大学生学业拖沓及其影响因素模型的初步建构
|
摘要
学业拖沓是指学习者知道自己应该、也愿意，却没有在预定的时期内完成学习任务。或学习者把应该立即做或决定了的应及时采取的行动推至将来的非理性行为。学业拖沓有三个主要特征：延迟行动、完成不佳、计划不足。本研究根据文献综述、开放式问卷调查、专家咨询，运用探索性因素分析和验证性因素分析确定了大学生学业拖沓问卷的结构，编制了大学生学业拖沓调查问卷。在此基础上，探讨了大学生学业拖沓的现状并运用结构方程建模初步构建了大学生学业拖沓与其影响因素关系的结构模型。研究发现：
(1)本研究编制的大学生学业拖沓问卷具有良好的信度和效度，符合心理测量学的要求，可以作为大学生学业拖沓的调查工具。
(2)大学生学业拖沓问卷可以分为三个维度：延迟行动、完成不佳、计划不足。
(3)大学生学业拖沓在性别、年级、学科、生源、父母习惯及教养态度上存在显著差异，具体表现在：
在延迟行动、计划不足及学业拖沓总分上，性别差异显著。男生的拖沓程度大于女生。
在延迟行动、完成不佳及学业拖沓总分上，年级差异显著。总体来说，一、四年级得分显著低于二、三年级得分。
在延迟行动和计划不足两个维度上，学科差异显著。在延迟行动维度上，理工类和艺术类的得分显著高于文史类和医学类的得分；在计划不足维度上，理工类得分显著高于文史类和医学类的得分。总体来看，学业拖沓程度依次是理工类＞艺术类＞文史类＞医学类。
生源上的显著差异只表现在延迟行动维度上。农村学生得分显著低于城市和城镇学生的得分。
在学业拖沓总分及各维度上，父母习惯差异均显著。父母有拖沓习惯的学生学业拖沓程度显著高于其他学生。
教养方式的差异主要表现在延迟行动、计划不足和问卷总分上。民主型教养方式下的学生的学业拖沓得分显著低于其他教养态度类型的学生。
(4)人格、学业自我效能感、时间管理倾向、成就动机、完美心理倾向与学业拖沓均有显著相关。
(5)严谨性、神经质、学业自我效能感、时间管理倾向、成就动机(追求成功、回避失败)、完美心理倾向均对学业拖沓有直接效应。其中，严谨性、学业自我效能感、时间管理倾向、追求成功是负效应，神经质、回避失败、完美心理倾向是正效应。
(6)严谨性、神经质、学业自我效能感、时间管理倾向、成就动机(追求成功、回避失败)、完美心理倾向相互作用影响学业拖沓。其中，严谨性分别以学业自我效能感、时间管理倾向、追求成功为中介，神经质分别以回避失败和完美心理倾向为中介，学业自我效能感分别以时间管理倾向、追求成功为中介，追求成功以时间管理倾向为中介，完美心理倾向以追求成功和回避失败为中介，间接影响学业拖沓。
(7)在影响学业拖沓的因素中，对学业拖沓影响最大的是严谨性，其次是时间管理倾向、追求成功、学业自我效能感、神经质、回避失败，再次是完美心理倾向。
Academic Procrastination is defined as unadapted learning practice that students know well that they are responsible and are willing, but fail to accomplish their learning tasks in due time or push forward to the future the "then done work.". Academic procrastination has its characters: postponing beginning; done awfully, insufficient planning. Basing on literature searching, open-ended questionnaire surveying, experts' inspection, exploratory and confirmatory factor analysis, the researcher made out the construct of Academic Procrastination and developed Academic Procrastination Inventory for College Students. The researcher found:
(1) The Academic Procrastination Inventory for College Students had good validity and reliability. It was up to psychology testing theory and was suitable for surveying use.
(2) Three dimensions were identified in Academic Procrastination Inventory for College Students: postponing beginning; done awfully, insufficient planning.
(3) There is significant difference between gender, grade, subject, city or country, parents' habits and parenting style. Results show that:
Female students were significant lower than male students in postponing to begin, done awfully and total Academic Procrastination.
The significant grade differences were found in postponing beginning, done awfully and totaling academic procrastination. Multiple comparison procedures indicated that fresher and graduate were significant lower than sophomores and juniors.
Main effects of major were found in postponing beginning and insufficient planning. As for postponing beginning, students of science & engineering and arts were significant higher than those of literary history and medicine. And in insufficient planning, differences were found mainly between science & engineering and literary history and medicine. In general, the order of score on Academic Procrastination Inventory science is science & engineering＞art＞literary history.＞medicine.
Students came from villages were significant lower than their city or town counterparts in postponing to begin, but no significant difference was found between city oriented and town oriented.
