父母教养方式与学业拖延:学业自我效能感的中介作用  

Mediating Effect of Academic Self-efficacy between Parenting Style and Academic Procrastination

作　　者：唐凯晴 邓小琼[1,2] 范方[1] 龙可[1] 王鹤[1] 张烨[1] 

机构地区：[1]华南师范大学心理学院,广州510631 [2]东莞市横沥中学,东莞523460

出　　处：《中国临床心理学杂志》2014年第5期889-892,共4页Chinese Journal of Clinical Psychology

基　　金：教育部人文社会科学研究规划基金(09YJAXLX008);华南师范大学研究生科研创新基金(2013kyjj076)

摘　　要：目的:考察初中生学业拖延与父母教养方式、学业自我效能感的关系。方法:采用学业拖延量表、父母教养方式问卷、学业自我效能量表和自编一般人口学情况调查表,对东莞市一所中学的初一到初三学生进行调查,收回有效问卷460份。结果:父母教养方式中父母关怀、父母自主性、父母过度保护以及学业自我效能感均对学业拖延有直接效应;父母关怀和父母自主性通过学业自我效能感对学业拖延产生间接作用。结论:父母给予孩子较多的关怀与较少的控制干涉,有利于提高孩子的学业自我效能感,进而减少其学业拖延行为。Objective： To explore the relationship among academic procrastination, parenting style and academic self efficacy in middle school students. Methods： The sample included 460 students, aged from 12-15, from a middle school of Dongguan. Participants were asked to complete a set of questionnaires, including Procrastination Assessment Scale of Students, Parental Bonding Instrument, Scale of Academic Self-efficacy and a self-made general demographic questionnaire.Results： Academic procrastination was negatively predicted by parental care and academic self-efficacy, while was positively predicted by parental autonomy and overprotection. What＇s more, academic self-efficacy partly mediated the relationship between parental care and academic procrastination, and the relationship between parental autonomy and academic procrastination. Conclusion： Higher parental care and autonomy has beneficial effect on academic self-efficacy, thus protecting students from academic procrastination.

关 键 词：初中生 学业拖延 父母教养方式 学业自我效能感 

分 类 号：R395.6[哲学宗教—心理学]