大学生学业延迟满足现状调查分析

Investigation and Study of College Students' Academic Delay Gratification for Present Situation

[目的]了解大学生学业延迟满足现状。[方法]采用大学生学业延迟满足问卷对新疆某两所高校在校大学生进行了调查,共发放315份问卷,收回有效问卷297份,问卷有效率94.3%。[结果](1)将大学生学业延迟满足得分分为高中低三组,学业延迟满足高分组的大学生占整体抽样的18.86%,中间组占68.69%(M_(1中)=28.38<M_(1总)=28.90),低分组占12.46%;在课堂学业延迟满足维度上,高分组占84.18%,中间组占14.81%(M_2中=12.73>M_(2维度)=11.67),低分组占1.01%;在课下学业延迟满足维度上,高分组仅占23.91%,中间组占61.28%(M_(3中)=6.09<M_(3维度)=11.22),低分组占14.81%。(2)大学生学业延迟满足存在学历(F=4.239,P=0.006)、民族(F=5.028,P=0.002)、家庭所在地(F=5.349,P=0.005)上的显著性差异。[结论]大学生的学业延迟满足能力普遍较低,且在课堂学业延迟满足和课下学业延迟满足能力上存在较大差距。

Objective To understand the current situation in college students＇ academic delay of gratification. Methods We use college students＇ academic delay gratification questionnaire to measure 315 college students at two colleges, and we received 297 valid questionnaires; the questionnaire response rate was 94.3%. Results（1）College students＇ academic delay gratification can be divided into three groups, including high, middle and low; high group of college students accounted for 18.86% of the overall sampling, middle group 68.69%（M1中 =28.38〈M1总 =28.90）, and low 12.46%; in the classroom academic delay of gratification, the high group is 84.18%, middle group is 14.81%（M2, =12.73〉M2维度 =11.67）, and low 1.01%; in after-class academic delay of gratification, high group accounts for only 23.91%, middle group accounts for 61.28 （M3中 =6.09〈M3维度 =11.22）, and low group 14.81%.（2） College students have academic delay gratification grades （F=4.239,P=4.239）, the nation （F=5.028,P=0.002）, and home （F=5.349,P=5.349） have significant difference. Conclusion college students＇ academic ability of delay gratification is generally low, and there is a large gap in the classroom academic delay gratification and after-class academic delay gratification.