状态焦虑对小学生拖延行为的影响研究

发布时间：2018-07-05 03:08

本文选题：小学生 + 状态焦虑　；参考：《江西师范大学》2017年硕士论文

【摘要】：目的:(1)探究小学生拖延的现状特征及其人口学差异,分析小学生的状态、特质焦虑与拖延的关系,为后续研究提供被试和依据。(2)考察状态焦虑对小学生拖延行为的影响,丰富状态焦虑对拖延影响的实验研究,为以后的干预提供实证支持。方法:研究一以江西省南昌市两所小学五/六年级学生为被试,采用问卷对小学生拖延的现状进行调查,探究了小学生拖延与状态、特质焦虑的关系。研究二将进行实验研究,编制适合诱发小学生状态焦虑的智力测验材料和修订适合小学生知识水平的练习-测验材料,运用练习-测验的拖延范式,通过研究一问卷调查的结果,筛选自愿参加实验的被试80名,分为焦虑组和对照组。焦虑组的被试先接受诱发状态焦虑的实验处理,而对照组被试则直接进入练习-测验部分,通过比较两组被试在练习起始时间,练习总时间,娱乐时间等外部效标上表现出的差异,探究状态焦虑对小学生拖延行为的影响。结果:(1)小学生的拖延总平均分为47.79分,不到总分的一半;有2.5%的小学生存在明显的拖延;(2)小学生拖延在性别、年级等人口学变量的差异不显著,重点小学学生拖延总分显著低于普通小学的学生;(3)特质焦虑与拖延相关显著,状态焦虑与拖延表现出非线性关系;(4)状态焦虑组被试与对照组被试在练习起始时间、练习总时间等方面差异显著。结论:(1)特质焦虑能够显著正向预测拖延,状态焦虑与拖延呈现正U型关系;(2)适度状态焦虑能够减少小学生的拖延行为。
[Abstract]:Objective: (1) to explore the current characteristics and demographic differences of procrastination in primary school students, to analyze the relationship between state, trait anxiety and procrastination, and to provide subjects and basis for further study. (2) to investigate the effect of state anxiety on procrastination behavior of primary school students. The experimental study on the effects of state anxiety on procrastination provides empirical support for future intervention. Methods: in the first study, the fifth / sixth grade students of two primary schools in Nanchang City, Jiangxi Province were selected to investigate the current situation of procrastination and the relationship between procrastination, state and trait anxiety. In the second study, an experimental study will be conducted to compile the intelligence test materials suitable for inducing state anxiety of pupils and to revise the exercise-test materials suitable for pupils' knowledge level, and to apply the procrastination paradigm of exercise-test. According to the results of a questionnaire survey, 80 subjects who volunteered to participate in the experiment were divided into anxiety group and control group. The subjects in the anxiety group received the experimental treatment of induced state anxiety, while the subjects in the control group entered the exercise-test section directly. The two groups were compared in the beginning time and the total time of practice. To explore the influence of state anxiety on procrastination behavior of pupils. Results: (1) the average score of procrastination in primary school students was 47.79, less than half of the total score, 2.5% of pupils had obvious procrastination, (2) there was no significant difference in demographic variables of pupils' procrastination in gender, grade and other demographic variables. The total score of procrastination in key primary school students was significantly lower than that in ordinary primary school students; (3) trait anxiety was significantly correlated with procrastination, and the relationship between state anxiety and procrastination was nonlinear. There are significant differences in total exercise time and so on. Conclusion: (1) trait anxiety can significantly predict procrastination and the relationship between state anxiety and procrastination is positive; (2) moderate state anxiety can reduce procrastination behavior of primary school students.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1

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