中学生物理性别刻板印象与学业拖延：序列中介模型

A Serial Mediation Model between Physics-Gender Stereotype and Academic Procrastination

目的:探讨物理性别刻板印象对中学生物理学业拖延行为的影响,以及成就目标和物理学业情绪在其中的序列中介作用。方法:采用问卷法调查266名中学生的物理性别刻板印象、物理学习成就目标、物理学业情绪和物理学业拖延行为,进行序列中介效应分析。结果:物理性别刻板印象能够依次通过避免目标和物理学业消极情绪对女生的物理学业拖延行为产生间接作用。但是物理性别刻板印象对男生的学业拖延行为只起直接作用,通过表现目标和物理学业消极情绪的间接作用不显著。结论:物理性别刻板印象、避免目标和物理消极学业情绪对女生的物理学业拖延行为起到了决定作用,并且物理性别刻板印象对男生和女生群体学业拖延的影响存在不同的机制。

Objective： To explore how physics-gender stereotype affect academic procrastination through the serial me- diation roles of achievement goal and physics academic emotions. Methods： 266 Chinese high school students were asse- sed on the physics-gender stereotype, achievement goal in physics learning, physics academic emotions and academic pro- crastination in physics learning. Results： Performance-avoidance goals and physics academic emotions served as media- tors between physics-gender stereotype and academic procrastination only in female students. Conclusion： Physical gen- der stereotypes, performance-avoidance goals and physical academic emotions fit a serial multi-variable mediation model to affect physical academic procrastination in females.