本文選題：學業(yè)拖延　切入點：學習壓力感　出處：《南京師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：為了了解大學生學習壓力感、學習自我控制力和學業(yè)拖延的相關(guān)性,本研究選取南京工業(yè)大學一至四年級大學生為被試,采用問卷調(diào)查法,對810名學生進行調(diào)查,回收有效問卷768份。本研究采用了 PASS,Solomon和Rothblum編制、甘良梅修訂的《大學生學業(yè)拖延量表》,進行大學生拖延現(xiàn)狀的研究;采用田瀾、鄧琪編制的《大學生學習壓力感問卷》,進行大學生學業(yè)壓力感及其與大學生學業(yè)拖延行為相關(guān)性的研究;采用鄒丹杰、張靈聰、林鐘敏編制的《大學生學習自我控制力量表》,進行大學生自我控制力及其與學業(yè)拖延行為相關(guān)性的研究。本研究主要得出以下結(jié)論:(1)大學生的學業(yè)拖延存在性別、學科和年級的差異:男生的學業(yè)拖延程度高于女生;工科和文科生的拖延程度明顯高于藝術(shù)生;大學二年級和四年級學生的學業(yè)拖延程度高于大一。(2)大學生的學習壓力感存在學科和年級的差異:藝術(shù)生和文科生的學習壓力感顯著高于工科生;大四學生的學習壓力感顯著高于大一和大三學生。(3)大學生的學習自我控制力存在年級差異:大一學生學習自我控制力顯著高于其它年級。(4)學習壓力感能夠正向預測學業(yè)拖延,其中,學習成效壓力、學習氣氛壓力、學習條件壓力對學業(yè)拖延有重要影響。(5)自我控制力能夠負向預測學業(yè)拖延,其中,自控感和自控策略對學業(yè)拖延有重要影響。
[Abstract]:In order to understand the relationship between learning stress, self-control and academic procrastination, 810 students in Nanjing University of Technology were investigated by questionnaire. 768 valid questionnaires were collected in this study, which were compiled by PASS Solomon and Rothblum and revised by Gan Liangmei to study the status quo of college students' procrastination. Deng Qi's "College students' Learning stress questionnaire" was used to study the relationship between academic stress and academic procrastination behavior of college students, using Zou Danjie, Zhang Lingcong, Zou Danjie, Zhang Lingcong, Zhang Lingcong, Lin Zhongmin's Learning Self-control Power Table, a study of the relationship between self-control and academic procrastination behavior of college students, draws the following conclusions: (1) academic procrastination of college students has gender. The difference between subject and grade: the degree of academic procrastination of male students was higher than that of female students, the procrastination degree of engineering and arts students was higher than that of art students; The degree of academic procrastination of sophomore and senior graders is higher than that of freshmen. 2) there are differences between subjects and grades in learning stress of college students: the sense of learning stress of art students and arts students is significantly higher than that of engineering students; The learning stress of senior students is significantly higher than that of freshmen and junior students.) there are grade differences in learning self-control of college students: the learning self-control ability of freshmen is significantly higher than that of other grades.) Learning stress can positively predict academic procrastination. Among them, stress of learning achievement, pressure of learning atmosphere and pressure of learning condition have important influence on academic procrastination. Self-control can negatively predict academic procrastination, among which, self-control and self-control strategies have important influence on academic procrastination.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B844.2

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