大学生自我同一性发展与拖延的相关及团体干预研究

A Study of Correlation between College Students’ Self-Identity Development and Procrastination and Group Intervention

摘要: 目的：探讨大学生自我同一性发展与拖延的相关关系，并检测整合性团体干预方案对拖延的改善作用。方法：使用自我同一性地位量表、Aitken拖延问卷收集了499名大学生的施测数据，进行相关分析。在此基础上，招募拖延高分被试60人并分为两组，对干预组(30人)使用一套整合性团体干预方案进行8周、每周2小时的干预，而对照组(30人)未接受任何干预。干预前后使用Aitken拖延问卷、一般自我效能感及自我同一性地位量表进行测试。结果：自我同一性地位(r = −0.30, P < 0.01)及三个维度得分(r = −0.32, 0.12, 0.22, P < 0.01)均与拖延得分呈显著负相关。与对照组相比，团体干预后干预组拖延得分显著降低(P < 0.01)，一般自我效能感显著提高(P < 0.01)，自我同一性地位发生了明显的改变，表现为50%的被干预者自我同一性等级得到了提升，以及自我同一性三个维度得分均显著增高(P < 0.01)。结论：大学生自我同一性发展状态与拖延行为表现为显著负相关；该整合性团体方案可有效改善拖延，推动内在心理的发展。

Abstract: Objective: To explore correlational relationship between college students’ self-identity develop-ment and procrastination and examine the efficacy of integrated group intervention program in improving procrastination. Methods: Self-identity status scale and Aitken procrastination ques-tionnaire were used to collect the test data of 499 college students for correlation analysis. Fur-thermore, 60 subjects with high procrastination scores were enrolled and divided two groups, the intervention group (30 subjects) were intervened by an integrated group intervention program for 8 weeks and 2 hours a week, and the control group (30 subjects) did not receive any intervention. All subjects were assessed with Aitken procrastination questionnaire, general self-efficacy inventory and self-identity status scale before and after the intervention. Results: Self-identity status (r = −0.30, P < 0.01) and three dimensions scores (r = −0.32, 0.12, 0.22, P < 0.01) were significantly negatively correlated with procrastination scores. Compared with the control group, the procrastination score of the intervention group was significantly lower (P < 0.01) after the group intervention, and the general self-efficacy was significantly improved (P < 0.01), and the status of self-identity was significantly changed with a promotion of the self-identity grade of 50% subjects received intervention and three dimensions scores (P < 0.01). Conclusion: The development of College Students’ self-identity is significantly negatively correlated with the performance of procrastination. The integrated group intervention program can effectively improve procrastination and promote the development of internal psychology.