大学生拖延与学习投入的关系:一般自我效能感的中介作用

The Relationship Between Procrastination and Learning Engagement of College Students:The Mediating Role of General Self-efficacy

为探讨大学生拖延与学习投入以及一般自我效能感三者之间的关系,采用拖延量表、学习投入量表和一般自我效能感问卷对434名大学生进行调查,并通过结构方程模型探讨大学生拖延对学习投入的影响机制。结果发现大学生拖延对学习投入和一般自我效能感均具有显著的负向预测作用(β=-0. 21,β=-0. 22,P <0. 01);一般自我效能感在拖延对学习投入的影响中发挥部分中介作用,中介效应占总效应的比例为31. 71%。拖延、学习投入和一般自我效能感三者密切相关,大学生拖延行为不仅可以直接作用于学习投入水平,还可以通过一般自我效能感这一中介变量对学习投入产生影响。

The present study examined the relationship between procrastination, learning engagement and general self-efficacy. A total of 434 undergraduates were surveyed by Aitken Procrastination Inventory （API）, Learning Engagement Inventory and General Self-Efficacy Scale （GSES）, and the impact mechanism of procrastination on learning engagement of college student was explored through structural equation modeling. The result showed that procrastination of college students could negatively predict learning engagement and general self-efficacy （β=-0.21, β=-0.22, P〈0.01）. However, the general self-efficacy played a partial mediating role between procrastination and learning engagement, the mediating effect accounting for 31.71% of the total effect. That illustrated that procrastination, learning engagement and general self-efficacy were closely related. Procrastination was a significant predictor of learning engagement, and general self-efficacy clarity mediated the effect of procrastination on learning engagement in college students.