摘要
目的:调查初中生学业拖延的现状,探究未来取向对初中生学业拖延的影响,以及情绪弹性的中介作用。方法:在安徽省宿州市某中学选取344位初中生,采用学业拖延倾向量表、青少年未来取向量表和情绪弹性量表进行施测。结果:①初中生学业拖延得分为(55.68±13.197),处于中等偏上水平,且不同性别、是否在校住宿、年龄、年级、成长环境、父母对其学习的关心程度、和父母的关系、和老师的关系在学业拖延上均存在显著差异;②初中生学业拖延和未来取向呈显著负相关(r=-0.354,P<0.01),学业拖延与情绪弹性呈显著负相关(r=-0.23,P<0.01),未来取向和情绪弹性呈显著正相关(r=0.166,P<0.01);③中介效应检验发现,未来取向对学业拖延的直接路径效应,以及未来取向经情绪弹性对学业拖延的间接路径效应的95%置信区间均在0值的同侧,情绪弹性在未来取向和学业拖延之间起部分中介作用。结论:未来取向可直接影响学业拖延,也可通过情绪弹性间接影响学业拖延。
Objective:To investigate the state of academic procrastination and the relationship among future orientation,emotional resilience and academic procrastination in middle school students.Methods:Academic procrastination scale,teens future orientation scale and emotional resilience scale were applied to 344 middle school students.Results:①Middle school students’academic procrastination scores were(55.68±13.197),which were at a medium to upper level.②Academic procrastination and future orientation had significantly negative correlation(r=-0.354,P<0.01),academic procrastination and emotional resilience had significantly negative correlation(r=-0.23,P<0.01),and future orientation and emotional resilience had significantly positive correlation(r=0.166,P<0.01).③Mediation effect test found that emotional resilience played a partial mediating role between future orientation and academic procrastination in middle school students.Conclusion:Future orientation can directly affect academic procrastination,as well as indirectly affect academic procrastination through emotional resilience.
作者
杨雨萌
王俊午
孙世月
YANG Yumeng;WANG Junuu;SUN Shiyue(Beijing Forestry University,Beijing 100083,China)
出处
《中国健康心理学杂志》
2020年第7期1077-1081,共5页
China Journal of Health Psychology
基金
中央高校基本科研业务费专项资金资助(编号:2019RW11)。
关键词
初中生
学业拖延
未来取向
情绪弹性
Middle school students
Academic procrastination
Future orientation
Emotional resilience
