本文關(guān)鍵詞：學(xué)業(yè)拖延大學(xué)生在“冷”、“熱”表征下執(zhí)行功能的研究　出處：《大連醫(yī)科大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 學(xué)業(yè)拖延 冷表征 熱表征 執(zhí)行功能

【摘要】：目的:學(xué)業(yè)拖延普遍存在與學(xué)生群體中,從積極和消極等多方面影響著學(xué)生的學(xué)習(xí)生活的多方面。國外現(xiàn)有的研究普遍將嚴(yán)重的拖延行為認(rèn)為是一種異常心理和行為。因此探究學(xué)業(yè)拖延有助于我們清楚的認(rèn)識(shí)學(xué)業(yè)拖延,減小學(xué)業(yè)拖延對(duì)學(xué)生學(xué)習(xí)生活的影響。研究通過對(duì)“冷”“熱”執(zhí)行功能的內(nèi)部加工機(jī)制角度探究學(xué)業(yè)拖延,意圖探討學(xué)業(yè)拖延與情緒加工的關(guān)系,并對(duì)其分析解釋。方法:本研究通過中文修訂矯正的API學(xué)業(yè)拖延量表對(duì)大學(xué)生被試群體進(jìn)行篩選,分類為高低學(xué)業(yè)拖延組。篩選后的每一個(gè)被試需要全部完成執(zhí)行功能的抑制(空間線索反向抑制范式),轉(zhuǎn)換(圖片轉(zhuǎn)換范式)和刷新(2—back詞類刷新實(shí)驗(yàn))三個(gè)子成分任務(wù)。每一子成分任務(wù)中包含三種情緒表征材料,中性情緒引起“冷執(zhí)行”,正性、負(fù)性情緒表征用以引起“熱執(zhí)行”。應(yīng)以探索高低學(xué)業(yè)拖延的不同執(zhí)行功能子成分的“冷”“熱”執(zhí)行的差異。結(jié)果:實(shí)驗(yàn)一:研究指出1.高低學(xué)業(yè)拖延大學(xué)生在抑制功能實(shí)驗(yàn)中不同情緒材料引起的“冷”與“熱”執(zhí)行的抑制效率水平差異顯著(F=4.498,P=0.0140.05),同時(shí)引起抑制加工的正確率顯著存在性差異(F=3.60,P=0.0320.05)。情緒表征類型與高低拖延之間的交互作用顯著(F=3.389,P=0.0380.05)。簡(jiǎn)單效應(yīng)分析發(fā)現(xiàn)正性情緒表征相比較于中性情緒表征(T=3.216,P=0.0080.01)和正性情緒表征(T=2.621,P=0.0480.05)對(duì)抑制功能存在顯著的存進(jìn)作用。交互作用分析結(jié)果,高低拖延組的“冷”執(zhí)行功能表現(xiàn)沒有顯著差異(T=0.12,P=0.9050.05),高低拖延組的正性情緒表征引發(fā)的“熱執(zhí)行”表現(xiàn)沒有顯著差異(T=-0.637,P=0.527);高拖延組的負(fù)性情緒表征下的熱執(zhí)行功能顯著低于低拖延的抑制功能(T=2.904,P=0.0060.01)。實(shí)驗(yàn)二:1.結(jié)果指出高低學(xué)業(yè)拖延的大學(xué)生的轉(zhuǎn)換功能反應(yīng)時(shí)水平在情緒表征條件下的差異顯著(F=3.338,P=0.040.05),情緒表征下的轉(zhuǎn)換正確水平存在顯著差異(F=7.002,P=0.0020.01)。轉(zhuǎn)換反應(yīng)時(shí)的情緒表征和高低拖延的交互作用顯著(F=3.21,P=0.0450.05)。成對(duì)比較指出正性情緒表征與中性情緒表征相比顯著的增加了轉(zhuǎn)換的反應(yīng)時(shí)T=2.644,P=0.0340.05);負(fù)性情緒情緒表征下的轉(zhuǎn)換正確差顯著小于正性情緒(=-32.727,P=0.0080.01)和中性情緒(T=-2.909,P=0.0150.05)的正確率,負(fù)性情緒表征的轉(zhuǎn)換的效果好于其他兩種情緒表征。交互作用分析結(jié)果,高低拖延組在中性情緒表征(T=0.434,P=0.666)的冷執(zhí)行和正性情緒表征(T=0.279,P=0.782)下的熱執(zhí)行轉(zhuǎn)換任務(wù)中,轉(zhuǎn)換功能不行存在顯著差異。高學(xué)業(yè)拖延在負(fù)性情緒表征下的轉(zhuǎn)換功能水平顯著大于低學(xué)業(yè)拖延組(T=-2.260,P=0.0290.05)。實(shí)驗(yàn)三:1.高低拖延組被試在各種情緒表征下的刷新功能反應(yīng)時(shí)和正確率水平之間均無顯著的差異。刷新功能情緒表征的差異沒有顯著性,但具有差異趨勢(shì)(F=3.118,P=0.055)。結(jié)論:1.高學(xué)業(yè)拖延者中性情緒表征下的“冷”執(zhí)行功能的三個(gè)子成分功能水平與低學(xué)業(yè)拖延者“冷”執(zhí)行功能無顯著差異。2.高學(xué)業(yè)拖延者正性情緒表征下的“熱”執(zhí)行功能的三個(gè)子成分功能水平與低學(xué)業(yè)拖延者的正性“熱”執(zhí)行功能無顯著差異。3.高學(xué)業(yè)拖延者負(fù)性情緒表征下的“熱”執(zhí)行功能與低學(xué)業(yè)拖延者相比抑制水平下降,轉(zhuǎn)換功能水平提升,工作記憶刷新功能無顯著差異。4.正性情緒表征促進(jìn)熱執(zhí)行功能的抑制水平提高,正請(qǐng)情緒表征降低熱執(zhí)行功能的轉(zhuǎn)換水平提高。
[Abstract]:Objective: academic procrastination exists with groups of students, from the aspects of positive and negative affect on students' learning life. Existing research abroad generally believe that serious procrastination is a kind of abnormal psychology and behavior. Therefore the study on academic procrastination helps us to have a clear understanding of academic procrastination, reducing academic procrastination the effects on students learning life. Through the research of "cold" and "hot" executive function of the internal processing mechanism of perspective of academic procrastination, intention to explore the relationship between academic procrastination and emotional processing, and analysis of its interpretation. Methods: This study through the Chinese revised correction API academic procrastination scale for college students group screening the level of academic procrastination, classified as a group. After the screening of each subjects need to complete suppression of executive function (spatial cues reverse inhibition paradigm), conversion (picture conversion paradigm) and Refresh (2 - back refresh experiment three components of lexical category) tasks. Each task consists of three sub components of emotional characterization of materials, the neutral mood caused by "cold", positive, negative emotions characterized by to cause "hot executive." should be to explore the level of academic procrastination in different sub components of executive function "cold" and "hot" implementation of the differences. Results: Experiment 1: the study pointed out that the difference of inhibition