大学生未来时间洞察力与拖延行为的关系：自尊、成就动机的中介效应

发布时间：2018-06-28 08:06

本文选题：未来时间洞察力 + 自尊水平　；参考：《四川师范大学》2017年硕士论文

【摘要】：目的:拖延是一个常见和普遍的问题,是个体自主决定做出的将计划推迟的行为,表现为迟迟不开始或总是推迟将事情做完,与各种生命领域的一系列负面结果相关,拖延者在这个过程中会遭遇消极的情绪体验。大学生是我们未来社会发展有力的储备军,他们的拖延行为的养成,会给其自我成长和未来发展带来很不利的影响。对大学生拖延行为及其影响因素的了解,有助于减少拖延行为,提高大学生生活和学习的质量。本研究从定量角度研究大学生未来时间洞察力和拖延行为之间的关系,进一步探讨自尊和成就动机在这种关系中发挥的作用。对象和方法:本研究选取成都4所大学的学生发放问卷,回收有效问卷1672份。在文献综述的基础上使用问卷调查法。问卷调查采用唤起性拖延量表,回避性拖延量表,自尊量表,社会和个我取向成就动机量表。研究结论:(1)大学生群体未来时间洞察力、自尊水平、成就动机和拖延行为在人口学变量上有普遍差异,尤其是性别、学历、学科类型、独生与否等;(2)大学生群体未来时间洞察力对唤起性拖延行为的影响中,自尊、个我取向成就动机和社会取向成就动机起中介作用;(3)大学生群体未来时间洞察力对回避性拖延行为的影响中,自尊、个我取向成就动机和社会取向成就动机起中介作用;(4)由于有掩蔽效应,成就动机在未来时间洞察力对拖延行为的影响中发挥的中介效应不显著;(5)个我取向成就动机负向预测拖延行为,而社会取向成就动机正向预测拖延行为。
[Abstract]:Objective: procrastination is a common and common problem. It is a self-determined behavior of individuals to postpone planning, as shown by delays in starting or always postponing getting things done, related to a series of negative outcomes in various life areas. Procrastinators experience negative emotional experiences in the process. College students are the reserve force of our future social development. Their procrastination behavior will have a very negative impact on their self-growth and future development. The understanding of procrastination behavior and its influencing factors will help to reduce procrastination behavior and improve the quality of college students' life and study. This study studies the relationship between future time perspective and procrastination behavior from a quantitative perspective, and further explores the role of self-esteem and achievement motivation in this relationship. Participants and methods: 1672 valid questionnaires were collected from 4 universities in Chengdu. Based on the literature review, a questionnaire survey was used. The questionnaire included arousal procrastination scale, avoidance procrastination scale, self-esteem scale, social and ego orientation achievement motivation scale. The conclusions are as follows: (1) the demographic variables of college students' future time perspective, self-esteem, achievement motivation and procrastination behavior are generally different, especially gender, education, subject type, etc. (2) Self-esteem in the influence of college students' future time perspective on arousal procrastination. Self-orientation achievement motivation and social orientation achievement motivation play an intermediary role. (3) in the influence of college students' future time perspective on evasive procrastination, self-esteem, social orientation achievement motivation and social orientation achievement motivation play an intermediary role. Achievement motivation has no significant intermediary effect on procrastination in the future time perspective; (5) Self-oriented achievement motivation negatively predicts procrastination while social orientation achievement motivation positively predicts procrastination.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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