以提升自我调节学习效能感为主的团体干预对学业拖延状况的改善

发布时间：2018-03-08 19:25

本文选题：自我调节学习效能感　切入点：学业拖延　出处：《中国心理卫生杂志》2011年12期 　论文类型：期刊论文

【摘要】：目的:探讨以提升自我调节学习效能感为主的团体干预对学业拖延状况的改善作用。方法:采用方便取样,共招募有学习拖延困扰的被试29名,分为实验组(n=15)和对照组(n=14)。对实验组进行3周6次的团体干预,团体干预方法结合了短程聚焦疗法及认知疗法,干预重点为提高被试的自我调节学习效能感。对被试在团体干预前、干预后及干预结束3周后施测自我调节学习效能感量表(SES-RLS)、贝克抑郁量表(BDI)、Tuckman拖延量表(TPS)简化版,并让被试报告每日拖延时间量以及拖延对学业带来的影响(拖延结果)。结果:重复测量方差分析结果显示,时间与组别在SESRLS得分、拖延时间量、拖延结果的交互作用均显著,实验组后测、追踪的SESRLS得分高于前测,而拖延时间量、拖延对学业的影响得分均低于前测(均P0.05),对照组3个时间点的SESRLS得分、拖延时间量、拖延后果上差异均无统计学意义。时间、组别在SESRLS得分、拖延时间量、拖延后果的主效应均不显著。时间、组别在特质拖延上的主效应、交互作用均不显著。结论:团体干预能有效提高个体的自我调节学习效能感,从而使个体的拖延行为、拖延不良后果下降;但并不能降低拖延倾向,显示拖延倾向的稳定性,提示以后干预需要更长时程的干预。
[Abstract]:Objective: to explore the effect of group intervention on academic procrastination by improving self-regulated learning efficacy. Methods: a total of 29 subjects with learning procrastination were recruited by convenient sampling. Group intervention was conducted for 3 weeks and 6 times. Group intervention was combined with short-course focus therapy and cognitive therapy. The focus of intervention was to improve the self-regulated learning efficacy of the subjects. SES-RLSU, BDI / Tuckman procrastination scale and TPSwere used to test the self-regulated learning efficacy scale before, after and three weeks after the intervention, and the results were as follows: (1) before group intervention, 3 weeks after the intervention, the subjects were tested with SES-RLSU, BDI / Tuckman procrastination scale (TPS). The participants were asked to report the amount of time delay and the impact of delay on their academic performance. Results: the results of repeated measurement of variance analysis showed that the interaction between time and group scores in SESRLS, the amount of time delay, and the result of procrastination was significant. The SESRLS score of the experimental group was higher than that of the pre-test group, while the delayed time and the impact of procrastination on the study were lower than those of the pre-test (all P 0.05, the SESRLS score of the control group at three time points, the amount of the delay time). There was no significant difference in procrastination consequence. Time, SESRLS score, the amount of delay time, the main effect of procrastination consequence were not significant. Conclusion: group intervention can effectively improve the self-regulated learning efficacy of individuals, thus make the individual procrastination behavior, the negative consequences of procrastination decrease, but can not reduce procrastination tendency, showing the stability of procrastination tendency. The results suggest that longer-term intervention is needed for future intervention.
【作者单位】：北京大学心理学系;
【分类号】：G441

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