【摘要】：學(xué)業(yè)拖延是發(fā)生在學(xué)生群體的一種普遍現(xiàn)象。本研究通過(guò)查閱相關(guān)的參考文獻(xiàn),并借助了完美主義和抑郁情緒兩個(gè)變量,以337名初中生為研究被試,采用問(wèn)卷調(diào)查法,運(yùn)用描述性統(tǒng)計(jì)、相關(guān)分析等傳統(tǒng)方法,考察了初中生的學(xué)業(yè)拖延狀況。同時(shí),探討了完美主義、抑郁情緒與學(xué)業(yè)拖延的相關(guān)性和抑郁情緒在完美主義和學(xué)業(yè)拖延之間的中介效應(yīng)。并且本研究從降低消極完美主義與抑郁情緒、加強(qiáng)積極完美主義入手,對(duì)減少學(xué)業(yè)拖延提出了一些實(shí)際性的教育建議。經(jīng)數(shù)據(jù)分析,得出以下幾方面的結(jié)論:(1)初中生完美主義傾向中度,抑郁情緒處于輕度和中度狀態(tài),學(xué)業(yè)拖延程度不高;且初中生抑郁情緒、學(xué)業(yè)拖延整體在年級(jí)、性別和是否獨(dú)生子女上的差異均不顯著;但初中生完美主義在年級(jí)和性別上存在顯著差異,在是否獨(dú)生子女上不存在差異。(2)初中生積極完美主義和消極完美主義都與抑郁情緒、學(xué)業(yè)拖延顯著相關(guān),且積極完美主義與學(xué)業(yè)拖延、抑郁情緒及其各個(gè)維度顯著負(fù)相關(guān);其抑郁情緒與學(xué)業(yè)拖延顯著正相關(guān),且抑郁情緒和抑郁情緒等級(jí)與學(xué)業(yè)拖延的四個(gè)維度均顯著相關(guān)。(3)積極完美主義對(duì)學(xué)業(yè)拖延具有負(fù)向預(yù)測(cè)作用,消極完美主義和抑郁情緒對(duì)學(xué)業(yè)拖延具有正向預(yù)測(cè)作用,且抑郁情緒在消極完美主義與學(xué)業(yè)拖延間完全中介效應(yīng)顯著,在積極完美主義與學(xué)業(yè)拖延間中介效應(yīng)顯著。
[Abstract]:Academic procrastination is a common phenomenon occurring in the student group. In this study, 337 junior high school students were investigated by means of questionnaire, descriptive statistics, correlation analysis and other traditional methods by consulting the relevant references, and using two variables, perfectionism and depression, and taking 337 junior high school students as subjects, and using descriptive statistics, correlation analysis and other traditional methods, with 337 junior high school students as subjects. This paper investigates the academic procrastination of junior high school students. At the same time, the relationship between perfectionism, depression and academic procrastination and the mediating effect of depression between perfectionism and academic procrastination were also discussed. In addition, this study starts with reducing negative perfectionism and depression and strengthening positive perfectionism, and puts forward some practical educational suggestions to reduce academic procrastination. Through data analysis, the following conclusions are drawn: (1) Middle school students' perfectionism tendency is moderate, depression is in mild and moderate state, and academic procrastination is not high; There were no significant differences in depression, academic procrastination in grade, sex and only child among junior high school students. (2) positive perfectionism and negative perfectionism were significantly related to depression and academic procrastination, but there were significant differences in grade and gender, and there was no difference in the only child. (2) positive perfectionism and negative perfectionism in junior high school students were significantly related to depression and academic procrastination. Positive perfectionism was negatively correlated with academic procrastination, depression and its dimensions. There was a significant positive correlation between depression and academic procrastination, and depression and grade of depression were significantly correlated with the four dimensions of academic procrastination. (3) positive perfectionism had a negative predictive effect on academic procrastination. Negative perfectionism and depression had a positive predictive effect on academic procrastination, and depression had a significant mediating effect between negative perfectionism and academic procrastination, and between positive perfectionism and academic procrastination.
【學(xué)位授予單位】：牡丹江師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G444

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