Parents' habits and parenting style had main effect on academic procrastination. Those whose parents had habits of procrastination were significant higher, and democratic parenting style was lowest.
(4) Personality, academic self-efficacy, time management tendency, achievement motivation and perfectionism correlated significantly with academic procrastination.
(5) Conscientiousness, neuroticism, academic self-efficacy, time management tendency, achievement motivation (striving for success, avoiding failure), perfectionism had direct positive effects on academic procrastination. Neuroticism, avoiding failure and perfectionism had direct negative effects.
(6) Multiple-interaction existed between conscientiousness, neuroticism, academic self-efficacy, time management tendency, achievement motivation (striving for success, avoiding failure) and perfectionism, and affected academic procrastination. Conscientiousness had indirect effects, mediated by academic self-efficacy, time management tendency, striving for success. Neuroticism mediated by avoiding failure and perfectionism. Academic self-efficacy mediated by time management tendency and striving for success. Striving for success mediated by time management tendency. Perfectionism mediated by striving for success and avoiding failure.
(7) In all the factors, the most powerful was produced by conscientiousness. The secondary powerful were time management tendency, striving for success, academic self-efficacy, neuroticism and avoiding failure. The last one is perfectionism.
(1)本研究编制的大学生学业拖沓问卷具有良好的信度和效度，符合心理测量学的要求，可以作为大学生学业拖沓的调查工具。
(2)大学生学业拖沓问卷可以分为三个维度：延迟行动、完成不佳、计划不足。
(3)大学生学业拖沓在性别、年级、学科、生源、父母习惯及教养态度上存在显著差异，具体表现在：
在延迟行动、计划不足及学业拖沓总分上，性别差异显著。男生的拖沓程度大于女生。
在延迟行动、完成不佳及学业拖沓总分上，年级差异显著。总体来说，一、四年级得分显著低于二、三年级得分。
在延迟行动和计划不足两个维度上，学科差异显著。在延迟行动维度上，理工类和艺术类的得分显著高于文史类和医学类的得分；在计划不足维度上，理工类得分显著高于文史类和医学类的得分。总体来看，学业拖沓程度依次是理工类＞艺术类＞文史类＞医学类。
生源上的显著差异只表现在延迟行动维度上。农村学生得分显著低于城市和城镇学生的得分。
在学业拖沓总分及各维度上，父母习惯差异均显著。父母有拖沓习惯的学生学业拖沓程度显著高于其他学生。
教养方式的差异主要表现在延迟行动、计划不足和问卷总分上。民主型教养方式下的学生的学业拖沓得分显著低于其他教养态度类型的学生。
(4)人格、学业自我效能感、时间管理倾向、成就动机、完美心理倾向与学业拖沓均有显著相关。
(5)严谨性、神经质、学业自我效能感、时间管理倾向、成就动机(追求成功、回避失败)、完美心理倾向均对学业拖沓有直接效应。其中，严谨性、学业自我效能感、时间管理倾向、追求成功是负效应，神经质、回避失败、完美心理倾向是正效应。
(6)严谨性、神经质、学业自我效能感、时间管理倾向、成就动机(追求成功、回避失败)、完美心理倾向相互作用影响学业拖沓。其中，严谨性分别以学业自我效能感、时间管理倾向、追求成功为中介，神经质分别以回避失败和完美心理倾向为中介，学业自我效能感分别以时间管理倾向、追求成功为中介，追求成功以时间管理倾向为中介，完美心理倾向以追求成功和回避失败为中介，间接影响学业拖沓。
(7)在影响学业拖沓的因素中，对学业拖沓影响最大的是严谨性，其次是时间管理倾向、追求成功、学业自我效能感、神经质、回避失败，再次是完美心理倾向。
Academic Procrastination is defined as unadapted learning practice that students know well that they are responsible and are willing, but fail to accomplish their learning tasks in due time or push forward to the future the "then done work.". Academic procrastination has its characters: postponing beginning; done awfully, insufficient planning. Basing on literature searching, open-ended questionnaire surveying, experts' inspection, exploratory and confirmatory factor analysis, the researcher made out the construct of Academic Procrastination and developed Academic Procrastination Inventory for College Students. The researcher found:
(1) The Academic Procrastination Inventory for College Students had good validity and reliability. It was up to psychology testing theory and was suitable for surveying use.
(2) Three dimensions were identified in Academic Procrastination Inventory for College Students: postponing beginning; done awfully, insufficient planning.
(3) There is significant difference between gender, grade, subject, city or country, parents' habits and parenting style. Results show that:
Female students were significant lower than male students in postponing to begin, done awfully and total Academic Procrastination.
