广州某高校本科生学习拖延现状及其相关因素

Academic procrastination status and related factors of undergraduates from a university in Guangzhou

目的:考察大学本科生的学习拖延情况及其相关因素。方法:选取中山大学本科生828名(男277人,女551人;年龄18~25岁),采用自编一般情况调查表、大学生学习拖延问卷(UAPQ)进行调查。UAPQ包括完成作业拖延、复习备考拖延、自主学习拖延3个因子,因子分或问卷总分>3分为存在拖延。结果:大学本科生总体学习、完成作业、复习备考、自主学习拖延检出率分别为40.7%、29.7%、41.5%、47.6%。多重线性回归分析结果显示,手机影响学业程度重(β=0.32)或一般(β=0.15)、电脑依赖程度重(β=0.15)与学习拖延程度正向关联,大四(β=-0.12)、成绩满意(β=-0.27)、成绩一般(β=-0.17)与学习拖延程度负向关联。结论 :大学本科生在多种学习活动中存在拖延行为。手机影响学业程度大、手机影响学业程度一般、电脑依赖程度大为学习拖延的危险因素;成绩满意或一般及大四年级为学习拖延的保护因素。

Objective： To explore the academic procrastination （AP ） status and related factors in college students. Methods： Totally 828 undergraduates （ 277 male,551 female,age 18 - 25 years） from Sun Yat-Sen University were investigated with a self-made questionnaire for basic information and Undergraduate Academic Procrastination Questionnaire （ UAPQ） for AP status. UAPQ included overall learning procrastination （ OLP） ,homework procrastination （ HP） ,exam preparing procrastination （ EPP） and self-learning procrastination （ SLP） . Students who scored more than 3 in OLP, HP, EPP, SLP were regarded as procrastinator. Result： The procrastination rates of OLP,HP,EPP,SLP were 40. 7% ,29. 7% ,41. 5% ,and 47. 6% . Multiple linear regression analysis results showed that bigger （ β = 0. 32） and normal （ β = 0. 15） influence for academic by mobile-phone,higher level of computer dependence （ β = 0. 15） were positively related with academic procrastination. Higher （ β = - 0. 27） and normal （ β = - 0. 17） levels of grade satisfaction were negatively correlated with academic procrastination. The seniors＇ academic procrastination levels were lower than those in other grade （ β = - 0. 12） . Conclusion： It suggests that undergraduates procrastinate widely in many academic activities. Bigger and normal influence for academic by mobilephone,higher level of computer dependence may be risk factors of procrastination,while being satisfied with grades and seniors may be protective factors.