得学生在进入大学后学业拖延的倾向就凸显出来了。本文旨在对大学生的学业拖延进行现状描述研究,并研究认识论信念、自我调节学习与学业拖延的关系。笔者在阅读大量文献、综合国内外研究方法的基础上主要采用自陈式问卷调查法对我国七所高校的1300名在校大学生进行的测量。研究成果如下:1、约有近一半的大学生存在学业拖延,一成以上存在严重拖延。2、大学生的学业拖延程度不存在显著的性别差异,但女生受拖延的情绪困扰更严重且降低期望更高;大学生的认识论信念和自我调节学习能力在性别上不存在显著差异。3、大学生的学业拖延和自我调节不存在专业的差异,但是认识论信念在专业上存在显著性差异,文史专业的大学生认识论信念总分低于理工类学生。4、大学生的学业拖延存在年级的差异,大三学生显著高于大一、大四学生;大学生的认识论信念在年级上存在显著差异,大一学生显著高于大二、大三学生,大四学生显著高于大二学生;大学生自我调节学习存在年级差异,大四学生的自我调节学习能力显著高于大二、大三学生。5、大学生学业拖延和认识论信念之间存在非常显著的负相关,即认识论信念越成熟,学业拖延程度越低。认识论信念与自我调节学习能力存在显著的正相关,即大学生的认识论信念越积极,其自我调节学习能力越强。自我调节学习与学业拖延的各维度存在非常显著的负相关,自我调节学习能力越强,学业拖延程度越低。自我调节能够预测拖延程度的11.8%,有一定的预测能力。更多还原

【Abstract】 Academic procrastination is an ordinary phenomenon during the lives of students. It is a tendency for an individual often or nearly often to delay school tasks or to experience the anxiety concerned it. Epistemological belief, a newly developed topic in the domain of metacognition research, is a concept employed by psychologists when conducting epistemological studies psychologically. It is defined as the internal background for learners to perform learning activities. Self-regulation learning is the process of continuously planning, supervising, examining, evaluating and macro-controlling the ongoing learning activities in order to reach the scheduled target.At present, credit system is carried out at most universities. Because the student management at universities is less strict than that in high schools, the tendency of academic procrastination is more and more obvious when they entered the universities. The purpose of the paper is to depict the status quo of academic procrastination and to research on the relationships among epistemological belief, self-regulated learning and academic procrastination. Based on reviewing lots of literatures and synthesizing the research methods, home and abroad, questionnaire survey method of self-stating is adopted to measure 1300 registered college students among seven universities inChina. The conclusions obtained are as follows:1.Academic procrastination exists widely in nearly half of the university students and more than 10% are much more seriously.2. There are no significant differences in academic procrastination degree between boys and girls, but for girls the emotional disturbance is more serious and the desire to reduce it is higher. There are no gender difference in epistemological beliefs and self-regulated learning ability.3. Academic procrastination and self-regulated learning ability have no obvious specialty difference. But there exist significant specialty differences on epistemological beliefs. Compared with the students major in science and engineering, students major in literature and history have lower total marks of epistemological beliefs.4. The degree of academic procrastination is not the same in different grade. It showed that the procrastination degree of junior students is more serious than that of fresh students and senior students. The level of epistemological beliefs of fresh students are stronger than that of sophomore and junior students and the level of senior students are stronger than that of sophomore. The self-regulated learning ability of senior students is higher than that of sophomore and the junior students.5. There exists significant negative correlation between academic procrastination and epistemological belief, that is, the more sophisticated the epistemological belief, the lower degree the academic procrastination. While positive correlation is existed between epistemological belief and self-regulated learning ability, namely, the higher the enthusiasm, the stronger the self-regulated learning ability. There exists significant negative correlation between self-regulated learning ability and the all dimension of academic procrastination, that is, the stronger the self-regulated learning ability, the lower the degree of academic procrastination. It showed that self-regulation can predict 11.8% of the degree of academic procrastination, that is, there is certain prediction ability.更多还原