学业拖延大学生在“冷”、“热”表征下执行功能的研究

发布时间：2018-01-05 12:06

本文关键词：学业拖延大学生在“冷”、“热”表征下执行功能的研究　出处：《大连医科大学》2017年硕士论文　论文类型：学位论文

更多相关文章： 学业拖延 冷表征 热表征 执行功能

【摘要】：目的:学业拖延普遍存在与学生群体中,从积极和消极等多方面影响着学生的学习生活的多方面。国外现有的研究普遍将严重的拖延行为认为是一种异常心理和行为。因此探究学业拖延有助于我们清楚的认识学业拖延,减小学业拖延对学生学习生活的影响。研究通过对“冷”“热”执行功能的内部加工机制角度探究学业拖延,意图探讨学业拖延与情绪加工的关系,并对其分析解释。方法:本研究通过中文修订矫正的API学业拖延量表对大学生被试群体进行筛选,分类为高低学业拖延组。筛选后的每一个被试需要全部完成执行功能的抑制(空间线索反向抑制范式),转换(图片转换范式)和刷新(2—back词类刷新实验)三个子成分任务。每一子成分任务中包含三种情绪表征材料,中性情绪引起“冷执行”,正性、负性情绪表征用以引起“热执行”。应以探索高低学业拖延的不同执行功能子成分的“冷”“热”执行的差异。结果:实验一:研究指出1.高低学业拖延大学生在抑制功能实验中不同情绪材料引起的“冷”与“热”执行的抑制效率水平差异显著(F=4.498,P=0.0140.05),同时引起抑制加工的正确率显著存在性差异(F=3.60,P=0.0320.05)。情绪表征类型与高低拖延之间的交互作用显著(F=3.389,P=0.0380.05)。简单效应分析发现正性情绪表征相比较于中性情绪表征(T=3.216,P=0.0080.01)和正性情绪表征(T=2.621,P=0.0480.05)对抑制功能存在显著的存进作用。交互作用分析结果,高低拖延组的“冷”执行功能表现没有显著差异(T=0.12,P=0.9050.05),高低拖延组的正性情绪表征引发的“热执行”表现没有显著差异(T=-0.637,P=0.527);高拖延组的负性情绪表征下的热执行功能显著低于低拖延的抑制功能(T=2.904,P=0.0060.01)。实验二:1.结果指出高低学业拖延的大学生的转换功能反应时水平在情绪表征条件下的差异显著(F=3.338,P=0.040.05),情绪表征下的转换正确水平存在显著差异(F=7.002,P=0.0020.01)。转换反应时的情绪表征和高低拖延的交互作用显著(F=3.21,P=0.0450.05)。成对比较指出正性情绪表征与中性情绪表征相比显著的增加了转换的反应时T=2.644,P=0.0340.05);负性情绪情绪表征下的转换正确差显著小于正性情绪(=-32.727,P=0.0080.01)和中性情绪(T=-2.909,P=0.0150.05)的正确率,负性情绪表征的转换的效果好于其他两种情绪表征。交互作用分析结果,高低拖延组在中性情绪表征(T=0.434,P=0.666)的冷执行和正性情绪表征(T=0.279,P=0.782)下的热执行转换任务中,转换功能不行存在显著差异。高学业拖延在负性情绪表征下的转换功能水平显著大于低学业拖延组(T=-2.260,P=0.0290.05)。实验三:1.高低拖延组被试在各种情绪表征下的刷新功能反应时和正确率水平之间均无显著的差异。刷新功能情绪表征的差异没有显著性,但具有差异趋势(F=3.118,P=0.055)。结论:1.高学业拖延者中性情绪表征下的“冷”执行功能的三个子成分功能水平与低学业拖延者“冷”执行功能无显著差异。2.高学业拖延者正性情绪表征下的“热”执行功能的三个子成分功能水平与低学业拖延者的正性“热”执行功能无显著差异。3.高学业拖延者负性情绪表征下的“热”执行功能与低学业拖延者相比抑制水平下降,转换功能水平提升,工作记忆刷新功能无显著差异。4.正性情绪表征促进热执行功能的抑制水平提高,正请情绪表征降低热执行功能的转换水平提高。
[Abstract]:Objective: academic procrastination exists with groups of students, from the aspects of positive and negative affect on students' learning life. Existing research abroad generally believe that serious procrastination is a kind of abnormal psychology and behavior. Therefore the study on academic procrastination helps us to have a clear understanding of academic procrastination, reducing academic procrastination the effects on students learning life. Through the research of "cold" and "hot" executive function of the internal processing mechanism of perspective of academic procrastination, intention to explore the relationship between academic procrastination and emotional processing, and analysis of its interpretation. Methods: This study through the Chinese revised correction API academic procrastination scale for college students group screening the level of academic procrastination, classified as a group. After the screening of each subjects need to complete suppression of executive function (spatial cues reverse inhibition paradigm), conversion (picture conversion paradigm) and Refresh (2 - back refresh experiment three components of lexical category) tasks. Each task consists of three sub components of emotional characterization of materials, the neutral mood caused by "cold", positive, negative emotions characterized by to cause "hot executive." should be to explore the level of academic procrastination in different sub components of executive function "cold" and "hot" implementation of the differences. Results: Experiment 1: the study pointed out that the difference of inhibition efficiency level 1. level of College Students' academic procrastination caused by different emotional material in the inhibition function experiment in "cold" and "hot" performed significantly (F=4.498, P=0.0140.05), also caused significant inhibition of the correct rate of processing differences (F=3.60, P=0.0320.05). The interaction between the type and level of