高中生内隐、外显成就动机与学业拖延的关系

发布时间：2018-09-14 11:34

【摘要】：采用内隐联想测验和问卷法探讨高中生内隐、外显成就动机与学业拖延的关系。结果表明:(1)内隐、外显成就动机是相互独立的动机系统,但两者以显著的交互作用共同影响学业拖延;(2)不同动机组合的学生,拖延情况有显著差异:高内隐、高外显组的拖延最少,高内隐、低外显组的拖延最多;(3)动机越不一致,拖延越严重,动机一致性能够减少拖延;(4)成绩中等偏下的学生在学习过程的补救和总结上有更多的拖延。因此,学生只有具备了高内隐、高外显的一致性动机,才会出现最少的拖延。
[Abstract]:Implicit association test and questionnaire were used to explore the relationship between implicit, explicit achievement motivation and academic procrastination. The results show that: (1) implicit and explicit achievement motivation are independent motivational systems, but they have a significant interaction to affect academic procrastination; (2) there are significant differences in procrastination among students with different motivation combinations: high implicit. High explicit group had the least procrastination, high implicit group and low explicit group had the most procrastination; (3) the more inconsistent motivation, the more serious delay, motivation consistency could reduce procrastination; (4) students with middle score had more procrastination in the recovery and summary of learning process. Therefore, students only have high implicit, high explicit consistency motivation, there will be the least delay.
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