efficiency level 1. level of College Students' academic procrastination caused by different emotional material in the inhibition function experiment in "cold" and "hot" performed significantly (F=4.498, P=0.0140.05), also caused significant inhibition of the correct rate of processing differences (F=3.60, P=0.0320.05). The interaction between the type and level of emotional representation delay significantly (F=3.389, P=0.0380.05). Simple effect analysis showed that positive emotion representation compared to neutral emotion representation (T=3.216, P=0.0080.01) and positive The mood (T=2.621, P=0.0480.05) to characterize the inhibition function into effect. There are significant interaction analysis, low delay group "cold" executive function exhibited no significant differences (T=0.12, P=0.9050.05), positive emotion group delay caused by the level of characterization of "hot execution" exhibited no significant differences (T=-0.637, P=0.527 Hot Executive function); negative emotion under the characterization of high delay group was significantly lower than that of the low delay inhibition function (T=2.904, P=0.0060.01). The experimental results indicate that: two 1. level of Academic Procrastination of college students transfer function response level in emotional conditions significantly characterized (F=3.338, P=0.040.05), there are significant differences in emotion conversion characterization of the correct level (F=7.002, P=0.0020.01). The interaction of emotion and characterization of high and low conversion reaction time delay significantly (F=3.21, P=0.0450.05). The paired comparison pointed out that positive emotions and characterization Characterization of emotion compared significantly increases the conversion reaction of T=2.644, P=0.0340.05); conversion of negative emotion emotional representation under the correct difference was significantly less than that of positive emotions (=-32.727, P=0.0080.01) and neutral emotion (T=-2.909, P=0.0150.05) the correct rate and effect of negative emotion scale syndrome conversion is better than the other two kinds of emotion characterization of the interaction. The results of the analysis, the level of group delay in the characterization of neutral emotion (T=0.434, P=0.666) cold execution and positive emotion representation (T=0.279, P=0.782) under thermal conversion task, no conversion function have significant difference. The high academic procrastination conversion to negative emotion in the representation of function was significantly greater than the low level academic procrastination group (T=-2.260, P=0.0290.05). The three groups of subjects: 1. level delay between response refresh function in a variety of emotions under the representation of time and accuracy levels had no significant difference. The refresh function characterization of emotion The difference was not significant, but the trend is different (F=3.118, P=0.055). Conclusion: 1. high academic procrastination neutral emotional characterization of the "cold" executive function of the three components of function level and low academic procrastination "cold" executive function of.2. had no significant difference with high academic procrastination positive emotion representation of the "hot" the executive function of the three components of the function level and low academic procrastination is "hot" executive function had no significant difference between.3. high academic procrastination, negative emotion and characterization of the "hot" executive function and low academic procrastination than inhibition level drops, the conversion function level, refreshing function of working memory had no significant difference.4. positive emotions promote the characterization of inhibition level of hot executive function is improved, please reduce the emotional characterization of hot executive function conversion level.

【學(xué)位授予單位】：大連醫(yī)科大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.2

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