初中生学习拖延与学习适应性学业成绩的关系

Relationship among academic procrastination,learning adaptation and academic achievement in junior students

目的探讨初中生学习拖延与学习适应性、学业成绩间的关系,为学习拖延的预防与干预提供理论依据。方法随机抽取杭州市2所中学280名学生,进行学习拖延、学习适应性问卷调查。结果初中生学习拖延水平处于中等程度,性别差异无统计学意义;学习不良初中生的学习拖延水平显著高于学习中等、学习优良学生;学习拖延及其各维度(计划缺乏、状态不佳、行为迟滞、执行不足)与学习适应性及其各维度(学习能力、学习方法、学习态度)均存在显著负相关,学习适应性的3个维度共同显著预测学习拖延情况;学习拖延及其各维度在学习适应性与学业成绩关系中起到了中介作用。结论初中生学习适应性对学习拖延具有显著预测作用,并通过学习拖延进一步影响学业成绩。

Objective To analyze the relationships among the academic procrastination,learning adaptation and academic achievement,and to provide basis for prevention and intervention on academic procrastination.Methods By random sampling method,280 students of junior school were surveyed with the Academic-Procrastination Questionnaire and the Learning-Adaptation Questionnaire.Results The junior students＇ academic procrastination was at a moderate level,and there were no significant differences between male and female.Students with learning disabilities had higher level of academic procrastination than normal students.Academic procrastination and its four dimensions（lack of learning plan,poor state of learning,delay of learning behavior,and done learn not enough） were strong negatively related to learning adaptation and its three dimensions（learning ability,learning method and learning attitude）.Learning ability,learning method and learning attitude could significantly predict academic procrastination.Academic procrastination and its four dimensions partially mediated the relationship between learning adaptation and academic achievement.Conclusion Learning adaptation could significantly predict academic procrastination,and further influenced academic achievement through academic procrastination.