高职学生学业拖延与自我决定动机、冲动性的关系

The relationship between academic procrastination, self-determined motivation and impulsiveness of higher vocational college students

以600名高职学生为调查对象,对其施测大学生学习动机量表、Barratt冲动性量表、大学生学业拖沓问卷和主动拖延量表,考察学业主动、被动拖延和自我决定动机、冲动性的关系。结果表明,学业主动拖延与自我决定动机呈显著正相关,与冲动性呈显著负相关;学业被动拖延与自我决定动机呈显著负相关,与冲动性呈显著正相关;冲动性在自我决定动机和学业拖延中起中介作用。可见,学业主动拖延行为是一种有别于学业被动拖延行为的适应性的行为,对这两类型拖延行为应有区别地进行指导和干预。

This study used some questionnaire to examine the 600 students in vocational colleges, including ＂Self-determined Motivation Questionnaire＂, ＂Barratt Impulsiveness Scale＂, ＂College Students＇ Procrastination Questionnaire＂ and ＂Active Procrastination Scale＂, in an attempt to research the relationship among academic active procrastination, passive procrastination, self- determined motivation, and impulsiveness. The results showed： academic active procrastination of higher vocational students was positively correlated with self-determined motivation, negatively correlated with impulsiveness; academic passive procrastination was negatively correlated with self- determined motivation, positively correlated with impulsiveness; self-determined motivation and impulsiveness had significant predictive effect on academic procrastination; impulsiveness played a mediating role in self-determined motivation and academic procrastination. It can be concluded that academic active procrastination is a kind of adaptive behavior which is different from the passive procrastination. So the two types of procrastination should be treated differently in guidance and intervention.