【摘要】：采用內(nèi)隱聯(lián)想測驗和問卷法探討高中生內(nèi)隱、外顯成就動機(jī)與學(xué)業(yè)拖延的關(guān)系。結(jié)果表明:(1)內(nèi)隱、外顯成就動機(jī)是相互獨立的動機(jī)系統(tǒng),但兩者以顯著的交互作用共同影響學(xué)業(yè)拖延;(2)不同動機(jī)組合的學(xué)生,拖延情況有顯著差異:高內(nèi)隱、高外顯組的拖延最少,高內(nèi)隱、低外顯組的拖延最多;(3)動機(jī)越不一致,拖延越嚴(yán)重,動機(jī)一致性能夠減少拖延;(4)成績中等偏下的學(xué)生在學(xué)習(xí)過程的補(bǔ)救和總結(jié)上有更多的拖延。因此,學(xué)生只有具備了高內(nèi)隱、高外顯的一致性動機(jī),才會出現(xiàn)最少的拖延。
[Abstract]:Implicit association test and questionnaire were used to explore the relationship between implicit, explicit achievement motivation and academic procrastination. The results show that: (1) implicit and explicit achievement motivation are independent motivational systems, but they have a significant interaction to affect academic procrastination; (2) there are significant differences in procrastination among students with different motivation combinations: high implicit. High explicit group had the least procrastination, high implicit group and low explicit group had the most procrastination; (3) the more inconsistent motivation, the more serious delay, motivation consistency could reduce procrastination; (4) students with middle score had more procrastination in the recovery and summary of learning process. Therefore, students only have high implicit, high explicit consistency motivation, there will be the least delay.
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本文編號：2242594