摘要
为研究初中生学业拖延与学业自我效能感之间的关系,以学业拖延问卷和学业自我效能感量表为研究工具,对随机整群抽取出的459名初中生进行了调查研究。结果发现:(1)初中生学业拖延处于中等水平以下;(2)学业行为自我效能感得分高于学业能力自我效能感得分;(3)学业拖延与学业自我效能感之间存在显著的负相关;(4)学业能力自我效能感在执行不足和计划缺乏主效应上差异显著;(5)学业行为自我效能感在学业拖延4个因子主效应上差异显著。结论:(1)初中生学业拖延总体情况较好;(2)学业行为自我效能感优于学业能力自我效能感;(3)学业拖延越高学业自我效能感越低;(4)学业能力自我效能感受执行不足和计划缺乏影响;(5)学业行为自我效能感受学业拖延4因子影响。
Study on the relationship between academic procrastination and academic self-efficacy of junior middle school students will not only help better understand the influence mechanism but also help improve the learning and mental health of junior middle school students. Using Academic Procrastination Questionnaire for Junior Middle School Students and Academic Self-efficacy Questionnaire,along with cluster random sampling,this study selected 500 junior middle school students from two junior middle schools in X City. The findings reveal that: first,as a whole,the academic procrastination among junior middle school students was below average level. Academic procrastination among junior middle school students is characterized by their low performance,slow learning behavior,and lack of learning plans,as well as the least possibilities of bad state of learning. Second,their learning behavior self-efficacy was superior to their learning ability self-efficacy. Third,there was significant negative correlation between academic procrastination and academic self-efficacy. Fourth,in self-efficacy to learning ability( SELA),two main factor effects were significant,lack of implementation plans and inadequate implementation,and in case of inadequate implementation,the lack of planning and the poor state of interaction were significant. Fifth,four main factor effects of academic procrastination were significantly different in self-efficacy to learning behavior( SELB). There were significant differences in interaction between inadequate implementation and lack of planning,inadequate implementation and poor performance,lack of planning and behavior of hysteresis,lack of planning and poor state.Conclusions drawn from this study are as follows: first,the academic procrastination of junior middle school students mainly embodied the insufficiency of learning performance and slow learning behavior. As a whole,the academic procrastination among junior middle school students was better,but special attention should be paid to the lack of lear
出处
《华东师范大学学报（教育科学版）》
CSSCI
北大核心
2016年第3期100-106 123,123,共8页
Journal of East China Normal University:Educational Sciences
基金
陕西师范大学田家炳基金项目
关键词
初中生
学业拖延
学业自我效能感
junior middle school students
academic procrastination
academic self-efficacy
