完美主义、抑郁情绪与初中生学业拖延的相关研究

发布时间：2019-03-29 13:25

【摘要】：学业拖延是发生在学生群体的一种普遍现象。本研究通过查阅相关的参考文献,并借助了完美主义和抑郁情绪两个变量,以337名初中生为研究被试,采用问卷调查法,运用描述性统计、相关分析等传统方法,考察了初中生的学业拖延状况。同时,探讨了完美主义、抑郁情绪与学业拖延的相关性和抑郁情绪在完美主义和学业拖延之间的中介效应。并且本研究从降低消极完美主义与抑郁情绪、加强积极完美主义入手,对减少学业拖延提出了一些实际性的教育建议。经数据分析,得出以下几方面的结论:(1)初中生完美主义倾向中度,抑郁情绪处于轻度和中度状态,学业拖延程度不高;且初中生抑郁情绪、学业拖延整体在年级、性别和是否独生子女上的差异均不显著;但初中生完美主义在年级和性别上存在显著差异,在是否独生子女上不存在差异。(2)初中生积极完美主义和消极完美主义都与抑郁情绪、学业拖延显著相关,且积极完美主义与学业拖延、抑郁情绪及其各个维度显著负相关;其抑郁情绪与学业拖延显著正相关,且抑郁情绪和抑郁情绪等级与学业拖延的四个维度均显著相关。(3)积极完美主义对学业拖延具有负向预测作用,消极完美主义和抑郁情绪对学业拖延具有正向预测作用,且抑郁情绪在消极完美主义与学业拖延间完全中介效应显著,在积极完美主义与学业拖延间中介效应显著。
[Abstract]:Academic procrastination is a common phenomenon occurring in the student group. In this study, 337 junior high school students were investigated by means of questionnaire, descriptive statistics, correlation analysis and other traditional methods by consulting the relevant references, and using two variables, perfectionism and depression, and taking 337 junior high school students as subjects, and using descriptive statistics, correlation analysis and other traditional methods, with 337 junior high school students as subjects. This paper investigates the academic procrastination of junior high school students. At the same time, the relationship between perfectionism, depression and academic procrastination and the mediating effect of depression between perfectionism and academic procrastination were also discussed. In addition, this study starts with reducing negative perfectionism and depression and strengthening positive perfectionism, and puts forward some practical educational suggestions to reduce academic procrastination. Through data analysis, the following conclusions are drawn: (1) Middle school students' perfectionism tendency is moderate, depression is in mild and moderate state, and academic procrastination is not high; There were no significant differences in depression, academic procrastination in grade, sex and only child among junior high school students. (2) positive perfectionism and negative perfectionism were significantly related to depression and academic procrastination, but there were significant differences in grade and gender, and there was no difference in the only child. (2) positive perfectionism and negative perfectionism in junior high school students were significantly related to depression and academic procrastination. Positive perfectionism was negatively correlated with academic procrastination, depression and its dimensions. There was a significant positive correlation between depression and academic procrastination, and depression and grade of depression were significantly correlated with the four dimensions of academic procrastination. (3) positive perfectionism had a negative predictive effect on academic procrastination. Negative perfectionism and depression had a positive predictive effect on academic procrastination, and depression had a significant mediating effect between negative perfectionism and academic procrastination, and between positive perfectionism and academic procrastination.
【学位授予单位】：牡丹江师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444

【参考文献】