初中生学业自我效能感对学业拖延的影响:学业情绪的中介作用  

The Influence of Academic Self-Efficacy on Academic Procrastination in Junior Middle School Students: The Mediating Role of Academic Emotion

作　　者：高祎 于浩 邹晓彤 张杨[3] 管西婷 

机构地区：[1]河北北方学院研究生学院,河北 张家口 [2]河北工程技术学院马克思主义学院,河北 石家庄 [3]河北北方学院学生处,河北 张家口 [4]河北北方学院法政学院,河北 张家口

出　　处：《心理学进展》2023年第8期3497-3505,共9页Advances in Psychology

摘　　要：为探究初中生学业自我效能感、学业情绪和学业拖延的关系,采用学业拖延量表、学业自我效能感量表和青少年学业情绪问卷对河南省550名初中生进行调查。研究结果发现:学业自我效能感、积极学业情绪与学业拖延呈显著负相关,消极学业情绪与学业拖延呈显著正相关;积极学业情绪和消极学业情绪在学业自我效能感和学业拖延中起部分中介作用。结论:学业自我效能感不仅能够直接预测学业拖延,还可以通过积极学业情绪、消极学业情绪对学业拖延产生间接影响。In order to explore the relationship between academic self-efficacy, academic emotion and academ-ic procrastination of junior middle school students, 550 junior middle school students in Henan province were investigated by using academic procrastination scale, academic self-efficacy scale and adolescent academic emotion questionnaire. The results show that academic self-efficacy, positive academic emotion and academic procrastination are significantly negatively correlated, while nega-tive academic emotion and academic procrastination are significantly positively correlated. Positive academic emotion and negative academic emotion play a partial mediating role in academic self-efficacy and academic procrastination. Conclusion: Academic self-efficacy can not only directly predict academic procrastination, but also indirectly affect academic procrastination through posi-tive academic emotion and negative academic emotion.

关 键 词：学业拖延 学业自我效能感 学业情绪 初中生 

分 类 号：G63[文化科学—教育学]