The significant grade differences were found in postponing beginning, done awfully and totaling academic procrastination. Multiple comparison procedures indicated that fresher and graduate were significant lower than sophomores and juniors.
Main effects of major were found in postponing beginning and insufficient planning. As for postponing beginning, students of science & engineering and arts were significant higher than those of literary history and medicine. And in insufficient planning, differences were found mainly between science & engineering and literary history and medicine. In general, the order of score on Academic Procrastination Inventory science is science & engineering＞art＞literary history.＞medicine.
Students came from villages were significant lower than their city or town counterparts in postponing to begin, but no significant difference was found between city oriented and town oriented.
Parents' habits and parenting style had main effect on academic procrastination. Those whose parents had habits of procrastination were significant higher, and democratic parenting style was lowest.
(4) Personality, academic self-efficacy, time management tendency, achievement motivation and perfectionism correlated significantly with academic procrastination.
(5) Conscientiousness, neuroticism, academic self-efficacy, time management tendency, achievement motivation (striving for success, avoiding failure), perfectionism had direct positive effects on academic procrastination. Neuroticism, avoiding failure and perfectionism had direct negative effects.
(6) Multiple-interaction existed between conscientiousness, neuroticism, academic self-efficacy, time management tendency, achievement motivation (striving for success, avoiding failure) and perfectionism, and affected academic procrastination. Conscientiousness had indirect effects, mediated by academic self-efficacy, time management tendency, striving for success. Neuroticism mediated by avoiding failure and perfectionism. Academic self-efficacy mediated by time management tendency and striving for success. Striving for success mediated by time management tendency. Perfectionism mediated by striving for success and avoiding failure.
(7) In all the factors, the most powerful was produced by conscientiousness. The secondary powerful were time management tendency, striving for success, academic self-efficacy, neuroticism and avoiding failure. The last one is perfectionism.
引文
1．Bandura(1986)著，林颖等人译《思想和行为的社会基础—社会认知论》2001年，华东师范大学出版社．
2．包翠秋，张志杰．拖延现象的相关研究[J]．中国临床康复，2006，10(34)：129-132．
3．毕重增，彭香萍．拖延：时间管理倾向量表的区分效度[J]．西南师范大学学报(人文社科版)，2005，31(6)：10-13．
4．边玉芳．学习自我效能感量表的编制与应用[D]．上海：华东师范大学心理学系，2003．
5．陈琦，刘儒德．当代教育心理学[M]．北京：北京师范大学出版社，1997：127．
6．戴忠恒．心理教育测量[M]．上海：华东师范大学出版社，1987．382-414．
7．戴海崎、张锋、陈雪枫．心理与教育测量[M]．广州：暨南大学出版社，1999．
8．董奇，周勇．论学生学习的自我监控[J]．北京师范大学学报(社科版)，1994，1：8—14．
9．甘良梅，余嘉元．国外关于拖延与人格的相关研究[J]．宁波大学学报(教科版)，2006，28 (6)：28-34．
10．高建江．班杜拉论自我效能的形成与发展[J]．心理科学，1992(6)：39．
11．黄希庭．人格心理学[M]．杭州：浙江教育出版社，2002．
12．黄希庭，张志杰．青少年时间管理倾向量表的编制[J]．心理学报，2001，33(4)：338-343．
13．侯杰泰，温忠麟，成子娟．结构方程模型及其应用[M]．北京：教育科学出版社，2004．
14．黎兵，杨嘉乐．初中生时间管理倾向、自我效能感、学习归因与学业成绩关系的研究[J]．心理学探新，2004，24(4)：67-71．
15．刘逊．青少年人际交往自我效能感及其影响因素研究[D]．重庆：西南大学，2001．
16．刘云艳，张大均．幼儿好奇心结构的探索性因素分析．心理科学，2004，27(1)：127-129．
17．马明胜．拖沓习惯实证研究的回顾[J]．中国临床康复，2005，9(24)：134—135．
18．蒙茜，郑涌．拖延研究述评[J]．西南师范大学学报(人文社科版)，2006，32(4)：9-12．
19．王永跃．中学生人格特质、自我效能、学习策略和动机与学业成绩关系的研究[D]．西安：陕西师范大学教育科学学院，2002．
20．王登峰，崔红．解读中国人的人格[M]．北京：社会科学文献出版社，2005．
