中职学生时间管理倾向、学习倦怠与学习拖延的相关研究

A Study on the Relationship among Time Management Disposition, Learning Burnout and Academic Procrastination in Secondary Vocational Students

摘要: 目的：考察中职生时间管理倾向、学习倦怠与学习拖延的关系，及学习倦怠在时间管理倾向和学习拖延之间的中介作用。方法：随机选取东莞市某中职学校412名中职生为研究对象，采用青少年时间管理倾向量表(ATMD)、中学生学习倦怠量表(HSSB)与中学生学习拖延问卷进行测量。结果：时间管理倾向与学习倦怠呈显著负相关(r = −0.52, P < 0.001)，与学习拖延呈显著负相关(r = −0.47, P < 0.001)，学习倦怠与学习拖延呈显著正相关(r = 0.56, P < 0.001)；中介效应检验发现学习倦怠在时间管理倾向与学习拖延之间起部分中介作用，中介效应占总效应比例为。结论：中职生的时间管理倾向、学习倦怠与学习拖延密切相关，且时间管理倾向通过学习倦怠部分预测学习拖延。

Abstract: Objective: To investigate the effects of time management tendencies and learning burnout on academic procrastinations in secondary vocational students, and the mediating role of learning burnout in time management tendencies and academic procrastinations. Methods: A total of 412 secondary vocational students in Dongguan city were selected for the study. The Adolescent Time Management Disposition Scale (ATMD), the Middle School Student Learning Burnout Scale (HSSB) and the Middle School Student Academic procrastination Questionnaire were used for measurement. Results: Time management bias were significantly negatively correlated with learning burnout (P < 0.001), and negatively correlated with academic procrastination (r = 0.307, P < 0.001). Learning burnout was significantly positively correlated with Academic procrastination (r = 0.347, P < 0.001). Intermediary testing found that learning burnout played a partial intermediary role among time management tendencies and academic procrastinations. Conclusion: The worse the student’s time management, the higher the degree of learning burnout, and the stronger the academic procrastination.