大学生学业拖延与自我控制的关系

发布时间：2018-08-23 21:23

【摘要】：大学生是未来社会的中坚力量,越来越多的大学生出现了学业拖延情况,而自我控制是影响大学生学业拖延的重要因素,因此研究大学生学业拖延与自我控制的关系有重要意义。根据Baumeister提出的自我控制能量模型,自我控制可以分为特质自我控制和状态自我控制,本研究考察了自我控制的两个维度——特质自我控制和状态自我控制,与大学生学业拖延的关系。研究一以227名大学生为被试,使用《大学生学业拖延量表》调查了大学生的学业拖延情况。结果发现在大学生中学业拖延者达到67.8%,可知大学生学业拖延情况比较普遍。研究结果大学生学业拖延没有性别和学科差异,但是不同年级的大学生在学业拖延上有显著差异,研究生的学业拖延要少于本科生。研究二根据《大学生自我控制量表》的得分将被试分为高特质自我控制和低特质自我控制两组,其中高特质自我控制组61人,低特质自我控制组61人。进而比较两组大学生在《大学生学业拖延量表》得分上的差异。结果发现高特质自我控制组大学生的学业拖延得分显著低于低特质自我控制组,高特质自我控制个体有较低的学业拖延,低特质自我控制个体有较高的学业拖延。可见特质自我控制会对学业拖延产生影响。研究三以88名大学生为被试,根据状态自我控制(Stroop任务成绩)将被试分为高状态自我控制组和低状态自我控制组,进而比较两组大学生在《大学生学业拖延量表》得分上的差异。结果发现高状态自我控制组大学生的学业拖延得分要高于低状态自我控制组,低状态自我控制的个体有较高的学业拖延,高状态自我控制的个体有较低的学业拖延。可见状态自我控制会对学业拖延产生影响。另外研究也发现特质自我控制和状态自我控制是自我控制的两个独立的维度。综上,本研究发现:(1)大学生学业拖延情况比较普遍。(2)大学生的自我控制能力会对学业拖延产生影响。(3)特质自我控制和状态自我控制是自我控制的两个独立的维度。
[Abstract]:College students are the backbone of the future society, more and more college students appear the situation of academic procrastination, and self-control is an important factor affecting the academic procrastination of college students. Therefore, it is of great significance to study the relationship between academic procrastination and self-control. According to the energy model of self-control proposed by Baumeister, self-control can be divided into trait self-control and state-self-control. The relationship between academic procrastination and academic procrastination. In the first study, 227 college students were selected to investigate the academic procrastination by using the College Student academic procrastination scale. The results showed that academic procrastination was 67.8% among college students. The results showed that there was no gender and discipline difference in academic procrastination, but there were significant differences in academic procrastination among students of different grades, and the academic procrastination of graduate students was less than that of undergraduate students. In the second study, the subjects were divided into two groups: high trait self-control group and low-trait self-control group according to the scores of college students' self-control scale, including 61 in high-trait self-control group and 61 in low-trait self-control group. Then the difference of the scores of the two groups in the students'academic procrastination scale was compared. The results showed that the score of academic procrastination in high trait self-control group was significantly lower than that in low trait self-control group. The high trait self-control individual had lower academic procrastination and the low-trait self-control individual had higher academic procrastination. It can be seen that trait self-control has an impact on academic procrastination. In the third study, 88 college students were divided into high state self control group and low state self control group according to the state self control (Stroop task score). Then the difference of the scores of the two groups in the students'academic procrastination scale was compared. The results showed that the score of academic procrastination in high state self control group was higher than that in low state self control group, the low state self control individual had higher academic procrastination, and high state self control individual had lower academic procrastination. It can be seen that state self-control has an effect on academic procrastination. In addition, trait self-control and state self-control are two independent dimensions of self-control. To sum up, this study found that: (1) students' academic procrastination is common; (2) college students' self-control ability has an impact on academic procrastination; (3) trait self-control and state self-control are two independent dimensions of self-control.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B848

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