21．王敬群，梁宝勇，邵秀巧．完美主义研究综述[J]．心理学探新，2005，25(1)：69-73．
22．王敬群，梁宝勇．完美主义发展模型综述[J]．心理与行为研究，2005，3(4)：314-318．
23．魏源．拖沓与情绪的关系[J]．中国临床康复，2005，9(36)：78-80．
24．魏源．拖沓心理与认知因素[J]．中国临床康复，2005，9(20)：158-160．
25．魏源．大学生拖沓行为与不良人格倾向的关系[J]．中华流行病学杂志，2006，27(1)：29-32．
26．魏源．学业拖沓及其相关因素的探讨[J]．中国学校卫生杂志，2006，10：23-25．
27．吴明隆．SPSS统计应用实务——问卷分析与应用统计[M]．北京：科学出版社，2003．
28．肖志玲．大学生学业自我效能感与成就动机关系研究[D]．武汉：华中师范大学，2002．
29．叶浩生．西方心理学的历史与体系[M]．北京：人民教育出版社，1998．
30．尹国杰．学习拖延与动机信念[J]．西昌农业高等专科学校学报，2004，18(3)：112-114．
31．于国庆．大学生自我控制研究[D]．上海：华东师范大学，2004．
32．张鼎昆等．自我效能感的理论及研究现状[J]．心理学动态，1999年，7(1)：26-28．
33．张文彤．SPSS11统计分析教程[M]．北京：北京希望电子出版社，2002．
34．章志光．社会心理学[M]．北京：人民教育出版社，1996：197．
35．张大均．教育心理学[M]．北京：人民教育出版社，1999：88．
36．张锋，毕重增，陈本友．自我价值感、心理控制源和A型人格对时间管理倾向的影响研[J]．2005，31(6)：6-9．
37．钟慧．大学生时间管理倾向与成就动机的相关研究[J]．心理科学，2003，26(4)：747-749．
38．郑日昌，蔡永红，周益群．心理测量学[M]．北京：人民教育出版社，1999．
39．郑雪．人格心理学[M]．广州：暨南大学出版社，2001．
40．周榕，陈红，杨炳钧等．人格科学[M]．上海：华东师范大学出版社，2001．
41．訾非．完美主义心理研究的历史和现状[J]．心理科学，2004，27(4)：943-945．
1. Aitkin. (1982).A personality profile of the college student procrastinator. Unpublished doctoral dissertation, University of Pittsburgh.
2. Bandura, A. (1997). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84,191-215.
3. Beswick, G, Rothblum, E.D, & Mann, L. (1988).Psychological antecedents of student procrastinstion.Australian Psychologist, 23,207-217.
4. Blatt SJ, Quinn P. Punctual and procrastination students: A study of temporal parameters. Journal of Consulting Psychology 1967, 31,169-174.
5. Briordy, R.(1980). An exploratory study of procrastination. Dissertation Abstracts International, 41, 590).
6. Burka, J.B, & Yuen, L.M. (1983).Procrastination: Why you do it, what to do about it. New York: Addison-Wesley.
7. Costa, P. T., & McCrae, R. R. (1992). NEO-PI professional manual. Odessa, Florida: Psychological Assessment Resources.
8. David C. Watson. (2001). Procrastination and the five-factor model: a facet level analysis. Personality and Individual Differences 30 (2001) 149-158.
9. DeSimone, P. (1993). Linguistic assumptions in scientific language. Contemporary Psychodynamics: Theory, Research & Application, 1, 8-17.
10. Deci. E(1975). Intrinsic motivation. New York: Plenum.
11. Deci. E. & Ryan. R.(1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
12. Deci. E. & Ryan. R.(1991). A motivational approach to self: Integration in personality. In R. Diensthier(Ed.). Nebraska symposium on motivation: Perspectives on motivation. Vol.38.237-288. Lincoln: University of Nebraska Press.
13. Dong-gwi Lee, Kevin R. Kelly, Jodie K. Edwards. (2005). A closer look at the relationships among trait procrastination, neuroticism, and conscientiousness. Personality and Individual Differences 40 (2006) 27-37.
14. Eunju Lee (2005) The Relationship of Motivation and Flow Experience to Academic Procrastination in University Students. The Journal of Genetic Psychology. 2005, 166(1),5-14.
15. Ferrari, J., & Tice, D. Procrastination as a self-handicap for men and women: A task-avoidance str ategy in a laboratory setting. Journal of Research in Personality, 2000,34: 73-83.
16. Ferrari J.R.(1991a). Compulsive procrastination: Some self-reported personality characteristics. Psychological Reports,68,455-458.
17. Ferrari JR.Self-handicapping by procrastinators: Protecting self-esteem, social-esteem, or both? Journal of Research in Personality. 1991, 25,245-246.
18. Ferrari JR, Johnson JL, McCown WG. Procrastination and task avoidance: Theory, research, and treatment. New York: Plenum Press 1995.
