大学生拖延动机、认知情绪调节与学业拖延的关系——基于时间动机理论

The Relationship between Procrastination Motivation,Cognitive-emotional Regulation and Academic Procrastination among College Students:Based on the Temporal Motivation Theory

目的基于时间动机理论考察大学生的拖延动机、认知情绪调节与学业拖延的关系,并依据相关理论和实证研究结果,编制和实施大学生学业拖延干预方案,并且验证其有效性。方法研究一选取杭州市大学生494人,采用非理性拖延量表(IPS)、动机诊断测验问卷(MDT)和认知情绪调节简化中文版问卷(CERQ-short)进行测量;研究二采用实验组对照组前后测实验设计,选取杭州市大学生44人参加为期4周的大学生学业拖延干预训练,对拖延动机、学业拖延和任务完成量等的改善程度进行评估。结果大学生的学业期望和延迟折扣可以预测学业拖延,关注计划策略在学业期望与学业拖延之间起完全中介作用。学业拖延干预训练提高了大学生的学业期望、任务价值感和任务完成量,降低了大学生的延迟折扣和学业拖延程度。结论大学生的拖延动机和认知情绪调节会影响学业拖延,学业拖延的干预训练降低了大学生的学业拖延,提高任务完成量。

Objective Based on temporal motivation Theories,the relationship between college students'procrastination motivation,cognitive-emotional regulation,and academic procrastination was examined.we prepare and An intervention program for college students'academic procrastination was formulated and implemented based on the empirical evidence-based results and related theories,and its effectiveness was verified.Methods In Study 1,494 college students in Hangzhou were selected to take the Irrational Procrastination Scale(IPS),the Motivation Diagnostic Test Questionnaire(MDT)and the Cognitive Emotion Regulation Simplified Chinese version of the questionnaire(CERQ-short);in Study 2,44 college students in Hangzhou were selected to participate in a 4-week intervention training on college students'academic procrastination using a pre-and post-test experimental design with an experimental control group,and improvements in procrastination motivation,academic procrastination and task completion were assessed.Results College students'academic expectations and delay discounting predicted academic procrastination,and attention planning strategies fully mediated the relationship between academic expectations and academic procrastination;Academic procrastination intervention training increased college students'academic expectations,sense of task value,and task completion,and decreased delay discounting and academic procrastination.Conclusion College students'procrastination motivation and cognitive-emotional regulation affect academic procrastination,and intervention training for academic procrastination can reduce academic procrastination and increase task completion among college students.