摘要
目的:探讨中职生时间管理倾向、学业拖延与学习倦怠的关系。方法:采用青少年时间管理倾向量表、学业拖延量表和学习倦怠量表对671名中职生进行问卷调查。结果:① 中职学生的时间管理倾向与学业倦怠呈现显著的负相关关系,与学习倦怠呈显著负相关,学业拖延与学习倦怠呈显著负相关;② 时间管理倾向对学习倦怠存在负向预测作用,时间管理倾向对学业拖延存在负向预测作用,学业拖延对学习倦怠存在正向预测作用;③ 学业拖延在中职学生的时间管理倾向与学习倦怠的影响中的中介作用成立,学业拖延在其中起到部分中介作用,效应占比为70%。结论:中职生的时间管理倾向既对学业拖延和学习倦怠有直接影响,又通过学业拖延的中介作用影响学习倦怠。
Objective: To investigate the relationship between time management tendency, academic procras-tination and academic burnout among secondary school students. Methods: A questionnaire survey was conducted on 671 secondary school students using the Adolescent Time Management Tendency Scale, the Academic Procrastination Scale and the Academic Burnout Scale. Results: ① The time management tendency of secondary school students showed a significant negative relationship with academic burnout, a significant negative relationship with academic burnout, and a significant negative relationship between academic procrastination and academic burnout;② There is a negative predictive effect of time management tendency on academic burnout, a negative predictive effect of time management tendency on academic procrastination, and a positive predictive effect of academic procrastination on academic burnout;③ Academic procrastination plays a significant role in secondary school students’. The mediating role of academic procrastination in the influence of time management tendency and academic burnout was established, and academic procrastination played a partly mediating role in it, with the effect percentage of 70%. Conclusion: The time management tendency of secondary school students has both a direct effect on academic procrastination and academic burnout, and also influences academic burnout through the mediating role of academic procrastination.
出处
《教育进展》
2022年第11期4748-4756,共9页
Advances in Education
