特质焦虑与大学生拖延行为的关系:有调节的中介模型
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摘要
采用时间管理倾向量表、自我监控量表、状态-特质焦虑问卷、Aitken拖延问卷对555名大学生进行问卷调查,探讨特质焦虑与大学生拖延行为之间的关系及机制。结果发现:(1)特质焦虑对拖延有显著的正向预测作用;(2)时间管理倾向在特质焦虑与大学生拖延行为之间起部分中介效应;(3)时间管理倾向的中介作用受到自我监控水平的调节,随自我监控水平的提高,时间管理倾向对拖延行为的负向预测作用加强,特质焦虑通过时间管理倾向对拖延行为的间接预测作用加强。
The present study examined whether time management disposition mediated the relationship between trait anxiety and procrastination, and whether this mediating effect was moderated by self-monitoring. 555 college students(mean age=19.94 years,SD=0.97) from one university in Jinan completed four anonymous questionnaires, namely State-Trait Anxiety Inventory, Aitken Procrastination Inventory, Self-Monitoring Scale and Adolescence Time Management Disposition Inventory. The results showed that: 1) Trait anxiety positively predicted to procrastination among college students; 2) Time management disposition played a partial mediating role in the association of trait anxiety and procrastination among college students; 3) The mediating effect of time management disposition was moderated by self-monitoring among college students. Specifically, with self-monitoring increasing, the negative relation of time management disposition and procrastination and the mediating effect of time management disposition were increasing.
The present study examined whether time management disposition mediated the relationship between trait anxiety and procrastination, and whether this mediating effect was moderated by self-monitoring. 555 college students(mean age=19.94 years,SD=0.97) from one university in Jinan completed four anonymous questionnaires, namely State-Trait Anxiety Inventory, Aitken Procrastination Inventory, Self-Monitoring Scale and Adolescence Time Management Disposition Inventory. The results showed that: 1) Trait anxiety positively predicted to procrastination among college students; 2) Time management disposition played a partial mediating role in the association of trait anxiety and procrastination among college students; 3) The mediating effect of time management disposition was moderated by self-monitoring among college students. Specifically, with self-monitoring increasing, the negative relation of time management disposition and procrastination and the mediating effect of time management disposition were increasing.
引文
陈本友,张锋,邹枝玲,杨勋,黄希庭.(2005).大学生时间管理倾向与焦虑的相关研究.中国临床心理学杂志,13(3),307-308,doi:10.3969/j.issn.1005-3611.2005.03.018.
陈小莉,戴晓阳,董琴.(2008).Aitken拖延问卷在大学生中的应用研究.中国临床心理学杂志,16(1),22-23,doi:10.3969/j.issn.1005-3611.2008.01.007.
单泓博,张璐瑶,卫敏,辛永娟,全善爱,李晏.(2016).大学生自我控制在拖延与焦虑关系间的中介效应.中国心理卫生杂志,30(8),624-628,doi:10.3969/j.issn.1000-6729.2016.08.012.
范翠英,孙晓军,刘华山.(2012).大学生的时间管理倾向与主观幸福感.心理发展与教育,28(1),99-104.
黄希庭,张志杰.(2001a).论个人的时间管理倾向.心理科学,24(5),516-518.
黄希庭,张志杰.(2001b).青少年时间管理倾向量表的编制.心理学报,33(4),338-343.
李峰,张德,张宇莲.(1992).心理控制源与自我监控在预测中的交互作用.心理学报,24(3),261-266.
李尚儒,李洁,刘晓芹.(2016).大学生成就动机、焦虑感与拖延行为的关系.中国健康心理学杂志,24(2),252-255.
柳春香,黄希庭.(2008).特质焦虑大学生注意偏向的实验研究.心理科学,31(6),1304-1307.
秦启文,张志杰.(2002).时间管理倾向与心理健康关系的相关研究.心理科学,25(3),360,349.
唐凯晴,范方,龙可,陈世键,彭婷,杨彦川,叶婷婷.(2015).大学生早期适应不良图式、焦虑与拖延的关系.心理发展与教育,31(3),360-367.
田芊,邓士昌.(2011).心理控制源在时间管理倾向影响唤起性、回避性两类拖延行为中的不同中介作用.心理科学,34(2),348-353.
郑晓华,舒良,张艾琳,黄桂兰,赵吉凤,孙明,…徐丹.(1993).状态-特质焦虑问题在长春的测试报告.中国心理卫生杂志,7(2),60-62.
中岛孝志.(1999).活用时间的33条铁则(吴桐,宿久高译).北京:知识出版社.
周静,王卫红,李丹.(2013).大学生心理控制源、时间管理倾向与成就动机相关性.中国健康心理学杂志,21(2),307-309.
周永红,吕催芳,杨于岑.(2014).时间管理倾向与学习拖延:自我效能感的中介作用分析.中国临床心理学杂志,22(3),533-536.
