属于明天——学业拖延的结果与干预

Belongs to Tomorrow—Outcomes and Interventions for Academic Procrastination

拖延症是一种常见的行为和心理问题,指的是不必要地拖延任务和经历负面结果。学业拖延就是拖延症在学生群体中的一种体现,它会对学业成绩产生各种影响。这篇综述分析了国内外学者的相关研究,总结了拖延症对学业成绩的影响及其必要的干预措施。研究确定了六种拖延症的影响因素:自我调节、自我效能感、动机、完美主义、教养方式、互联网。在干预方面,本文讨论了认知行为疗法,接受承诺疗法自我宽恕等不同的干预措施。研究结论发现学习拖延症通常与学业成绩呈负相关。本综述支持对拖延症治疗进行进一步研究的需求,并建立对减少拖延行为所需的课堂干预的充分理解。

Procrastination is a common behavioral and psychological problem that refers to putting off tasks unnecessarily and experiencing negative outcomes. Academic procrastination is one of the manifestations of procrastination in the student group, which will have various effects on academic performance. This review analyzes relevant research from domestic and foreign scholars and summarizes the impact of procrastination on academic achievement and the necessary interventions. The study identified six factors that influence procrastination: self-regulation, self-efficacy, motivation, perfectionism, parenting style, and the Internet. In terms of interventions, this paper discusses different interventions such as cognitive behavioral therapy, acceptance commitment therapy and self-forgiveness. The study concluded that learning procrastination is often negatively correlated with academic achievement. This review supports the need for further research into the treatment of procrastination and to establish a full understanding of the classroom interventions needed to reduce procrastination behaviour.