专业认同对应用心理学本科生学业拖延的影响：学业自我效能感的中介作用

The Effects of Professional Identity on Academic Procrastination among Undergraduate Applied Psychology Students: The Mediating Role of Academic Self-Efficacy

摘要: 目的 探讨应用心理学本科生专业认同、学业拖延与学业自我效能感的关系。方法 采用专业认同量表、学业拖延量表、学业自我效能感量表对晋中市某高校136名应用心理学本科生进行问卷调查。结果 ① 不同年级在专业认同的得分比较具有显著差异(p < 0.01)，且大一、大二年级得分显著高于大三、大四年级。② 学习能力自我效能感存在性别差异(p < 0.05)。③ 应用心理学本科生专业认同与学业拖延、学业自我效能感之间呈显著相关(t = −0.257、0.653，均p < 0.01)。④ 应用心理学本科生专业认同对学业拖延的直接效应值为−0.024，专业认同通过学业自我效能感对学业拖延的间接效应值为−0.219。结论 专业认同能负向预测应用心理学本科生的学业拖延，学业自我效能感在专业认同对学业拖延的影响中起中介作用。

Abstract: Objective: To investigate the association between professional identity, academic procrastination and academic self-efficacy of undergraduate applied psychology students. Methods: A questionnaire survey was conducted using the Professional Identity Scale, Academic Procrastination Scale, and Academic Self-Efficacy Scale on 136 undergraduate students of applied psychology at a university in Jinzhong City. Results: ① Comparisons of scores on professional identity were significantly different across grades (p < 0.01), and scores were significantly higher in freshmen and sophomores than in juniors and seniors. ② There is a gender difference in self-efficacy of learning ability (p < 0.05). ③ A significant correlation was found between professional identity, academic procrastination, and academic self-efficacy among undergraduate applied psychology students (t = −0.257, 0.653; both p < 0.01). ④ The value of the direct effect of professional identity on academic procrastination for undergraduate applied psychology students was −0.024, and the value of the indirect effect of professional identity on academic procrastination through academic self-efficacy was −0.219. Conclusion: Professional identity negatively predicts academic procrastination among undergraduate applied psychology students, and academic self-efficacy mediates the relationship between professional identity and academic procrastination.