發(fā)布時(shí)間：2018-05-17 02:26

  本文選題：拖延 + 自我調(diào)節(jié)�。� 參考：《華中科技大學(xué)》2014年碩士論文

【摘要】：拖延行為是指個(gè)體有意識地延遲必做任務(wù)的一種行為。大學(xué)生群體中的拖延現(xiàn)象并不少見，且已經(jīng)引起了學(xué)校、社會等多方面的關(guān)注。拖延不僅阻礙了大學(xué)生學(xué)業(yè)的發(fā)展，也影響他們的心理健康。因此，探討大學(xué)生拖延行為的原因就顯得十分重要。本研究采用問卷和實(shí)驗(yàn)相結(jié)合的方法，本研究采用問卷和實(shí)驗(yàn)相結(jié)合的方法，隨機(jī)抽取645名大學(xué)生做問卷調(diào)查，考察大學(xué)生拖延行為與自我調(diào)節(jié)的關(guān)系；招募73名被試完成實(shí)驗(yàn)測量及問卷調(diào)查以研究大學(xué)生拖延現(xiàn)象與其執(zhí)行功能的關(guān)系，并探討大學(xué)生拖延行為、自我調(diào)節(jié)與執(zhí)行功能三者之間的關(guān)系。本研究結(jié)果發(fā)現(xiàn)： 一是大學(xué)生在日常生活中存在一定程度的喚醒型拖延和回避型拖延行為，且在兩類拖延行為中，喚醒型拖延比回避型拖延行為更多。男生比女生兩類拖延行為更多。不同專業(yè)的學(xué)生在兩類拖延行為上存在顯著差異：在喚醒型拖延方面，工科生的拖延行為比理科、醫(yī)學(xué)專業(yè)的學(xué)生多，文科生比理科生拖延行為更多，在回避型拖延方面，工科生比文科、理科、醫(yī)學(xué)三個(gè)專業(yè)的學(xué)生拖延行為更多。 二是大學(xué)生的自我調(diào)節(jié)水平整體較高，在自我調(diào)節(jié)的五個(gè)維度中，自我反應(yīng)能力最好，其次是設(shè)定目標(biāo)和自我監(jiān)察能力。男生在自我調(diào)節(jié)各維度上得分均顯著低于女生。不同專業(yè)間自我調(diào)節(jié)能力也存有顯著差異，具體表現(xiàn)在醫(yī)學(xué)生在設(shè)定目標(biāo)、制定計(jì)劃、執(zhí)行計(jì)劃、自我監(jiān)察等方面的能力大多好于其他專業(yè)學(xué)生；相比而言，工科學(xué)生的自我調(diào)節(jié)水平比其他三個(gè)專業(yè)弱。 三是大學(xué)生兩類拖延行為與自我調(diào)節(jié)各維度間均存在顯著負(fù)相關(guān)，且回避型拖延與自我調(diào)節(jié)各維度的相關(guān)程度均高于喚醒型拖延與自我調(diào)節(jié)各維度的相關(guān)程度。自我調(diào)節(jié)五個(gè)維度中的制定計(jì)劃和執(zhí)行計(jì)劃兩個(gè)維度與兩類拖延的相關(guān)更高。自我調(diào)節(jié)對兩類拖延均有顯著預(yù)測作用，其中自我調(diào)節(jié)對回避型拖延的解釋力度更大，在五個(gè)維度中均是執(zhí)行計(jì)劃這一維度對兩類拖延的解釋力度更大。 四是執(zhí)行功能的三個(gè)子功能均與兩類拖延有顯著相關(guān)，而且與喚醒型拖延相比，回避型拖延與執(zhí)行功能各子成分的相關(guān)程度更高。執(zhí)行功能能夠顯著預(yù)測拖延，且在三個(gè)子功能中，認(rèn)知轉(zhuǎn)換功能對拖延的預(yù)測力度更大，其次是抑制功能、記憶刷新功能。不同拖延程度者在執(zhí)行功能的表現(xiàn)上存在著顯著差異，具體表現(xiàn)為高低回避型拖延程度者在三個(gè)子功能上均存在顯著差異，而高低喚醒型拖延程度者僅在抑制功能上存有顯著差異。 五是自我調(diào)節(jié)在抑制功能影響大學(xué)生拖延行為中起到部分中介作用，，中介效應(yīng)占總效應(yīng)的1/4。抑制功能能夠直接影響拖延，也能夠通過自我調(diào)節(jié)間接影響拖延，但直接影響作用更大。
[Abstract]:Procrastination is a behavior in which an individual consciously delays a required task. Procrastination in college students is not uncommon, and has attracted attention from schools and society. Procrastination not only hinders the development of college students' studies, but also affects their mental health. Therefore, it is very important to explore the causes of procrastination among college students. In this study, 645 college students were randomly selected to investigate the relationship between procrastination behavior and self-regulation. 73 subjects were recruited to study the relationship between procrastination phenomenon and executive function, and to explore the relationship among procrastination behavior, self-regulation and executive function. The findings of this study are as follows: One is that college students have arousal procrastination behavior and evasive procrastination behavior in their daily life, and in the two kinds of procrastination behaviors, arousal procrastination behavior is more than evasive procrastination behavior. Boys are more likely to procrastinate than girls. There are significant differences in two types of procrastination behaviors among students of different majors: in arousal procrastination, in science, in medicine, in arts, in evasive procrastination, and in evasive procrastination. Engineering students are more likely to procrastinate than students majoring in liberal arts, science and medicine. On the other hand, the level of self-regulation of college students is higher as a whole. Among the five dimensions of self-regulation, the ability of self-reaction is the best, followed by the ability of setting goals and self-monitoring. The scores of boys in all dimensions of self-regulation were significantly lower than those of girls. There are also significant differences in self-regulation ability among different majors, which is manifested in that the ability of medical students in setting goals, making plans, executing plans, self-monitoring and so on is mostly better than that of other major students. Engineering students' self-regulation level is weaker than the other three majors. Third, there is a significant negative correlation between the two types of procrastination and self-regulation, and the degree of correlation between evasive procrastination and self-regulation is higher than that between arousal procrastination and self-regulation. The two dimensions of self-regulation planning and execution plan are more correlated with two types of procrastination. Self-regulation has significant predictive effect on both types of procrastination, in which self-regulation is more powerful in explaining avoidance procrastination, and in all of the five dimensions, the implementation plan dimension is more powerful in explaining the two types of procrastination. Fourth, the three sub-functions of executive function are significantly related to the two types of procrastination, and compared with arousal procrastination, the degree of correlation between evasive procrastination and each sub-component of executive function is higher. Executive function can significantly predict procrastination, and among the three sub-functions, cognitive conversion function can predict procrastination more strongly, followed by inhibition function and memory refresh function. There are significant differences in the performance of executive function among the patients with different degree of procrastination, and there are significant differences in the three sub-functions of those with high or low avoidance degree of procrastination. However, there were only significant differences in inhibitory function between high and low arousal procrastination. Fifth, self-regulation plays a part of intermediary role in inhibiting the procrastination behavior of college students, and the intermediary effect accounts for 1 / 4 of the total effect. Inhibition function can affect procrastination directly and indirectly through self-regulation, but the direct effect is greater.
【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B844.2

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