Aitken,M.E.(1982).A personality profile of the college student procrastinator(Unpublished doctorial dissertation).University of Pittsburgh.
Archer,R.P.(1979).Relationships between locus of control and anxiety.Journal of Personality Assessment,43(6),617-626,doi:10.1207/s15327752jpa4306_10.
Hagger,M.S.,Wood,C.,Stiff,C.,&Chatzisarantis,N.L.D.(2010).Ego depletion and the strength model of self-control:A meta-analysis.Psychological Bulletin,136(4),495-525,doi:10.1037/a0019486.
Hayes,A.F.(2013).Introduction to mediation,moderation,and conditional process analysis:A regression-based approach.New York,NY:The Guilford Press.
Lang,D.(1992).Preventing short-terms train through time management coping.Work&Stress,6(2),169-176.
Lay,C.H.,&Schouwenburg,H.C.(1993).Trait procrastination,time management,and academic behavior.Journal of Social Behavior and Personality,8(4),647-662.
Lazarus,R.S.,&Folkman,S.(1984).Stress,appraisal,and coping.New York:Springer Publishing Company.
Macan,T.H.(1994).Time management:Test of a process model.Journal of Applied Psychology,79(3),381-391,doi:10.1037/0021-9010.79.3.381.
Mansell,W.(2004).Cognitive psychology and anxiety.Psychiatry,3(4),6-10,doi:10.1383/psyt.3.4.6.32905.
Mogg,K.,&Bradley,B.P.(2002).Selective orienting of attention to masked threat faces in social anxiety.Behaviour Research&Therapy,40(12),1403-1414.
Onwuegbuzie,A.J.,Leech,N.L.,&Collins,K.M.(2010).Innovative data collection strategies in qualitative research.The Qualitative Report,15(3),696-726.
Rabin,L.A.,Fogel,J.,&Nutter-Upham,K.E.(2011).Academic procrastination in college students:The role of self-reported executive function.Journal of Clinical and Experimental Neuropsychology,33(3),344-357,doi:10.1080/13803395.2010.518597.
Rothblum,E.D.,Solomon,L.J.,&Murakami,J.(1986).Affective,cognitive,and behavioral differences between high and low procrastinators.Journal of Counseling Psychology,33(4),387-394,doi:10.1037/0022-0167.33.4.387.
Snyder,M.(1974).Self-monitoring of expressive behavior.Journal of Personality and Social Psychology,30(4),526-537,doi:10.1037/h0037039.
Snyder,M.(1979).Self-monitoring processes.Advances in Experimental Social Psychology,12,85-128.
Spielberger,C.D.(1983).Manual for the State-Trait Anxiety Inventory:STAI(Form Y)(“Self-Evaluation Questionnaire”).Palo Alto:Consulting Psychologists Press Inc.
Stead,R.,Shanahan,M.J.,&Neufeld,R.W.J.(2010).“I’ll go to therapy,eventually”:Procrastination,stress and mental health.Personality and Individual Differences,49(3),175-180,doi:10.1016/j.paid.2010.03.028.
Steel,P.(2007).The nature of procrastination:A meta-analytic and theoretical review of quintessential self-regulatory failure.Psychological Bulletin,133(1),65-94,doi:10.1037/0033-2909.133.1.65.
Zimmerman,B.J.,Greenberg,D.,&Weinstein,C.E.(1994).Self-regulating academic study time:A strategy approach.In D.H.Schunk&B.J.Zimmerman(Eds.),Self-regulation of learning and performance:Issues and educational applications(pp.181-199).Hillsdale,NJ,US:Lawrence Erlbaum Associates,Inc.
陈小莉,戴晓阳,董琴.(2008).Aitken拖延问卷在大学生中的应用研究.中国临床心理学杂志,16(1),22-23,doi:10.3969/j.issn.1005-3611.2008.01.007.
单泓博,张璐瑶,卫敏,辛永娟,全善爱,李晏.(2016).大学生自我控制在拖延与焦虑关系间的中介效应.中国心理卫生杂志,30(8),624-628,doi:10.3969/j.issn.1000-6729.2016.08.012.
范翠英,孙晓军,刘华山.(2012).大学生的时间管理倾向与主观幸福感.心理发展与教育,28(1),99-104.
黄希庭,张志杰.(2001a).论个人的时间管理倾向.心理科学,24(5),516-518.
黄希庭,张志杰.(2001b).青少年时间管理倾向量表的编制.心理学报,33(4),338-343.
李峰,张德,张宇莲.(1992).心理控制源与自我监控在预测中的交互作用.心理学报,24(3),261-266.
李尚儒,李洁,刘晓芹.(2016).大学生成就动机、焦虑感与拖延行为的关系.中国健康心理学杂志,24(2),252-255.
