家庭环境和教师支持对中学生学业拖延的影响:基本心理需求满足与心理资本的链式中介作用

The Influence of Family Environment and Teacher Support on Middle School Students’ Academic Procrastination:The Chain Mediating Effect of Satisfaction of Basic Psychological Needs and Psychological Capital

为探讨家庭环境和教师支持对中学生学业拖延的影响机制,采用中学生家庭环境问卷、学生感知教师支持行为问卷、基本心理需求量表、积极心理资本问卷和中学生学业拖延问卷对740名中学生进行调查。结果显示:家庭环境、教师支持和心理资本均对学业拖延有显著影响;家庭环境和教师支持对学业拖延的影响力相当,而个体心理资本的影响力更大;家庭环境和教师支持还能通过基本心理需求满足与心理资本的部分链式中介作用来影响学业拖延。

To explore the influence mechanism of family environment and teacher support on middle school students’ academic procrastination, 740 middle school students were tested by using the Family Environment Questionnaire, Students’ Perceived Teacher Support Behavior Questionnaire, Basic Psychological Needs Scale, Psychological Capital Questionnaire and Academic Procrastination Questionnaire. The results showed that: 1) family environment, teacher support and psychological capital significantly influenced academic procrastination separately;2) family environment and teacher support equally influenced academic procrastination, but less than the influence of psychological capital on academic procrastination;3) both family environment and teacher support influenced academic procrastination through the partial chain mediation between basic psychological needs and psychological capital.