医学院校大学生自我调节学习效能感与主动拖延的关系:坚毅性的中介作用

Relationship between self-efficacy for self-regulated learning and active procrastination of medical college students:The mediating role of grit

目的:探讨大学生坚毅性人格在自我调节学习效能感与主动拖延行为之间的内在作用机制。方法:采用方便抽样方法,选取贵州某医学院校1266名大学生,采用自我调节学习效能感量表、主动拖延行为量表以及坚毅量表进行团体施测。结果:在主动拖延(t=-3.83,P<0.001)、自我调节学习效能感(t=-2.32,P<0.05)以及坚毅性(t=-3.54,P<0.01)存在性别差异,差异均有统计学意义;自我调节学习效能感(r=0.26,P<0.01)、坚毅性(r=0.70,P<0.01)与主动拖延行为均呈显著的正相关;坚毅性在自我调节学习效能感与主动拖延行为之间起了部分中介作用。结论:自我调节学习效能感不仅能直接影响大学生主动拖延行为,还能通过坚毅性人格进一步影响主动拖延行为。坚毅性人格是大学生自我调节学习效能感影响主动拖延行为重要的内部机制。

Objective:To explore the internal mechanism of college students’ grit between self-efficacy for self-regulated learning and active procrastination.Methods:A total of 1266 college students from a medical college in Guizhou were selected by convenient sampling method.The self-efficacy for self-regulated learning scale, active procrastination behavior scale and grit scale were used for group testing.Results:There were significant gender differences in active procrastination(t=-3.83,P<0.001),self-efficacy for self-regulated learning(t=-2.32,P<0.05)and grit(t=-3.54,P<0.01);Self regulated learning efficacy(r=0.26,P<0.01),grit(r=0.70,P<0.01)were positively correlated with active procrastination;Grit played a mediating role between self-efficacy for self-regulated learning and active procrastination.Conclusion:Self-efficacy for self-regulated learning can not only directly affect college students’ active procrastination behavior, but also affect active procrastination behavior through fortitude personality.Fortitude personality is an important internal mechanism for college students’ self-regulated learning efficacy to affect their active procrastination behavior.