时间管理倾向与学习拖延:自我效能感的中介作用分析  

Time Management Dispositon and Academic Procrasnition:Sense of Self-efficiency as a Moderator

作　　者：周永红[1] 吕催芳[1] 杨于岑 

机构地区：[1]广西大学教育学院,南宁530004 [2]厦门大学嘉庚学院,漳州363105

出　　处：《中国临床心理学杂志》2014年第3期533-536,共4页Chinese Journal of Clinical Psychology

基　　金：广西教育厅学位与研究生教育改革与发展专项课题(105930911002;105931011005)

摘　　要：目的:考查一般自我效能感在研究生时间管理倾向与学习拖延之间的中介作用。方法:采用学习拖延问卷、青少年时间管理倾向量表、一般自我效能感量表及自编一般人口学变量调查表,对广西部分高校668名研究生进行调查,收回有效问卷589份。结果:时间监控感和时间效能感对研究生学习拖延行为具有极其显著的负向预测作用;时间监控感既直接影响学习拖延行为,又通过自我效能感对其产生间接影响,中介效应占总效应的比例是22.8%;时间效能感既直接影响学习拖延行为,又通过自我效能感对其产生间接影响,中介效应占总效应的比例是30.3%。结论:自我效能感在研究生时间管理倾向与学习拖延行为之间起着中介作用。Objective To examine the mediating roles of sense of self-efficiency on the relationship between academicprocrasnition and time management dispositon in postgraduate students. Methods： A total of 668 postgraduate studentsfrom several universities in Guangxi province participated in the study. Procrastination Assessment Seale-Student（PASS）,Adolescence Time Management Disposition Scale（ATMD）, General Self-efficacy Scale（GSES） and a self-made general demographic qustionnaire were applied to the parpicipants, of which 589 people responded effectively. Results： Postgraduatestudent＇ s time supervision and time effet feelings negatively predicted the academic procrasnition significantly ; the time supervision not only directly affected academic procrastination, but also indirectly affected the academic procrastinationthrough the mediating effect of the sense of self-efficiency, in which the intermediary effect ratio is 22.8%; the time effectfeeling directly affected academic procrastination, and the sense of self-efficiency also played a mediating role on the thisrelationship（intermediary effect ratio is 30.3%）. Conclusion： It suggests that the sense of self-efficiency plays a moderat-ing role between the academic procrastination tendency and time management disposition in postgraduate students.

关 键 词：研究生 时间管理倾向 学习拖延 自我效能感 

分 类 号：R395.6[哲学宗教—心理学]