【作者】 赵婉黎；

【导师】 刘云艳；

【作者基本信息】 西南大学 ， 发展与教育心理学， 2007， 硕士

【摘要】 学业拖沓是指学习者知道自己应该、也愿意，却没有在预定的时期内完成学习任务。或学习者把应该立即做或决定了的应及时采取的行动推至将来的非理性行为。学业拖沓有三个主要特征：延迟行动、完成不佳、计划不足。本研究根据文献综述、开放式问卷调查、专家咨询，运用探索性因素分析和验证性因素分析确定了大学生学业拖沓问卷的结构，编制了大学生学业拖沓调查问卷。在此基础上，探讨了大学生学业拖沓的现状并运用结构方程建模初步构建了大学生学业拖沓与其影响因素关系的结构模型。研究发现：(1)本研究编制的大学生学业拖沓问卷具有良好的信度和效度，符合心理测量学的要求，可以作为大学生学业拖沓的调查工具。(2)大学生学业拖沓问卷可以分为三个维度：延迟行动、完成不佳、计划不足。(3)大学生学业拖沓在性别、年级、学科、生源、父母习惯及教养态度上存在显著差异，具体表现在：在延迟行动、计划不足及学业拖沓总分上，性别差异显著。男生的拖沓程度大于女生。在延迟行动、完成不佳及学业拖沓总分上，年级差异显著。总体来说，一、四年级得分显著低于二、三年级得分。在延迟行动和计划不足两个维度上，学科差异显著。在延迟行动维度上，理工类和艺术类的得分显著高于文史类和医学类的得分；在计划不足维度上，理工类得分显著高于文史类和医学类的得分。总体来看，学业拖沓程度依次是理工类＞艺术类＞文史类＞医学类。生源上的显著差异只表现在延迟行动维度上。农村学生得分显著低于城市和城镇学生的得分。在学业拖沓总分及各维度上，父母习惯差异均显著。父母有拖沓习惯的学生学业拖沓程度显著高于其他学生。教养方式的差异主要表现在延迟行动、计划不足和问卷总分上。民主型教养方式下的学生的学业拖沓得分显著低于其他教养态度类型的学生。(4)人格、学业自我效能感、时间管理倾向、成就动机、完美心理倾向与学业拖沓均有显著相关。(5)严谨性、神经质、学业自我效能感、时间管理倾向、成就动机(追求成功、回避失败)、完美心理倾向均对学业拖沓有直接效应。其中，严谨性、学业自我效能感、时间管理倾向、追求成功是负效应，神经质、回避失败、完美心理倾向是正效应。(6)严谨性、神经质、学业自我效能感、时间管理倾向、成就动机(追求成功、回避失败)、完美心理倾向相互作用影响学业拖沓。其中，严谨性分别以学业自我效能感、时间管理倾向、追求成功为中介，神经质分别以回避失败和完美心理倾向为中介，学业自我效能感分别以时间管理倾向、追求成功为中介，追求成功以时间管理倾向为中介，完美心理倾向以追求成功和回避失败为中介，间接影响学业拖沓。(7)在影响学业拖沓的因素中，对学业拖沓影响最大的是严谨性，其次是时间管理倾向、追求成功、学业自我效能感、神经质、回避失败，再次是完美心理倾向。更多还原

【Abstract】 Academic Procrastination is defined as unadapted learning practice that students know well that they are responsible and are willing, but fail to accomplish their learning tasks in due time or push forward to the future the "then done work.". Academic procrastination has its characters: postponing beginning; done awfully, insufficient planning. Basing on literature searching, open-ended questionnaire surveying, experts’ inspection, exploratory and confirmatory factor analysis, the researcher made out the construct of Academic Procrastination and developed Academic Procrastination Inventory for College Students. The researcher found:(1) The Academic Procrastination Inventory for College Students had good validity and reliability. It was up to psychology testing theory and was suitable for surveying use.(2) Three dimensions were identified in Academic Procrastination Inventory for College Students: postponing beginning; done awfully, insufficient planning.(3) There is significant difference between gender, grade, subject, city or country, parents’ habits and parenting style. Results show that:Female students were significant lower than male students in postponing to begin, done awfully and total Academic Procrastination.The significant grade differences were found in postponing beginning, done awfully and totaling academic procrastination. Multiple comparison procedures indicated that fresher and graduate were significant lower than sophomores and juniors.Main effects of major were found in postponing beginning and insufficient planning. As for postponing beginning, students of science & engineering and arts were significant higher than those of literary history and medicine. And in insufficient planning, differences were found mainly between science & engineering and literary history and medicine. In general, the order of score on Academic Procrastination Inventory science is science & engineering＞art＞literary history.＞medicine.Students came from villages were significant lower than their city or town counterparts in postponing to begin, but no significant difference was found between city oriented and town oriented.Parents’ habits and parenting style had main effect on academic procrastination. Those whose parents had habits of procrastination were significant higher, and democratic parenting style was lowest.(4) Personality, academic self-efficacy, time management tendency, achievement motivation and perfectionism correlated significantly with academic procrastination.(5) Conscientiousness, neuroticism, academic self-efficacy, time management tendency, achievement motivation (striving for success, avoiding failure), perfectionism had direct positive effects on academic procrastination. Neuroticism, avoiding failure and perfectionism had direct negative effects.(6) Multiple-interaction existed between conscientiousness, neuroticism, academic self-efficacy, time management tendency, achievement motivation (striving for success, avoiding failure) and perfectionism, and affected academic procrastination. Conscientiousness had indirect effects, mediated by academic self-efficacy, time management tendency, striving for success. Neuroticism mediated by avoiding failure and perfectionism. Academic self-efficacy mediated by time management tendency and striving for success. Striving for success mediated by time management tendency. Perfectionism mediated by striving for success and avoiding failure.(7) In all the factors, the most powerful was produced by conscientiousness. The secondary powerful were time management tendency, striving for success, academic self-efficacy, neuroticism and avoiding failure. The last one is perfectionism.更多还原