|
|
《大学生学业拖延干预策略手册》对大学生学业拖延的干预研究
|
Abstract:
目的：基于时间动机理论及大学生学业拖延现状和影响因素，编制和实施了《大学生学业拖延干预策略手册》，并验证其有效性。方法：采用实验组对照组前后测实验设计，在浙江理工大学线上招募存在一定学业拖延和改变意愿的大学生44人参加为期4周的学业拖延干预训练，针对大学生学业拖延和任务完成的改善程度进行评估。结果：在控制了前测学业拖延和任务完成程度后发现，实验组大学生后测的学业拖延低于对照组大学生，任务完成程度显著高于对照组大。同时在完成任务过程中，实验组大学生的任务完成程度表现出“前紧后宽”的特点，对照组大学生呈现出“前宽后紧”的特点。结论：大学生学业拖延干预训练能够有效降低了学业拖延程度，提高了任务完成量。
Objective: Based on the temporal motivation theory and the current status and influencing factors of college students’ academic procrastination, the Handbook of Intervention Strategies for College Students’ Academic Procrastination was developed and implemented, and its effectiveness was verified. Methods: 44 college students with certain academic procrastination and willingness to change were recruited online in Zhejiang Sci-Tech University were selected to participate in a 4-week intervention experiment on academic procrastination using a pre- and post-test experimental design with an experimental control group, and improvements in academic procrastination and task completion were assessed. Results: After controlling the pretest academic procrastination and task completion, it was found that the posttest academic procrastination of the experimental group was lower than the control group, and the task completion was significantly higher than the control group. At the same time, in the process of completing the task, the students in the experimental group showed the characteristics of “tight in the front and wide in the back”, while the students in the control group showed the characteristics of “wide in the front and tight in the back”. Conclusion: The intervention training for academic procrastination can reduce academic procrastination and increase task completion among college students.
| [1] | 博恩·崔西(2017). 吃掉那只青蛙: 博恩·崔西的高效时间管理法则. 机械工业出版社. |
| [2] | 陈保华(2007). 大学生学习拖延初探. 硕士学位论文, 上海: 华东师范大学. |
| [3] | 金文娜(2022). 自我认同感对大学生不同类型拖延的影响: 自尊和心理韧性的链式中介作用. 硕士学位论文, 沈阳: 沈阳师范大学. |
| [4] | 林琳(2017). 拖延行为的干预: 计划行为理论和实施意向的影响. 心理学报, 49(7), 953-965. |
| [5] | 倪士光, 徐继红, 叶霖(2012). 非理性拖延量表的修订及其与健康行为的关系: 自我效能的中介作用. 中国临床心理学杂志, 20(5), 603-605, 655. |
| [6] | 庞维国, 韩贵宁(2009). 我国大学生学习拖延的现状与成因研究. 清华大学教育研究, 30(6), 59-65, 94. |
| [7] | 皮尔斯·斯蒂尔(2012). 拖延心理学2: 用拖延方程式战胜与生俱来的行为顽症. 浙江人民出版社. |
| [8] | 王超(2022). 医学生学习动机与学业拖延的关系研究: 焦虑的中介作用. 硕士学位论文, 沈阳: 中国医科大学. |
| [9] | Ferrari, J. (2001). Procrastination as Self-Regulation Failure of Performance: Effects of Cognitive Load, Self-Awareness, and Time Limits on ‘Working Best under Pressure’. European Journal of Personality, 15, 391-406. https://doi.org/10.1002/per.413 |
| [10] | Gao, K., Zhang, R., Xu, T., Zhou, F., & Feng, T. (2021). The Effect of Conscientiousness on Procrastination: The Interaction between the Self-Control and Motivation Neural Pathways. Human Brain Mapping, 42, 1829-1844. https://doi.org/10.1002/hbm.25333 |
| [11] | Gr？pel, P., & Steel, P. (2008). A Mega-Trial Investigation of Goal Setting, Interest Enhancement, and Energy on Procrastination. Personality and Individual Differences, 45, 406-411. https://doi.org/10.1016/j.paid.2008.05.015 |
| [12] | Rebetez, M., Rochat, L., & Linden, M. (2015). Cognitive, Emotional, and Motivational Factors Related to Procrastination: A Cluster Analytic Approach. Personality and Individual Differences, 76, 1-6. https://doi.org/10.1016/j.paid.2014.11.044 |
| [13] | Sch？fer, J., Naumann, E., Holmes, E., Tuschen-Caffier, B., & Samson, A. (2016). Emotion Regulation Strategies in Depressive and Anxiety Symptoms in Youth: A Meta-Analytic Review. Journal of Youth and Adolescence, 46, 261-276. https://doi.org/10.1007/s10964-016-0585-0 |
| [14] | Sonia, R., Hall C., N., & Pychyl, A. T. (2016). Attributions of Responsibility and Blame for Procrastination Behavior. Frontiers in Psychology, 7, Article 1179. https://doi.org/10.3389/fpsyg.2016.01179 |
| [15] | Steel, P. (2007). The Nature of Procrastination: A Meta-analytic and Theoretical Review of Quintessential Self-Regulatory Failure. Psychological Bulletin, 133, 65-94. https://doi.org/10.1037/0033-2909.133.1.65 |
| [16] | Steel, P. (2010). Arousal, Avoidant and Decisional Procrastinators: Do They Exist? Personality and Individual Differences, 48, 926-934. https://doi.org/10.1016/j.paid.2010.02.025 |
| [17] | Steel, P., & Klingsieck, K. (2016). Academic Procrastination: Psychological Antecedents Revisited. Australian Psychologist, 51, 36-46. https://doi.org/10.1111/ap.12173 |
| [18] | Steel, P., & K？nig, C. (2006). Integrating Theories of Motivation. Academy of Management Review, 31, 889-913. https://doi.org/10.5465/amr.2006.22527462 |
| [19] | Steel, P., Svartdal, F., Thundiyil, T., & Brothen, T. (2018). Examining Procrastination across Multiple Goal Stages: A Longitudinal Study of Temporal Motivation Theory. Frontiers in Psychology, 9, Article 327. https://doi.org/10.3389/fpsyg.2018.00327 |
| [20] | van Eerde, W., & Klingsieck, K. (2018). Overcoming Procrastination? A Meta-Analysis of Intervention Studies. Educational Research Review, 25, 73-85. https://doi.org/10.1016/j.edurev.2018.09.002 |
