摘要
传统的学习拖延是自我调节失败而导致非理性延迟的适应不良行为;最新研究提出了主动拖延的概念,认为主动拖延是自我调节的主动适应行为。根据学习拖延的定义及该领域的研究进展,将学习拖延分为三个阶段:传统学习拖延的多视角研究、传统学习拖延的自我调节研究、整体化观点的探索研究。文章依次介绍了每个阶段的研究成果。文章最后以自我调节机制为主线,整合了主动拖延和被动拖延,初步建立了一个拖延整体化模型。该模型的主要贡献在于,提出了干预被动拖延,促进主动拖延的有益于健康的整体化方案。
Traditional researches considered academic procrastination as maladaptive, which was irrational delay under self-regulatory failure conditions. Recent researches found that active procrastination was adaptive, which was rational delay under self-regulatory success. Based on the definition of academic procrastination and the current researches in this field, the present study analyzed the nature of academic procrastination and intervention studies on it. Three stages of academic procrastination studies were revealed, and they were poly-dimensional traditional research, self-regulation theory, and a holistic model. An integration of traditional procrastination and active procrastination was carried out under the mechanism of self-regulation, with a holistic model of procrastination set up. Based on the previous studies, a holistic program of preventing traditional procrastination and enhancing active procrastination was put forward by the present study.
出处
《心理发展与教育》
CSSCI
北大核心
2012年第5期545-553,共9页
Psychological Development and Education
基金
清华大学自主科研课题(2010THZ04)
2012年山东高校人文社科项目(J12WH103)
关键词
学习拖延
自我调节
被动拖延
主动拖延
整体化模型
academic procrastination
self-regulation
passive procrastination
active procrastination
a holistic model
