大学生学业拖延、自我同一性状态及其关系研究  

On Relationship Between Undergraduates' Academic Procastination and Self-Identity

作　　者：华洪波[1] 王冬冬[1] 王茂林[1] 张利兵[1] 鲍红梅[1] 

机构地区：[1]淮阴工学院数理学院,江苏淮安223003

出　　处：《湖北第二师范学院学报》2012年第11期85-88,共4页Journal of Hubei University of Education

基　　金：淮阴工学院教育教学研究项目(JYC201119)

摘　　要：采用学生学业拖延量表和自我同一性问卷对大学生学业拖延状况、自我同一性状态进行测量,探讨大学生学业拖延状况、自我同一性状态及其关系。研究表明大学生中普遍存在中等程度以上的拖延;且均有非常强的减少拖延的意愿;不同年级的大学生在不同的任务情境中学业拖延程度差异显著;不同年级的大学生在自我同一性的时间分裂、自我意识过强、精力涣散、定向迷失四个维度上差异显著;学业拖延和自我同一性各个维度间存在显著负相关。The objective to measure the undergraduates＇ academic procrastination and self-identity by Scale of Academic Procrastination is to study undergraduates＇ academic procrastination and their self-identity as well as the relationship in between.The study shows that most undergraduates have the above average academic procrastination which differs greatly in accordance with different grade and different task,but they all have strong will to decrease it.It also finds that there is significant difference in grades concerning self-identity seen in distraction,time split,excessive self-consciousness,and the loss of orientation.It follows that there is a significant negative correlation between academic procrastination and self-identity.

关 键 词：大学生 学业拖延 自我同一性 关系 

分 类 号：D421[政治法律—政治学]