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| 研究型大学研究生成就目标定向与学业拖延——学业自我效能感的中介效应 |
| Achievement Goal Orientation for Postgraduates and Academic Procrastination at Research Universities: the mesomeric effect of academic self-efficacy |
| 投稿时间：2020-12-17 |
| DOI：10.19834/j.cnki.yjsjy2011.2021.03.05 |
| 中文关键词: 学业拖延;学业自我效能感;成就目标定向;结构方程模型 |
| 英文关键词: academic procrastination;academic self-efficacy;achievement goal orientation;structural equation model |
| 基金项目:国家自然科学基金面上项目"国家青年高层次引进人才与研究型大学基层学术组织发展之间关系的研究"（71874153） |
| 作者 | 单位 | | 王莉华 | 浙江大学 教育学院, 杭州 310058 | | 高源月 | 浙江大学 教育学院, 杭州 310058 |
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| 中文摘要: |
| 研究生学业拖延现象已成为研究生教育不可忽视的重要问题。基于991份X大学研究生的问卷调查数据，本文采用结构方程模型分析学业自我效能感、成就目标定向对学业拖延现象的作用机制。研究发现：近80%研究生表现出中度拖延，超过14%的研究生表现出重度拖延，而且学业拖延在性别、学科和硕博士上有显著差异。成就目标定向中的掌握趋近和表现趋近维度可正向预测学业拖延；学业自我效能感可负向预测学业拖延，且可作为成就目标定向与学业拖延之间的中介变量。为减缓研究生学业拖延现象，提出有关建议：提供科研支持、心理干预，引导研究生提高学业自我效能感；加强关注关心、及时疏导，防止高目标研究生出现学业拖延；注重自我反思、自我疏导，通过自我管理控制学业拖延现象。 |
| 英文摘要: |
| Postgraduate academic procrastination is a nonignorable issue in postgraduate education. With the structural equation model, this paper analyzes the action mechanism of the academic procrastination influenced by academic self-efficacy and achievement goal orientations based on 991 feedbacks from a questionnaire survey on postgraduates at X University. The study discovers that nearly 80% of postgraduates are at medium level of procrastination, and more than 14% at high level. Moreover, it finds there are significant variations between different genders, disciplines, and at the stages of postgraduate and doctoral studies. The dimensions of both mastery approach and performance approach in the achievement goal orientations are positive predictors of academic procrastination, while academic self-efficacy is a negative predictor of academic procrastination. In addition, it serves as a mediating variable between achievement goal orientations and academic procrastination. In order to reduce academic procrastination, this paper proposes that academic research support and psychological intervention are needed to enhance academic self-efficacy of the students; that care, attention and timely guidance are needed to prevent postgraduates who aim high from academic procrastination; and that self-reflection, self-guidance through self-management are needed to control academic procrastination. |
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