学业拖延的性质、成因与干预措施综述  

A Review of the Nature, Causes, and Intervention Measures of Academic Procrastination

作　　者：盛琦 王亚楠 周静[1] 张莉 黄春萍[1] 

机构地区：[1]四川师范大学生命科学学院,四川 成都 [2]成都石室天府中学锦城湖校区,四川 成都

出　　处：《心理学进展》2025年第1期213-222,共10页Advances in Psychology

基　　金：四川师范大学研究生教改项目(2021YJSJG031, 2023YJSJG014)。

摘　　要：学业拖延是学生普遍存在的行为,表现为无法有效管理时间和推迟任务完成的倾向。研究发现,学业拖延与个体的自我调节能力、时间管理技巧以及心理因素密切相关。了解学业拖延的性质、成因和干预措施对教育者和辅导人员帮助学生改善时间管理与自我调节能力、提高学业表现和心理健康水平具有重要意义。目前,学业拖延已成为研究的热点问题,相关研究不断增加,对学生拖延行为的影响和应对措施也在不断更新和深入探讨。本文旨在为教育者和辅导人员提供理论支持,帮助学生改善时间管理与自我调节能力,提高学业表现和心理健康。Procrastination in academics is a common behavior among students, characterized by the inability to effectively manage time and the tendency to delay task completion. Research has found that procrastination is closely related to an individual’s self-regulatory ability, time management skills, and psychological factors. Understanding the nature, causes, and interventions of academic procrastination is important for educators and counselors in helping students improve their time management and self-regulation abilities, enhance their academic performance, and improve their mental health. Currently, academic procrastination has become a hot topic in research, with increasing relevant studies and continuous updates and in-depth exploration of the impact of student procrastination behavior and coping measures. This article aims to provide theoretical support for educators and counselors in helping students improve their time management and self-regulation abilities, enhance their academic performance, and improve their mental health.

关 键 词：学业拖延 自我调节 学业表现 心理健康 

分 类 号：G63[文化科学—教育学]