emotional representation delay significantly (F=3.389, P=0.0380.05). Simple effect analysis showed that positive emotion representation compared to neutral emotion representation (T=3.216, P=0.0080.01) and positive The mood (T=2.621, P=0.0480.05) to characterize the inhibition function into effect. There are significant interaction analysis, low delay group "cold" executive function exhibited no significant differences (T=0.12, P=0.9050.05), positive emotion group delay caused by the level of characterization of "hot execution" exhibited no significant differences (T=-0.637, P=0.527 Hot Executive function); negative emotion under the characterization of high delay group was significantly lower than that of the low delay inhibition function (T=2.904, P=0.0060.01). The experimental results indicate that: two 1. level of Academic Procrastination of college students transfer function response level in emotional conditions significantly characterized (F=3.338, P=0.040.05), there are significant differences in emotion conversion characterization of the correct level (F=7.002, P=0.0020.01). The interaction of emotion and characterization of high and low conversion reaction time delay significantly (F=3.21, P=0.0450.05). The paired comparison pointed out that positive emotions and characterization Characterization of emotion compared significantly increases the conversion reaction of T=2.644, P=0.0340.05); conversion of negative emotion emotional representation under the correct difference was significantly less than that of positive emotions (=-32.727, P=0.0080.01) and neutral emotion (T=-2.909, P=0.0150.05) the correct rate and effect of negative emotion scale syndrome conversion is better than the other two kinds of emotion characterization of the interaction. The results of the analysis, the level of group delay in the characterization of neutral emotion (T=0.434, P=0.666) cold execution and positive emotion representation (T=0.279, P=0.782) under thermal conversion task, no conversion function have significant difference. The high academic procrastination conversion to negative emotion in the representation of function was significantly greater than the low level academic procrastination group (T=-2.260, P=0.0290.05). The three groups of subjects: 1. level delay between response refresh function in a variety of emotions under the representation of time and accuracy levels had no significant difference. The refresh function characterization of emotion The difference was not significant, but the trend is different (F=3.118, P=0.055). Conclusion: 1. high academic procrastination neutral emotional characterization of the "cold" executive function of the three components of function level and low academic procrastination "cold" executive function of.2. had no significant difference with high academic procrastination positive emotion representation of the "hot" the executive function of the three components of the function level and low academic procrastination is "hot" executive function had no significant difference between.3. high academic procrastination, negative emotion and characterization of the "hot" executive function and low academic procrastination than inhibition level drops, the conversion function level, refreshing function of working memory had no significant difference.4. positive emotions promote the characterization of inhibition level of hot executive function is improved, please reduce the emotional characterization of hot executive function conversion level.

【学位授予单位】：大连医科大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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