非毕业年级大学生学业拖延现状及其影响因素研究

A Study on the Current Status and Influencing Factors of Academic Procrastination among Non-Graduating College Students

摘要: 本研究探讨高校非毕业年级大学生中普遍存在的学业拖延现象及其影响因素，分析拖延行为在人口统计学变量和环境因素上的差异。通过调查研究，分析学业拖延与个人内在因素(如自我控制力、自我效能感、时间管理能力)和外部环境因素(如校园氛围、家庭教养方式)的关系，并比较不同性别、年级、学科专业、班干部身份及寝室环境学生的拖延水平差异。结果显示：1) 非毕业年级大学生学业拖延整体处于中等水平，个体差异显著；2) 拖延行为在性别、学科专业及是否担任班干部上无显著差异，但文科类学生拖延水平略高；3) 年级差异显著，大二学生拖延程度最高，大一、大三较低；4) 寝室环境影响显著，处于良好学风寝室的学生拖延水平较低。研究表明，学业拖延是个人因素与环境因素共同作用的结果，其中年级和寝室环境是影响拖延行为的重要变量，而性别、专业和班干部身份的影响有限。改善校园氛围和寝室学风可能有助于减轻学生的学业拖延。

Abstract: This study examines academic procrastination among non-graduating university students, explores its influencing factors, and analyzes behavioral differences across demographic and environmental variables. Methods: A survey was conducted to analyze the correlations between academic procrastination and internal factors (self-control, self-efficacy, time-management skills) as well as external factors (campus climate, family upbringing). Procrastination levels were compared by gender, grade, major, class leadership role, and dormitory environment. Results: 1) Non-graduating university students showed moderate academic procrastination overall, with marked individual differences. 2) No significant differences were found in procrastination by gender, major, or class leadership status, though humanities majors scored slightly higher. 3) Grade-level differences were significant: sophomores had the highest procrastination levels, while freshmen and juniors scored lower. 4) Dormitory environment had a notable impact—students in academically positive dormitories exhibited less procrastination. Conclusion: Academic procrastination stems from the combined effects of personal and environmental factors. Grade and dormitory environment are key influencing variables, whereas gender, major, and class leadership have little impact. Enhancing campus climate and fostering studious dormitory environments may help reduce students’ academic procrastination.