19. Ferrari, J.R., Parker, J.T., & Ware,C.B.(1992).Academic procrastination: Personality correlates with Myers-Briggs types, self-efficacy, and academic locus of control. Journal of Social Behavior and Personality,7,495-502.
20. Flett, Gordon L; Blankstein, Kirk R; Hewitt, Paul L. & Koledin, Spomenka. Components of perfectionism and procrastination in College students. Social Behavior & personality, 1992, vo120 (2):85-94.
21. Frances Janelle Pullen. Perfectionism, procrastination and other self-reported barriers to completing the doctoral dissertation[J]. Dissertation Abstract Imitational Section B: The Sciences & Engineering. 2004, 64(12-B):6339.
22. Frost, R., Marten, P., Lahart, C., & Rosenblatt, R. The dimension of perfectionism. Cognitive Therapy and Research, 1990, 14:449-460.
23. Gallagher, R.P.(1992).Student needs surveys have multiple benefits. Journal of College Student Development, 33,281-282.
24. Harriott, J., & Ferrari, J. Prevalence of procrastination among samples of adults. Psychological Reports, 1996,78:611-617.
25. Johnson, J. L., & Bloom, M. A. (1995). An analysis of the contribution of the factors of personality to variance in academic procrastination. Personality and Individual Differences, 18(1), 127-133.
26. Laurel A Haycock; Patricia McCarthy; Carol L Skay. (1998). Procrastination in college students: The role of self-efficacy and anxiety. Journal of Counseling and Development : JCD; Summer 1998; 76, 3: 317-324.
27. Lay, C. At last, my research article on procrastination. Journal of Research in Personality, 1986,20, 474-495.
28. Lay. C.H. (1992). Trait procrastination and the perception of person-task characteristics. Journal of Social Behavior and Personality, 7,483-494.
29. Lay, C., Kovacs, A., & Danto, D. (1998). The relation of trait procrastination to the big-five factor conscientiousness: an assessment with primary-junior school children based on self-report scales. Personality and Individual Di.erences,25(2), 187-193.
30. Lay, C., & Schouwenburg, H. Trait procrastination, time management, and academic behavior. Journal of Social Behavior and Personality, 1993, 8: 647-662.
31. Lay, C., Silverman, S. Trait procrastination, anxiety, and dilatory behavior. Personality and Individual Differences, 1996,18: 61-67.
32. Levine RV, Norenzayan A. The pace of life in 31 countries. J Cross Cult Psychol 1999, 30:178-205.
33. Mann, L. (1982).Decision-making questionnaire. Unpublished inventory. Flinders University of South Australia, Australia.
34. Maio G. R., Olson J.M.(1995). Relations between values, attitudes and behavioral intentions: The moderating role of attitude function. Journal of Experimental Social Psychology, 31,266-285.
35. McCown, W. (1986).An empirical investigation of the behaviors of procrastinations. Social and Behavioral Science Documents, 16,1-89.
36. McCown,W.,& Johnson.(1989a,April). Validation of an adult Inventory of Procrastination. Paper presented at the Society for Personality Assessment, New York.
37. McCown, W., & Johnson, J. (1991). Personality and chronic procrastination by university students during an academic examination period. Personality and Individual Differences, 12(5), 413-415.
38. McCown W, Johnson J. Personality and chronic procrastination by students during an academic examination period. Personality Individual Differences. 1991,12:662-667.
39. McCown, W., Pretzel, T., & Rupert, P. (1987). An experimental study of some hypothesized behaviors and personality variables of college student procrastinators. Personality and Individual Di.erences,8(6),781-786.
40. Milgram, N. (1991). Procrastination. In R. Dulbecco (Ed.), Encyclopedia of human biology.Vol. 6, 149-155). New York: Academic Press. 1991.
41. Milgram, N., Dangour, W., & Raviv, A. (1992).Situational and personal determinants of academic procrastination. Journal of General Psychology, 11,123-133.
42. Milgram, N., Marshevsky, S., & Sadeh, C. Correlates of academic procrastination: Discornfor, tas k aversivenes, and task capability. The Journal of Psychology, 1995, 129: 145-155.
43. Milgram N, Mey-Tal G, Levinson Y. Procrastination, generalized or specific, in college students and their parents. Personality and Individual Differences 1998, 23:1-20.
44. Milgram N, Toubiana Y. Academic anxiety, academic procrastination, and parental involvement in students and their parents. British Journal of Educational Psychology 1999, 69(3):345-361.
45. Muszynski, S.Y., & Akamatsu, T.J. (1991). Delay in completion of doctoral dissertations in clinical psychology. Professional Psychology: Research and Practice, 22,119-123.
46. Onwuegbuzie AJ. Academic procrastinators and perfectionistic tendencies among graduate students (special issue). J Soc Behav Pers 2000, 15:103-110.
