自我控制团体辅导对研究生学业拖延的改善

Effect of Group Counseling Based on Self-regulation on Academic Procrastination of Postgraduate

目的探讨自我控制团体辅导对研究生学业拖延的改善。方法选取20名有学业拖延倾向的研究生为被试,随机分为实验组和对照组各10人,实验组进行8次团体辅导,在团体辅导前、辅导后以及结束后2月对所有被试施测自我控制调查问卷、硕士研究生学业拖延问卷。结果独立样本t检验结果表明,实验组和对照组前测的拖延倾向无显著差异(t=0.118,P>0.05),自我控制总分差异无统计学意义(t=0.222,P>0.05)。实验组后测、追踪测试的自我控制得分高于前测,而拖延倾向得分均低于前测。重复测量方差分析结果表明,自我控制总分的分组主效应非常显著(F=9.120,P<0.01),时间主效应显著(F=3.915,P<0.05),分组与时间的交互作用显著(F=4.087,P<0.05);拖延倾向的分组主效应显著(F=6.850,P<0.05),时间主效应显著(F=4.947,P<0.05),分组与时间交互效应显著(F=5.552,P<0.05)。结论团体辅导能有效提高研究生的自我控制能力,改善研究生的学业拖延状况。

Objective To investigate the effect of group counseling based on self-regulation on academic procrastination of postgraduate. Methods Totally 20 postgraduates with academic procrastination were randorrdy divided into intervention group and control group. The intervention group received 8 -session structured group treatment. Pre-post-track test of the Self-regulation Questionnaire （SQ）, postgraduate academic procrastination questionnaire（PAPQ） were administered to assess all subjects. Results There were no significant differences in the pre-test scores of SQ（t =0. 118,P 〉0.05） and PAPQ（t =0. 222,P 〉0.05） between intervention group and control group. Postgraduates in the intervention group scored higher in SQ after intervention and at 2 - month follow - up than baseline, and their scores in PAPQ were lower after intervention and at 2 - month follow - up than baseline. Repeated measures ANOVA revealed that the main effect of group（F=9. 120,P〈0.01） and time（F=3. 915,P〈0.05） and group xtime interaction（F =4. 087,P〈0.05） were significant in SQ. The main effect of group （ F = 6. 850, P 〈 0.05 ） and time （ F = 4. 947, P 〈 0.05 ） and group x time interaction （ F = 5.552, P 〈 0. 05 ） were significant in PAPQ. Conclusion The structured group therapy can enhance the self-regulation of postgraduates, as a result, academic procrastination of individual can be improved.