高中生学业拖延与自我效能感、延迟满足能力关系研究

发布时间：2019-01-05 21:40

【摘要】：高中阶段学生的课业负担重,压力大,而在这个时期出现学业拖延的现象,不仅会影响高中生的学业成绩,还会给学生带来消极的情绪体验,形成一个恶性的循环往复的过程,也正因如此,高中生的学业拖延问题才更应该备受关注。本研究以学业自我效能量表(梁宇颂,2000)、学业延迟满足问卷(李晓东,2004)、学业拖延问卷(冉红,2010)为研究工具,对山东省曲阜市第一中学的学生进行调查,以了解高中生的拖延现状和高中生自我效能感、延迟满足能力与学业拖延的关系。本次研究共发放问卷350份,回收有效问卷为314份。通过用SPSS17.0对调查数据的分析,得出以下结论:1.目前大多数的高中生存在学业拖延的行为。其中的大部分同学处于中度拖延的水平上,一般拖延水平和严重拖延水平段人数比例相对较少。2.男生和女生在学业拖延的整体水平上不存在显著差异。但是从各因子来分析,女生的学习态度较男生积极,且计划性高于男生,而男生则在对学业的判断力上优于女生。3.学业拖延水平的年级差异显著。从整体水平来看,高一和高二年级的拖延水平较高三年级严重,高一年级和高二年差异显示不显著。从各因子来看,在学习态度消极和学习行为迟滞两个因子上,高一与高二无显著性差异,但与高三年级差异显著,高一与高二的水平显著大于高三;学习判断不足因子上三个年级的差异不显著;在低自我效能因子上一年级水平显著高于三年级,二年级与其他年级无显著差异;学习计划缺乏因子上高一与另外两个年级没有显著差异,但高二年级水平显著高于高三年级。4.高中生自我效能感与学业拖延之间存在显著负相关的关系,高自我效能水平的学生较少出现该行为。5.高中生学业延迟满足能力与学业拖延之间存在显著负相关的关系,高学业延迟满足水平的学生较少出现学业拖延行为。6.高中生自我效能感与学业延迟满足之间存在显著正相关的关系,高延迟满足能力的学生往往具有较高水平的自我效能感。
[Abstract]:High school students have a heavy burden of homework and great pressure, and the phenomenon of academic procrastination in this period will not only affect the academic performance of high school students, but also bring negative emotional experiences to students, and form a vicious process of cycling. Because of this, high school students should pay more attention to the problem of academic procrastination. Using the academic Self-efficacy scale (Liang Yusong, 2000), the academic delay satisfaction questionnaire (Li Xiaodong, 2004) and the academic procrastination questionnaire (Ran Hong, 2010) as the research tools, this study investigated the students of No. 1 Middle School in Qufu City, Shandong Province. In order to understand the current situation of high school students' procrastination and high school students' self-efficacy, the relationship between delayed gratification ability and academic procrastination. A total of 350 questionnaires were distributed and 314 valid questionnaires were collected. Through the analysis of the survey data by SPSS17.0, the following conclusions are drawn: 1. At present, most high school students have the behavior of academic procrastination. Most of the students were at the level of moderate procrastination, and the proportion of the general procrastination level and the severe procrastination level was relatively small. 2. 2. There was no significant difference between boys and girls in the overall level of academic procrastination. But from the analysis of various factors, female students' learning attitude is more positive than boys', and their planning is higher than boys', while boys' ability of learning judgment is better than that of girls'. The grade difference of academic procrastination level was significant. From the overall level, the procrastination level of grade one and grade two is more serious than that of grade three, but the difference between grade one and grade two is not significant. From the point of view of each factor, there is no significant difference between Senior one and Grade two in negative learning attitude and delayed learning behavior, but there is a significant difference between Senior one and Grade three, and the level of Senior one and Grade two is significantly higher than that of Senior three. There was no significant difference between the three grades in the factor of insufficient learning judgment, the level of the first grade in the low self-efficacy factor was significantly higher than that in the third grade, but there was no significant difference between the second grade and the other grades. There was no significant difference between the first grade and the other two grades in the lack of learning plan, but the level of the second grade was significantly higher than that of the third grade. 4. There was a significant negative correlation between high school students' self-efficacy and academic procrastination. There was a significant negative correlation between academic delay satisfaction ability and academic procrastination in senior high school students, and students with high academic delay satisfaction level had less academic procrastination behavior. There is a significant positive correlation between high school students' self-efficacy and academic delay satisfaction. Students with high delayed satisfaction ability tend to have a higher level of self-efficacy.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G444

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