大学生学习拖延研究综述  

A Review of Research on Undergraduates' Academic Procrastination

作　　者：庞维国[1] 

机构地区：[1]华东师范大学心理与认知科学学院,上海200062

出　　处：《心理科学》2010年第1期147-150,共4页Journal of Psychological Science

基　　金：教育部哲学社会科学重大课题攻关项目(批准号06JZD0039);教育部人文社科项目(批准号06JAXLX004)资助

摘　　要：学习拖延是指有目的地推迟必须完成的学习任务的行为。学习者的个性特质、角色冲突、自我调节能力不足以及学习任务特征,是导致大学生学习拖延的重要因素。当前对大学生学习拖延的测评主要采用自陈式量表,对学习拖延的干预主要采用认知-行为咨询法。强化实验研究、探讨综合性理论框架是该研究领域的重要发展方向。Academic procrastination is defined as the purposeful postponement of the performance of academic tasks which must be completed. Research results showed that personality traits, role conflict, lack of self-regulation and task characteristics Were the important predictors of undergraduates＇ academic procrastination. To date, self-report inventories are the main tools for the assessment of academic procrastination, and cognitive-behavioral counseling is the predominant intervention method for dealing with problems. Developing a more comprehensive theoretical frame and conducting more experimental studies will be the new trends in this research field.

关 键 词：大学生 学习拖延 自我调节 

分 类 号：G642.0[文化科学—高等教育学]