柳春香,黄希庭.(2008).特质焦虑大学生注意偏向的实验研究.心理科学,31(6),1304-1307.
秦启文,张志杰.(2002).时间管理倾向与心理健康关系的相关研究.心理科学,25(3),360,349.
唐凯晴,范方,龙可,陈世键,彭婷,杨彦川,叶婷婷.(2015).大学生早期适应不良图式、焦虑与拖延的关系.心理发展与教育,31(3),360-367.
田芊,邓士昌.(2011).心理控制源在时间管理倾向影响唤起性、回避性两类拖延行为中的不同中介作用.心理科学,34(2),348-353.
郑晓华,舒良,张艾琳,黄桂兰,赵吉凤,孙明,…徐丹.(1993).状态-特质焦虑问题在长春的测试报告.中国心理卫生杂志,7(2),60-62.
中岛孝志.(1999).活用时间的33条铁则(吴桐,宿久高译).北京:知识出版社.
周静,王卫红,李丹.(2013).大学生心理控制源、时间管理倾向与成就动机相关性.中国健康心理学杂志,21(2),307-309.
周永红,吕催芳,杨于岑.(2014).时间管理倾向与学习拖延:自我效能感的中介作用分析.中国临床心理学杂志,22(3),533-536.
Aitken,M.E.(1982).A personality profile of the college student procrastinator(Unpublished doctorial dissertation).University of Pittsburgh.
Archer,R.P.(1979).Relationships between locus of control and anxiety.Journal of Personality Assessment,43(6),617-626,doi:10.1207/s15327752jpa4306_10.
Hagger,M.S.,Wood,C.,Stiff,C.,&Chatzisarantis,N.L.D.(2010).Ego depletion and the strength model of self-control:A meta-analysis.Psychological Bulletin,136(4),495-525,doi:10.1037/a0019486.
Hayes,A.F.(2013).Introduction to mediation,moderation,and conditional process analysis:A regression-based approach.New York,NY:The Guilford Press.
Lang,D.(1992).Preventing short-terms train through time management coping.Work&Stress,6(2),169-176.
Lay,C.H.,&Schouwenburg,H.C.(1993).Trait procrastination,time management,and academic behavior.Journal of Social Behavior and Personality,8(4),647-662.
Lazarus,R.S.,&Folkman,S.(1984).Stress,appraisal,and coping.New York:Springer Publishing Company.
Macan,T.H.(1994).Time management:Test of a process model.Journal of Applied Psychology,79(3),381-391,doi:10.1037/0021-9010.79.3.381.
Mansell,W.(2004).Cognitive psychology and anxiety.Psychiatry,3(4),6-10,doi:10.1383/psyt.3.4.6.32905.
Mogg,K.,&Bradley,B.P.(2002).Selective orienting of attention to masked threat faces in social anxiety.Behaviour Research&Therapy,40(12),1403-1414.
Onwuegbuzie,A.J.,Leech,N.L.,&Collins,K.M.(2010).Innovative data collection strategies in qualitative research.The Qualitative Report,15(3),696-726.
Rabin,L.A.,Fogel,J.,&Nutter-Upham,K.E.(2011).Academic procrastination in college students:The role of self-reported executive function.Journal of Clinical and Experimental Neuropsychology,33(3),344-357,doi:10.1080/13803395.2010.518597.
Rothblum,E.D.,Solomon,L.J.,&Murakami,J.(1986).Affective,cognitive,and behavioral differences between high and low procrastinators.Journal of Counseling Psychology,33(4),387-394,doi:10.1037/0022-0167.33.4.387.
Snyder,M.(1974).Self-monitoring of expressive behavior.Journal of Personality and Social Psychology,30(4),526-537,doi:10.1037/h0037039.
Snyder,M.(1979).Self-monitoring processes.Advances in Experimental Social Psychology,12,85-128.
Spielberger,C.D.(1983).Manual for the State-Trait Anxiety Inventory:STAI(Form Y)(“Self-Evaluation Questionnaire”).Palo Alto:Consulting Psychologists Press Inc.
Stead,R.,Shanahan,M.J.,&Neufeld,R.W.J.(2010).“I’ll go to therapy,eventually”:Procrastination,stress and mental health.Personality and Individual Differences,49(3),175-180,doi:10.1016/j.paid.2010.03.028.
Steel,P.(2007).The nature of procrastination:A meta-analytic and theoretical review of quintessential self-regulatory failure.Psychological Bulletin,133(1),65-94,doi:10.1037/0033-2909.133.1.65.
Zimmerman,B.J.,Greenberg,D.,&Weinstein,C.E.(1994).Self-regulating academic study time:A strategy approach.In D.H.Schunk&B.J.Zimmerman(Eds.),Self-regulation of learning and performance:Issues and educational applications(pp.181-199).Hillsdale,NJ,US:Lawrence Erlbaum Associates,Inc.