大学生拖延行为对学业满意度的影响：自我效能感的中介
The Impact of Procrastination on Academic Satisfaction in College Students: A Mediator of Self-Efficacy

为了探讨拖延行为、自我效能感与学业满意度之间的关系，采用一般拖延量表(GPS)、自我效能感量表(GSES)与学业满意度量表对305名大学生展开问卷调查. 研究发现：1) 大学生拖延行为与自我效能感、学业满意度两者均呈显著负相关，自我效能感与学业满意度呈显著正相关；2) 大学生拖延行为、自我效能感、学业满意度在性别上存在显著性差异；3) 自我效能感在拖延行为与学业满意度之间存在部分中介作用，中介效应占比为19.72%。由此可知，大学生拖延行为越严重，自我效能感越低，导致学业满意度降低。
In order to explore the relationship between procrastination behavior, self-efficacy and academic satisfaction, a questionnaire survey was conducted among 305 college students using the General Procrastination Scale (GPS), Self-efficacy Scale (GSES) and Academic Satisfaction Scale. The results found that: 1) College students’ procrastination behavior was significantly negatively correlated with self-efficacy and academic satisfaction, and self-efficacy was significantly positively correlated with academic satisfaction; 2) There were significant differences in procrastination, self-efficacy, and academic satisfaction among college students; 3) Self-efficacy had a partial mediating effect between procrastination behavior and academic satisfaction, and the mediating effect accounted for 19.72%. It can be seen that the more serious the procrastination behavior of college students, the lower the self-efficacy, resulting in lower academic satisfaction.