【作者】 王国燕；

【导师】 丁家永；

【作者基本信息】 南京师范大学 ， 发展与教育心理学， 2008， 硕士

【摘要】 学习拖延是学生学习生活中的常见现象。学习拖延是指学生违背原有的学习意向,不必要的推迟学习任务执行的行为倾向。在分析总结国内外研究者对学习拖延现象研究的基础上,本文以初中生为研究对象,调查初中生在学习生活中的一般拖延倾向,及初中生在不同学科、不同学习任务上的拖延频率,并深入分析影响初中生学习拖延的原因,最后探讨学习拖延与学习成绩之间的关系。首先通过文献整理与分析,在借鉴前人相关研究的基础上,翻译并修订学习拖延倾向量表(TPS)和学习拖延量表(PASS)。采用问卷调查法对600名初中生进行调查,研究结论如下:(1)总体来看,初中生的学习拖延倾向水平不高,在英语、政治和一般学校活动中的拖延频率不高,但有80%以上的学生想要改变他们的拖延现状。(2)在学习任务中的拖延程度要高于非学习任务,在政治学科上的拖延程度高于英语学科,在完成家庭作业时的拖延程度高于准备考试。(3)无论是拖延倾向还是不同学科、不同任务的拖延频率上,男生和女生的差异均不显著。年级在学习拖延上存在主效应,九年级学生的学习拖延倾向、拖延频率处于最高水平,而六年级学生表现出了最少的拖延倾向和行为。对不同学校学生的拖延状况而言,市属初中生的拖延程度最低且与区属中学、乡属中学形成显著差异,而区属初中生比乡属初中学生的拖延程度略高。(4)通过因子分析发现影响初中生学习拖延的原因为冒险、缺乏主张、害怕失败、厌恶任务、害怕成功、对控制的反抗、同伴压力。在学习拖延的原因上存在年级、学校差异。(5)通过对学习拖延倾向、英语学科拖延、政治学科拖延与学习成绩的相关研究发现,拖延倾向对总成绩、英语成绩、政治成绩均有显著的预测作用,并且英语学科拖延对英语学习成绩有显著的预测作用,政治学科拖延对政治学习成绩有显著的预测作用。更多还原

【Abstract】 Academic procrastination was very common in students’studying.Academic procrastination refered to the behavior tendency that students betrayed their primary learning intention,and unneccessarily postponed executing learning tasks that they intended to do. On the basis of summing up and analysing the research of academic procrastination,the purpose of this study was surveying the procrastination tendency of junior school students,the procrastination frequency of junior school students on different subjects and different tasks,then going an in-depth study to explore the reasons of procrastinaon,at last revealed the relationship of academic procrastination between the performances of junior school students.First on the basis of a series of preparations,this study translated and revised Tuckman Procrastination Scale(TPS) and Procrastination Assessment Scale-Students(PASS),subjects were 600 junior school students and the conclusions were obtained as follows.(1) In general,junior school students didn’t procrastinate frequently on academic tasks,but above 80% students wanted to change their procrastination behaviors.(2)Students procrastinated more on academic tasks than non-academic tasks,procrastinated more in Politics than in English,and procrastinated more on doing homework than preparing examinations.(3)Boys and girls had no significant differences in procrastination tendency or procratination frequencies of different subjects and different tasks.Grade had main effect on academic procrastination. Students of nine Grade had the most procrastination tendencies and frequencies,but students of six Grade had the least. Concerning the students coming from different schools, students coming from the city had the least procrastination behaviors, students coming from the District of Hualong had the most procrastination behaviors.(4)It was found that the reasons of procrastination were risk-taking、lack of assertion、fear of failure、aversiveness of task、fear of success、rebellion against control、peer pressure by factor analysis,there were differences amony Grades and schools.(5)Through the correlational study of procrastination tendency、procrastination in English、procrastination in Politics between performances,conclusion was found that procrastination tendency could anticipate total performances、performances of English、performances of Politics,and procrastination in English could significantly anticipate English performances,procrastination in Politics could signficantly anticipate Politics performances.更多还原