大学生学业自我效能感对学业拖延的影响：学业焦虑的中介作用

The Influence of Academic Self-Efficacy on Academic Procrastination among College Students: The Mediating Role of Academic Anxiety

摘要: 为深入探究学业自我效能感、学业拖延与学业焦虑三者间的内在关联及深层作用机制，明确各变量的影响路径，本研究采用学业自我效能感量表、学业拖延量表及学业焦虑量表，对600名不同学段学生开展问卷调查，通过数据收集与统计分析，系统检验三者关系。结果显示：学业自我效能感与学业焦虑、学业拖延均呈显著负相关(r = −.205, r = −.434, P < .001)，即学业自我效能感越高，学生的学业焦虑水平越低、学业拖延行为越少；学业焦虑与学业拖延呈显著正相关(r = .415, P < .001)，学业焦虑程度越高，拖延行为越明显。进一步中介效应检验表明，学业焦虑在学业自我效能感与学业拖延之间起部分中介作用，中介效应值为0.0699，占总效应的16.10%。研究表明，提高学业自我效能感可直接降低学业拖延，也可通过缓解学业焦虑间接减少拖延行为，该结论为构建青少年学业心理干预方案提供了重要实证依据。

Abstract: To further explore the internal correlations and underlying mechanisms among academic self-efficacy, academic procrastination and academic anxiety, and clarify the influencing paths of each variable, this study adopted the Academic Self-Efficacy Scale, Academic Procrastination Scale and Academic Anxiety Scale to conduct a questionnaire survey among 600 students across different educational stages. Through data collection and statistical analysis, the relationships between the three variables were systematically verified. The results showed that academic self-efficacy was significantly negatively correlated with academic anxiety and academic procrastination (r = −.205, r = −.434, P < .001), indicating that the higher the level of academic self-efficacy, the lower students’ academic anxiety and the fewer academic procrastination behaviors. Academic anxiety was significantly positively correlated with academic procrastination (r = .415, P < .001), which meant that higher academic anxiety was accompanied by more prominent procrastination behaviors. Further mediating effect tests revealed that academic anxiety played a partial mediating role between academic self-efficacy and academic procrastination, with a mediating effect value of 0.0699, accounting for 16.10% of the total effect. This study suggests that improving academic self-efficacy can directly reduce academic procrastination, and also indirectly alleviate procrastination by easing academic anxiety. The findings provide important empirical evidence for the development of psychological intervention programs targeting adolescents’ academic problems.