發(fā)布時間：2018-03-20 19:45

  本文選題：學(xué)業(yè)拖延　切入點：特質(zhì)焦慮　出處：《江西師范大學(xué)》2010年碩士論文　論文類型：學(xué)位論文

【摘要】： 拖延是盡管預(yù)計到可能會帶來嚴重后果,但仍自愿延遲執(zhí)行預(yù)定計劃的行為。當(dāng)拖延的行為發(fā)生在學(xué)業(yè)領(lǐng)域時,就稱為學(xué)業(yè)拖延。拖延行為在人們的日常生活中非常普遍,給人們造成了重大的物質(zhì)與精神損失。 本研究采用問卷調(diào)查的方法,以412名在校大學(xué)生為對象,探究了部分人口學(xué)變量對學(xué)業(yè)拖延的影響、特質(zhì)焦慮與學(xué)業(yè)拖延的關(guān)系、應(yīng)對方式與學(xué)業(yè)拖延的關(guān)系以及應(yīng)對方式對焦慮與學(xué)業(yè)拖延關(guān)系的影響。研究結(jié)果表明: (1)非獨生子女的學(xué)業(yè)拖延顯著高于獨生子女; (2)學(xué)業(yè)拖延的生源地差異均不顯著; (3)特質(zhì)焦慮與學(xué)業(yè)拖延相關(guān)顯著; (4)成熟型應(yīng)對方式(解決問題、求助)對學(xué)業(yè)拖延有顯著的負向預(yù)測作用;不成熟型的應(yīng)對方式(幻想、自責(zé)、退避)對學(xué)業(yè)拖延有顯著的正向預(yù)測作用;混合型應(yīng)對方式(合理化)不能預(yù)測學(xué)業(yè)拖延; (5)應(yīng)對方式的六個因子對特質(zhì)焦慮與學(xué)業(yè)拖延的關(guān)系都不具調(diào)節(jié)作用; (6)自責(zé)、退避、合理化三種應(yīng)對方式對特質(zhì)焦慮與學(xué)業(yè)拖延的關(guān)系不具中介作用,解決問題、求助、幻想對特質(zhì)焦慮與學(xué)業(yè)拖延的關(guān)系起部分中介作用。
[Abstract]:Procrastination is the act of voluntarily delaying the implementation of a scheduled plan despite the anticipated serious consequences. When procrastination occurs in the academic field, it is called academic procrastination. Procrastination is very common in people's daily lives. It has caused great material and spiritual losses to people. This study investigated the effects of demographic variables on academic procrastination and the relationship between trait anxiety and academic procrastination among 412 college students. The relationship between coping style and academic procrastination and the influence of coping style on anxiety and academic procrastination. (1) the academic procrastination of non-only child was significantly higher than that of only child; (2) there was no significant difference in the origin of academic procrastination; (3) trait anxiety was significantly associated with academic procrastination. (4) mature coping style (problem solving, seeking help) has a significant negative predictive effect on academic procrastination, immature coping style (fantasy, self-reproach, retreat) has significant positive predictive effect on academic procrastination. Mixed coping style (rationalization) can not predict academic procrastination; 5) the six factors of coping style had no effect on the relationship between trait anxiety and academic procrastination. 6) Self-remorse, avoidance and rationalization have no intermediary effect on the relationship between trait anxiety and academic procrastination. Solving problems, seeking help and fantasy play a part intermediary role in the relationship between trait anxiety and academic procrastination.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：B844.2

【引證文獻】

相關(guān)期刊論文 前2條

1 劉麗華;玄英哲;宋曉;孫偉;;學(xué)業(yè)拖延的概念分析[J];中外醫(yī)學(xué)研究;2012年03期

2 王曉哲;梁麗們;都清芳;;我國大學(xué)生時間管理傾向的研究成果回顧及展望[J];中國西部科技;2013年09期

相關(guān)碩士學(xué)位論文 前4條

1 李格;大學(xué)生學(xué)業(yè)拖延與學(xué)業(yè)情緒的相關(guān)及團體干預(yù)研究[D];上海師范大學(xué);2012年

2 劉麗華;護理專業(yè)學(xué)生時間管理傾向與自尊、學(xué)業(yè)拖延的相關(guān)性研究[D];延邊大學(xué);2012年

3 楊于岑;研究生學(xué)習(xí)拖延、時間管理傾向與自我效能感的關(guān)系研究[D];廣西大學(xué);2012年

4 孔波;大學(xué)生不同類型拖延者時間貼現(xiàn)的差異性研究[D];電子科技大學(xué);2013年

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本文編號：1640540