本文選題：學(xué)業(yè)拖延　切入點(diǎn)：學(xué)業(yè)倦怠　出處：《河南大學(xué)》2016年碩士論文

【摘要】：近年來(lái),隨著研究生群體的日益擴(kuò)大,研究生學(xué)業(yè)拖延現(xiàn)象越來(lái)越受到國(guó)家和社會(huì)重視,然而對(duì)研究生學(xué)業(yè)拖延造成影響的原因和相關(guān)因素的研究和探討卻是鳳毛麟角。在科教興國(guó)的時(shí)代背景下,研究生群體是我國(guó)人才的儲(chǔ)備軍,而研究生的學(xué)業(yè)拖延行為相當(dāng)嚴(yán)重,這樣會(huì)使拖延者本人學(xué)習(xí)質(zhì)量下降且阻礙研究生科研和創(chuàng)新能力的發(fā)展,浪費(fèi)教育資源,對(duì)我國(guó)的研究生教育事業(yè)產(chǎn)生不良的影響。因此,本研究著眼于實(shí)際,探討了研究生成就動(dòng)機(jī)、學(xué)業(yè)倦怠、時(shí)間管理傾向?qū)W(xué)業(yè)拖延的影響,進(jìn)而提供改善研究生學(xué)業(yè)拖延的策略和方法。本研究采用學(xué)業(yè)拖延量表、學(xué)業(yè)倦怠量表、成就動(dòng)機(jī)量表、時(shí)間管理傾向量表,對(duì)河南大學(xué)、貴州師范大學(xué)、江西師范大學(xué)、中國(guó)科學(xué)院大學(xué)等四所高校的600名研究生被試進(jìn)行問(wèn)卷調(diào)查,回收有效問(wèn)卷512份,采用信度分析、效度分析、因素分析、回歸分析、方差分析以及中介檢驗(yàn)等統(tǒng)計(jì)方法,對(duì)學(xué)業(yè)拖延、學(xué)業(yè)倦怠、成就動(dòng)機(jī)和時(shí)間管理傾向四個(gè)變量進(jìn)行深入探討分析。研究結(jié)果如下:(1)對(duì)所采用的學(xué)業(yè)拖延量表、學(xué)業(yè)倦怠量表、成就動(dòng)機(jī)量表、時(shí)間管理傾向量表進(jìn)行信度檢驗(yàn)和效度檢驗(yàn),符合心理測(cè)量學(xué)要求,可以在本研究中使用。(2)在所有被試中有79.91%的研究生都有中等程度以上的拖延傾向;研究生學(xué)業(yè)拖延傾向性在性別上有顯著差異;研究生的拖延程度隨著年級(jí)的升高而呈現(xiàn)出上升的趨勢(shì);研究生學(xué)業(yè)拖延在學(xué)術(shù)型碩士和專(zhuān)業(yè)型碩士上并無(wú)顯著差異。(3)成就動(dòng)機(jī)、時(shí)間管理傾向和學(xué)業(yè)拖延呈顯著的負(fù)相關(guān),學(xué)業(yè)倦怠和學(xué)業(yè)拖延呈顯著的正相關(guān)。(4)避免失敗的動(dòng)機(jī)能顯著的正向預(yù)測(cè)學(xué)業(yè)拖延,趨向成功動(dòng)機(jī)則能顯著的負(fù)向預(yù)測(cè)學(xué)業(yè)拖延;學(xué)業(yè)倦怠的三個(gè)維度都能顯著的正向預(yù)測(cè)學(xué)業(yè)拖延;時(shí)間管理傾向的三個(gè)分量表都能顯著的負(fù)向預(yù)測(cè)學(xué)業(yè)拖延。(5)學(xué)業(yè)倦怠和時(shí)間管理傾向在成就動(dòng)機(jī)與學(xué)業(yè)拖延之間都起部分中介作用。(6)學(xué)業(yè)倦怠、時(shí)間管理傾向在成就動(dòng)機(jī)與學(xué)業(yè)拖延之間起并行多重中介作用。
[Abstract]:In recent years, with the increasing expansion of graduate student group, the phenomenon of postgraduate academic procrastination has been paid more and more attention by the country and society. However, the study and discussion of the causes and related factors of the delay in graduate studies are rare. Under the background of rejuvenating the country through science and education, the graduate student group is the reserve army of talents in our country. However, the academic procrastination of graduate students is quite serious, which will make the procrastinator's own learning quality decline, hinder the development of graduate students' scientific research and innovation ability, waste educational resources, and have a negative impact on the postgraduate education in our country. This study focuses on reality and explores the effects of achievement motivation, academic burnout, time management tendency on academic procrastination, and then provides strategies and methods to improve postgraduates' academic procrastination. Academic burnout scale, Achievement motivation scale, time Management disposition scale, A questionnaire survey was conducted among 600 graduate students from four universities, including Henan University, Guizhou normal University, Jiangxi normal University, and University of Chinese Academy of Sciences. 512 valid questionnaires were collected and analyzed by reliability analysis, validity analysis, factor analysis, regression analysis, variance analysis and intermediary test. The results are as follows: 1) the reliability and validity of the academic procrastination scale, academic Burnout scale, Achievement motivation scale and time Management disposition scale are tested. In this study, 79.91% of the graduate students had moderate or more procrastination tendency, and there were significant differences in the tendency of academic procrastination between the two sexes. The degree of procrastination of postgraduates showed an upward trend with the increase of grade, there was no significant difference between academic and professional masters in academic procrastination, and there was a significant negative correlation between time management tendency and academic procrastination. There was a significant positive correlation between academic burnout and academic procrastination. (4) the motivation to avoid failure could predict academic procrastination positively, while the tendency to success could predict academic procrastination negatively. The three dimensions of academic burnout can significantly predict academic procrastination; The three subscales of time management aptitude can significantly predict academic procrastination. 5) academic burnout and time management propensity play an intermediary role between achievement motivation and academic procrastination. Time management tends to play a parallel and multiple mediating role between achievement motivation and academic procrastination.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：B844.2

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