以提升自我调节学习效能感为主的团体干预对学业拖延状况的改善

Effect of group counseling based on self-efficacy for self-regulated learning in students with academic procrastination

目的:探讨以提升自我调节学习效能感为主的团体干预对学业拖延状况的改善作用。方法:采用方便取样,共招募有学习拖延困扰的被试29名,分为实验组(n=15)和对照组(n=14)。对实验组进行3周6次的团体干预,团体干预方法结合了短程聚焦疗法及认知疗法,干预重点为提高被试的自我调节学习效能感。对被试在团体干预前、干预后及干预结束3周后施测自我调节学习效能感量表(SES-RLS)、贝克抑郁量表(BDI)、Tuckman拖延量表(TPS)简化版,并让被试报告每日拖延时间量以及拖延对学业带来的影响(拖延结果)。结果:重复测量方差分析结果显示,时间与组别在SESRLS得分、拖延时间量、拖延结果的交互作用均显著,实验组后测、追踪的SESRLS得分高于前测,而拖延时间量、拖延对学业的影响得分均低于前测(均P<0.05),对照组3个时间点的SESRLS得分、拖延时间量、拖延后果上差异均无统计学意义。时间、组别在SESRLS得分、拖延时间量、拖延后果的主效应均不显著。时间、组别在特质拖延上的主效应、交互作用均不显著。结论:团体干预能有效提高个体的自我调节学习效能感,从而使个体的拖延行为、拖延不良后果下降;但并不能降低拖延倾向,显示拖延倾向的稳定性,提示以后干预需要更长时程的干预。

Objective： To demonstrate the efficacy of a structured group therapy intervention in improving self-efficacy for self-regulated learning in students. Methods： Totally 29 students with academic procrastination were enrolled in this study by convenience sampling. Among them, 15 cases were divided into intervention group, receiving 6-session structured group treatment, and other 14 into control group, receiving no intervention during this period. All subjects were assessed with the Self-efficacy for Self-Regulated Learning Scale （SESRLS）, Beck depression inventory （BDI）, and Tuckman Procrastination Scale （TPS）, and reported the daily procrastination and impact of procrastination before, after the group intervention and at the 3-week follow-up. Results： Repeated measures ANOVA revealed a significant time x group interaction in self-efficacy for self-regulated learning, daily procrastination and impact of procrastination. Intervention group students scored higher in SESRLS after intervention （P 〈 0. 05） and at 3-week follow-up （P 〈 0.05） than baseline. And their daily procrastination and impact of procrastination were lower after intervention and at 3-week follow-up than baseline. No differences had been found in control group in SESRLS score, daily procrastination and impact of procrastination in the three assessments. Main effect of time and group were not significant. Time × group interaction and main effects were not significant in TPS. Conclusion： It suggests that self-efficacy for self-regulated learning could be improved by group intervention, as a result, daily procrastination and the negative result of procrastination decrease, but could not change procrastination tendency. It indicates that procrastination tendency is a stable trait, which needs long-term intervention,