大学生认识论信念、自我调节学习与学业拖延的联系:有调节的中介模型  

Relationships among Epistemological Beliefs,Self-regulated Learning and Academic Procrastination in College Students:A Moderated Mediation Model

作　　者：李红霞[1] 张佳佳 赵霞[2] 司继伟[1] 黄碧娟[1] LI Hongxia;ZHANG Jiajia;ZHAO Xia;SI Jiwei;HUANG Bijuan(School of Psychology,Shandong Normal University,Jinan 250358;School of Electrical and Electronic Engineering,Shandong University of Technology,Zibo 255000)

机构地区：[1]山东师范大学心理学院,济南250358 [2]山东理工大学电气与电子工程学院,淄博255000

出　　处：《心理发展与教育》2019年第5期557-565,共9页Psychological Development and Education

基　　金：国家自然科学基金面上项目(31371048);教育部人文社会科学研究规划基金项目(18YJA190014)

摘　　要：为探讨认识论信念、自我调节学习与学业拖延不同维度之间的作用机制及年级的调节作用,采用分层抽样,对山东省两所大学的1096名一至四年级大学生进行问卷测查.结果发现,自我调节学习在认识论信念与学业拖延程度之间起完全中介作用,在认识论信念与学业拖延问题/学业拖延降低期望之间起部分中介作用.较高的认识论信念有利于培养学生的自我调节学习能力,降低学业拖延程度,较少受学业拖延问题的困扰.并且随着年级的升高,认识论信念的积极作用倾向于降低.结论:年级因素在“认识论信念→自我调节学习→学业拖延”中的调节作用机制对于教学实践具有重要意义.This study was aimed to better understand the relationship between epistemological beliefs,self-regulated learning and three dimensions of academic procrastination in college students and whether this relation varied as a function of grades. 1096 college students were tested with Epistemological Beliefs Questionnaire,Self-regulated Learning Scale and Procrastination Assessment Scale-Students (PASS). Findings revealed that (1) Epistemological beliefs were positively related to self-regulated learning and negatively related to frequency of academic procrastination,self-regulated learning was negatively correlated with frequency of academic procrastination,the degree to which procrastination is a problem to them,the extent to which they want to decrease procrastination behavior while controlling for college students’ gender and grades factors.(2) The negative impact of epistemological beliefs on the frequency of academic procrastination was fully mediated by self-regulated learning,the effect of epistemological beliefs on the degree to which procrastination is a problem to them and the extent to which they want to decrease procrastination behavior were partially mediated by self-regulated learning. And (3) the mediating effect of selfregulated learning was moderated by grade factor. The indirect effect was stronger for low grade students than for high grade students. These results suggested that we could decrease college students’ academic procrastination by improving their epistemology beliefs and self-regulated learning. The contribution and implications of these findings were discussed in detail.

关 键 词：认识论信念 自我调节学习 学业拖延 大学生 有调节的中介 

分 类 号：G442[哲学宗教—心理学]