中学生学业羞愧和学业拖延之间的纵向联系——自我调节学习的中介作用
Longitudinal Association between Academic Shame and Academic Procrastination in Middle School Students—The Role of Self-Regulated Learning
摘要: 为探讨学业羞愧、自我调节学习和学业拖延之间的关系，本研究对464名中学生进行间隔六个月的两次追踪测查。在控制人口学变量基础上，结果分析表明：(1) 前后测的学业羞愧、自我调节学习均与学业拖延呈负相关；(2) T1学业羞愧可以预测T2学业拖延，T1学业拖延可以预测T2自我调节学习；(3) 自我调节学习在学业羞愧对学业拖延的负向影响中发挥着纵向中介作用。上述发现揭示了自我调节学习通过改善学业羞愧对学业拖延的影响，这对今后改善中学生的学业拖延具有一定的实践意义。
Abstract: In this study, 464 middle school students were followed for six months to explore the relationship between academic shame, self-regulated learning and academic procrastination after controlling for Socio-Economic Status. Results showed that: 1) Both academic shame and self-regulated learning were negatively correlated with academic procrastination; 2) Academic shame predicted self-re- gulated learning and academic procrastination; 3) Self-regulated learning plays a longitudinal mediating role in the negative influence of academic shame on academic procrastination. This study reveals the influence of self-regulated learning to improve academic shame on academic procrastination, which has certain practical significance for improving middle school students’ academic procrastination.
文章引用：王敏杰, 封洪敏, 郭凯玥 (2024). 中学生学业羞愧和学业拖延之间的纵向联系——自我调节学习的中介作用. 心理学进展, 14(5), 445-454. https://doi.org/10.12677/ap.2024.145332

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