中学生的未来时间洞察力、时间管理自我监控和学业成绩的关系  

The Relationship among Future Temporal Perspective, Selfcontrol of Time Management and Academic Performance of Middle School Students

作　　者：张锋[1] 张焕[1] 安梦斐 孙真真[1] 

机构地区：[1]河南大学教育科学学院,开封475004

出　　处：《心理科学》2016年第4期900-906,共7页Journal of Psychological Science

基　　金：河南省哲学社会科学规划项目(2012CJY022)的资助

摘　　要：采用未来时间洞察力量表和时间管理自我监控量表对563名中学生进行调查,探讨未来时间洞察力、时间管理自我监控和学业成绩的关系。结果表明:未来清晰、未来计划、未来坚持与学业成绩显著正相关,未来消极、未来迷茫与学业成绩显著负相关;未来积极、未来清晰、未来计划、未来坚持与时间管理自我监控显著正相关,未来消极、未来迷茫与时间管理自我监控显著负相关;时间管理自我监控与学业成绩显著正相关;时间管理自我监控在未来消极、未来迷茫、未来坚持、未来清晰、未来计划与学业成绩之间的关系中具有显著的中介效应。因此,未来时间洞察力不仅对学业成绩有直接影响,而且还通过时间管理自我监控间接影响学业成绩。Most researchers have focused on the relationship between academic performance and future temporal perspective and the relationship between academic performance and self-control of time management respectively. This study explored the relationship between future temporal perspective, self-control of time management, and academic performance, and the mediating effect of self-control of time management. The sample in this study consisted of a total of 563 middle school students. In the adolescent future temporal perspective scale, responses to the 28 items reflecting future negativity, future positivity, future confusion, future clearness, future insisting, and future planning were made on a 5-point Liken-type scale ranging from 1 to 5. The self-control scale of time management was used to assess time management. The global self-control included three dimensions： activeness, effectiveness, and openness; the concrete self-control included five dimensions： goal-setting, time-planning, flexibility, self-restraint, and checking-evaluating. Responses to the 40 items in this scale were made on a 5-point Likert-type scale ranging from 1 to 5. The academic performance was collected from the raw scores of Chinese, math, and English converted to Z scores in the midterm exam. The results showed that： （1） There were significant correlations among future temporal perspective, self-control of time management, and academic performance. The dimensions of future clearness, future planning, and future insisting were positively related to academic performance significantly, the dimensions of future negativity and future confusion were negatively related to academic performance significantly, self-control of time management was positively related to academic performance, the dimensions of future positivity, future clearness, future planning, and future insisting were positively related to self-control of time management significantly, and the dimensions of future negativity and future confusion were negatively related to s

关 键 词：未来时间洞察力 时间管理自我监控 学业成绩 中学生 

分 类 号：B844.2[哲学宗教—发展与教育心理学]