成人网络学习者的自我效能感、情绪与拖延的相互作用:交叉滞后研究  

Cross-Lagged Study on Relationship between Self-Efficacy,Emotion and Procrastination among Adult Online Learners

作　　者：周莹 ZHOU Ying(College of Humanity and Education,Beijing Open University,Beijing 100081,China)

机构地区：[1]北京开放大学人文与教育学院,北京100081

出　　处：《开放学习研究》2024年第1期33-41,共9页Journal of Open Learning

基　　金：2022年度北京开放大学人文与教育学院教学改革项目“教育心理学课程创新与改革研究”的阶段性成果。

摘　　要：成人网络学习者存在学业拖延现象,其影响因素及相互作用机制尚待探索。本研究运用问卷调查法,采用三波次且固定间隔的随机化重复测量研究设计,探索自我效能感、积极与消极情绪与成人网络学习者学业拖延的相互及纵向作用关系。研究样本包括139名来自我国成人学历教育学校的网络学习者。通过应用交叉滞后面板模型来分析数据,结果表明积极情绪可以负向预测未来的学业拖延;消极情绪可以正向预测未来的学业拖延;学业拖延会对自我效能感产生滞后的作用。该研究结果有助于研究人员和教育工作者从发展的角度优化网络自主学业拖延干预计划的设计。Academic procrastination exists among adult online learners,and its influencing factors and interaction mechanisms have yet to be explored.This study used a questionnaire survey method and a randomized repeated measurement research design with three waves and fixed intervals to explore the interactive and longitudinal relationships between self-efficacy,positive and negative emotions,and academic procrastination among adult online learners.Research sample included 139 online learners from Chinese adult academic education institution.Research data were analyzed by applying a cross-lagged panel model.Results show that there is a mutual and longitudinal negative correlation between positive emotion and academic procrastination;there is a mutual and longitudinal correlation between negative emotions and academic procrastination;academic procrastination will have lagging effects on self-efficacy.The findings may help optimize the design of online self-help academic procrastination intervention programs.

关 键 词：网络学习 成人学习者 自我效能感 情绪 拖延 

分 类 号：G434[文化科学—教育学]