47. Rothblum, E.D., Solomon, L.J., & Murakami, J. (1986).Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33,387-394.
48. Saddler, C. D., & Buley, J. Predictors of academic procrastination in college students. Psychologic al Reports, 1999, 84: 686-688.
49. Saddler, C. D., & Sacks, L. Multidimensional perfectionism and academic procrastination: Relatio nships with depression in university students. Psychological Reports, 1993,73: 863-871.
50. Schouwenberg, H. C., & Lay, C. L. (1995). Trait procrastination and the big-five factors of personality. Personality and Individual Differences, 18(4), 481-490.
51. Schwarrxr, R. (1992) Self-efficacy: Thought control of action. Washington. DC: Hemisphere.
52. Senecal. C, Koeatner. R & Vallerand. R. (1995). Self-regulation and academic procrastination. The Journal of Social Psychology, 135,607-619.
53. Senecal, C., Lavoie, K., & Koestner, R.Trait and situational factors in procrastination: An internati onl model. Journal of Social Behavior and Personality, 1997, 12: 889-903.
54. Simone D. Linguistic assumptions in scientific language. Contemporary Psychodynamics: Theory, Research and Application. 1993,1:8-17.
55. Solomon LJ, Rothblum ED. Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology. 1984, 31:503-509.
56. Tracy Janssen; John S, Carton.(1999). The effects of locus of control and task difficulty on procrastination. The Journal of Genetic Psychology; Dec 1999; 160, 4; 436—443.
57. Trice, A.D., & Milton, C.T. (1987). Locus of control as a predictor of procrastination among adults in correspondence courses. Perceptual and Motor Skills, 65, 1002.
58. Tuckman, B. & Sexton, T. (1989). Effects of relative feedback in overcoming procrastination on academic tasks. Paper given at the meeting of the American Psychological Association. New Orleans. LA.
59. Tuckman, B.W. ( 1991 ). The development and concurrent validation of the Procrastination Scale. Educational & Psychological Measurement, 51,473-480.
60. Tuckman, B.W., & Sexton, T.L. (1992). Self-believers are self-motivated; self-doubters are not. Personality and Individual Differences, 13,425-428.
61. Vallerand. R. & Bissonnette. R. (1992). On the predictive effects of intrinsic, extrinsic, and amotivational styles on behavior: A prospective study. Journal of Personality. 60,599-620.
62. Walsh JJ, Godwin UA. Individual difference in statistics anxiety: the roles of perfectionism, procrastination and trait anxiety. Pers Individ Dif 2002, 33:239-251.
63. Wendelien van Eerde. A meta-analytically derived nomological network of procrastination[J]. Personality and Individual Differences.2003, 35:1401-1418.
64. Wesley, J.C. (1994).Effects of ability, high school achievement, and procrastinatory behavior on college performance. Educational and Psychological Measurement, 54,404-408.
2．包翠秋，张志杰．拖延现象的相关研究[J]．中国临床康复，2006，10(34)：129-132．
3．毕重增，彭香萍．拖延：时间管理倾向量表的区分效度[J]．西南师范大学学报(人文社科版)，2005，31(6)：10-13．
4．边玉芳．学习自我效能感量表的编制与应用[D]．上海：华东师范大学心理学系，2003．
5．陈琦，刘儒德．当代教育心理学[M]．北京：北京师范大学出版社，1997：127．
6．戴忠恒．心理教育测量[M]．上海：华东师范大学出版社，1987．382-414．
7．戴海崎、张锋、陈雪枫．心理与教育测量[M]．广州：暨南大学出版社，1999．
8．董奇，周勇．论学生学习的自我监控[J]．北京师范大学学报(社科版)，1994，1：8—14．
9．甘良梅，余嘉元．国外关于拖延与人格的相关研究[J]．宁波大学学报(教科版)，2006，28 (6)：28-34．
