中学生学业拖延与班级环境的关系

目的 从个体和班级两个层面考察班级环境对中学生学业拖延的影响.方法 选取1972名中学生进行问卷调查,使用HLM进行分析,同时对学生进行个别访谈.结果 问题型、中间型、良好型班级在复习、作业和自我任务上的拖延得分存在显著差异(F=16.927,5.832,5.504;P＜0.01);从个体层面来看,师生关系、同学关系能显著地负向预测复习拖延(t=-3.206,-3.765;P＜0.01)和作业拖延(t=-3.822,-3.797;P＜0.001),竞争能显著负向预测作业拖延(t=-2.323,P＜0.05);从班级层面来看,竞争能量著地负向预测复习和自我任务拖延(t=-2.542,-3.074;P＜0.05).结论 班级环境是影响学业拖延的重要因素.

Relationship between Academic Procrastination and Class Environments among Middle School Students

Objective To explore the effect of the class environments on academic procrastination of middle school students.Methods Data were collected by interview and questionnaire to 1972 middle school students.Results There was significant difference between three types of class environments on the three academic tasks（F=16.927,5.832,5.504;P0.01）.At individual level,teacher-student relationship and classmates＇ relationship could significantly predict review procrastination（t=-3.206,-3.765;P0.01）and school assignment procrastination（t=-3.822,-3.797,P0.001）;competition of class environments could significantly predict school assignment procrastination（t=-2.323,P0.05）.In class level,competition of class environments could significantly predict review and self-arranged task procrastination（t=-2.542,-3.074;P0.05）.Conclusion Class environments are very important factors for academic procrastination of middle school students.