师生关系对中高年级小学生学业拖延的影响研究——一项针对拉萨市小学生的调查研究

Study on the Influence of Teacher-Student Relationship on Academic Procrastination of Students in Middle and High Grades of Primary Schools——A Survey of Primary School Students in Lhasa

文章选用《中高年级小学生师生关系量表》和《3-6年级小学生学习拖延问卷》,调查了拉萨市197名在校中高年级小学生学业拖延情况,并运用SPSS19.0统计软件计算分析。研究发现:中高年级小学生中所存在的学业拖延情况并非特别严重,男女生在学业拖延方面无性别上的显著性差异,父母职业是否为教师与学业拖延呈显著正相关,三四年级是中高年级小学生学业拖延最严重期,学业拖延各个维度和师生关系各维度也存在显著相关。据此,文章提出了改善中高年级小学生学业拖延的相关建议。

The paper surveyed 197 primary school students of middle and high grades in Lhasa for their academic procrastination by using the“Teacher-Student Relationship Scale for Primary School Students in Middle and High Grades”and the“Academic Procrastination Questionnaire for Primary School Students in Grade 3-6”,and used SPSS19.0 statistical software to carry out calculation and analysis.The research has found that academic procrastination among primary school students of middle and high grades is not particularly severe,and there is no significant gender difference in academic procrastination between male and female students.There is a significant positive correlation between academic procrastination and whether parents are teachers or not.The third and fourth grades are the most severe periods of academic procrastination among primary school students of middle and high grades,and there is also a significant correlation between various dimensions of academic procrastination and various dimensions of teacher-student relationship.Based on this,the paper proposes relevant suggestions to improve academic procrastination among primary school students of middle and high grades.