10．高建江．班杜拉论自我效能的形成与发展[J]．心理科学，1992(6)：39．
11．黄希庭．人格心理学[M]．杭州：浙江教育出版社，2002．
12．黄希庭，张志杰．青少年时间管理倾向量表的编制[J]．心理学报，2001，33(4)：338-343．
13．侯杰泰，温忠麟，成子娟．结构方程模型及其应用[M]．北京：教育科学出版社，2004．
14．黎兵，杨嘉乐．初中生时间管理倾向、自我效能感、学习归因与学业成绩关系的研究[J]．心理学探新，2004，24(4)：67-71．
15．刘逊．青少年人际交往自我效能感及其影响因素研究[D]．重庆：西南大学，2001．
16．刘云艳，张大均．幼儿好奇心结构的探索性因素分析．心理科学，2004，27(1)：127-129．
17．马明胜．拖沓习惯实证研究的回顾[J]．中国临床康复，2005，9(24)：134—135．
18．蒙茜，郑涌．拖延研究述评[J]．西南师范大学学报(人文社科版)，2006，32(4)：9-12．
19．王永跃．中学生人格特质、自我效能、学习策略和动机与学业成绩关系的研究[D]．西安：陕西师范大学教育科学学院，2002．
20．王登峰，崔红．解读中国人的人格[M]．北京：社会科学文献出版社，2005．
21．王敬群，梁宝勇，邵秀巧．完美主义研究综述[J]．心理学探新，2005，25(1)：69-73．
22．王敬群，梁宝勇．完美主义发展模型综述[J]．心理与行为研究，2005，3(4)：314-318．
23．魏源．拖沓与情绪的关系[J]．中国临床康复，2005，9(36)：78-80．
24．魏源．拖沓心理与认知因素[J]．中国临床康复，2005，9(20)：158-160．
25．魏源．大学生拖沓行为与不良人格倾向的关系[J]．中华流行病学杂志，2006，27(1)：29-32．
26．魏源．学业拖沓及其相关因素的探讨[J]．中国学校卫生杂志，2006，10：23-25．
27．吴明隆．SPSS统计应用实务——问卷分析与应用统计[M]．北京：科学出版社，2003．
28．肖志玲．大学生学业自我效能感与成就动机关系研究[D]．武汉：华中师范大学，2002．
29．叶浩生．西方心理学的历史与体系[M]．北京：人民教育出版社，1998．
30．尹国杰．学习拖延与动机信念[J]．西昌农业高等专科学校学报，2004，18(3)：112-114．
31．于国庆．大学生自我控制研究[D]．上海：华东师范大学，2004．
32．张鼎昆等．自我效能感的理论及研究现状[J]．心理学动态，1999年，7(1)：26-28．
33．张文彤．SPSS11统计分析教程[M]．北京：北京希望电子出版社，2002．
34．章志光．社会心理学[M]．北京：人民教育出版社，1996：197．
35．张大均．教育心理学[M]．北京：人民教育出版社，1999：88．
36．张锋，毕重增，陈本友．自我价值感、心理控制源和A型人格对时间管理倾向的影响研[J]．2005，31(6)：6-9．
37．钟慧．大学生时间管理倾向与成就动机的相关研究[J]．心理科学，2003，26(4)：747-749．
38．郑日昌，蔡永红，周益群．心理测量学[M]．北京：人民教育出版社，1999．
39．郑雪．人格心理学[M]．广州：暨南大学出版社，2001．
40．周榕，陈红，杨炳钧等．人格科学[M]．上海：华东师范大学出版社，2001．
41．訾非．完美主义心理研究的历史和现状[J]．心理科学，2004，27(4)：943-945．
1. Aitkin. (1982).A personality profile of the college student procrastinator. Unpublished doctoral dissertation, University of Pittsburgh.
2. Bandura, A. (1997). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84,191-215.
3. Beswick, G, Rothblum, E.D, & Mann, L. (1988).Psychological antecedents of student procrastinstion.Australian Psychologist, 23,207-217.
4. Blatt SJ, Quinn P. Punctual and procrastination students: A study of temporal parameters. Journal of Consulting Psychology 1967, 31,169-174.
5. Briordy, R.(1980). An exploratory study of procrastination. Dissertation Abstracts International, 41, 590).
6. Burka, J.B, & Yuen, L.M. (1983).Procrastination: Why you do it, what to do about it. New York: Addison-Wesley.
7. Costa, P. T., & McCrae, R. R. (1992). NEO-PI professional manual. Odessa, Florida: Psychological Assessment Resources.
8. David C. Watson. (2001). Procrastination and the five-factor model: a facet level analysis. Personality and Individual Differences 30 (2001) 149-158.
9. DeSimone, P. (1993). Linguistic assumptions in scientific language. Contemporary Psychodynamics: Theory, Research & Application, 1, 8-17.
10. Deci. E(1975). Intrinsic motivation. New York: Plenum.
11. Deci. E. & Ryan. R.(1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
12. Deci. E. & Ryan. R.(1991). A motivational approach to self: Integration in personality. In R. Diensthier(Ed.). Nebraska symposium on motivation: Perspectives on motivation. Vol.38.237-288. Lincoln: University of Nebraska Press.
13. Dong-gwi Lee, Kevin R. Kelly, Jodie K. Edwards. (2005). A closer look at the relationships among trait procrastination, neuroticism, and conscientiousness. Personality and Individual Differences 40 (2006) 27-37.
14. Eunju Lee (2005) The Relationship of Motivation and Flow Experience to Academic Procrastination in University Students. The Journal of Genetic Psychology. 2005, 166(1),5-14.
15. Ferrari, J., & Tice, D. Procrastination as a self-handicap for men and women: A task-avoidance str ategy in a laboratory setting. Journal of Research in Personality, 2000,34: 73-83.
16. Ferrari J.R.(1991a). Compulsive procrastination: Some self-reported personality characteristics. Psychological Reports,68,455-458.
17. Ferrari JR.Self-handicapping by procrastinators: Protecting self-esteem, social-esteem, or both? Journal of Research in Personality. 1991, 25,245-246.
18. Ferrari JR, Johnson JL, McCown WG. Procrastination and task avoidance: Theory, research, and treatment. New York: Plenum Press 1995.
19. Ferrari, J.R., Parker, J.T., & Ware,C.B.(1992).Academic procrastination: Personality correlates with Myers-Briggs types, self-efficacy, and academic locus of control. Journal of Social Behavior and Personality,7,495-502.
20. Flett, Gordon L; Blankstein, Kirk R; Hewitt, Paul L. & Koledin, Spomenka. Components of perfectionism and procrastination in College students. Social Behavior & personality, 1992, vo120 (2):85-94.
21. Frances Janelle Pullen. Perfectionism, procrastination and other self-reported barriers to completing the doctoral dissertation[J]. Dissertation Abstract Imitational Section B: The Sciences & Engineering. 2004, 64(12-B):6339.
22. Frost, R., Marten, P., Lahart, C., & Rosenblatt, R. The dimension of perfectionism. Cognitive Therapy and Research, 1990, 14:449-460.
23. Gallagher, R.P.(1992).Student needs surveys have multiple benefits. Journal of College Student Development, 33,281-282.
24. Harriott, J., & Ferrari, J. Prevalence of procrastination among samples of adults. Psychological Reports, 1996,78:611-617.
25. Johnson, J. L., & Bloom, M. A. (1995). An analysis of the contribution of the factors of personality to variance in academic procrastination. Personality and Individual Differences, 18(1), 127-133.
26. Laurel A Haycock; Patricia McCarthy; Carol L Skay. (1998). Procrastination in college students: The role of self-efficacy and anxiety. Journal of Counseling and Development : JCD; Summer 1998; 76, 3: 317-324.
27. Lay, C. At last, my research article on procrastination. Journal of Research in Personality, 1986,20, 474-495.
28. Lay. C.H. (1992). Trait procrastination and the perception of person-task characteristics. Journal of Social Behavior and Personality, 7,483-494.
29. Lay, C., Kovacs, A., & Danto, D. (1998). The relation of trait procrastination to the big-five factor conscientiousness: an assessment with primary-junior school children based on self-report scales. Personality and Individual Di.erences,25(2), 187-193.
30. Lay, C., & Schouwenburg, H. Trait procrastination, time management, and academic behavior. Journal of Social Behavior and Personality, 1993, 8: 647-662.
31. Lay, C., Silverman, S. Trait procrastination, anxiety, and dilatory behavior. Personality and Individual Differences, 1996,18: 61-67.
32. Levine RV, Norenzayan A. The pace of life in 31 countries. J Cross Cult Psychol 1999, 30:178-205.
33. Mann, L. (1982).Decision-making questionnaire. Unpublished inventory. Flinders University of South Australia, Australia.
34. Maio G. R., Olson J.M.(1995). Relations between values, attitudes and behavioral intentions: The moderating role of attitude function. Journal of Experimental Social Psychology, 31,266-285.
35. McCown, W. (1986).An empirical investigation of the behaviors of procrastinations. Social and Behavioral Science Documents, 16,1-89.
36. McCown,W.,& Johnson.(1989a,April). Validation of an adult Inventory of Procrastination. Paper presented at the Society for Personality Assessment, New York.
37. McCown, W., & Johnson, J. (1991). Personality and chronic procrastination by university students during an academic examination period. Personality and Individual Differences, 12(5), 413-415.
38. McCown W, Johnson J. Personality and chronic procrastination by students during an academic examination period. Personality Individual Differences. 1991,12:662-667.
39. McCown, W., Pretzel, T., & Rupert, P. (1987). An experimental study of some hypothesized behaviors and personality variables of college student procrastinators. Personality and Individual Di.erences,8(6),781-786.
40. Milgram, N. (1991). Procrastination. In R. Dulbecco (Ed.), Encyclopedia of human biology.Vol. 6, 149-155). New York: Academic Press. 1991.
41. Milgram, N., Dangour, W., & Raviv, A. (1992).Situational and personal determinants of academic procrastination. Journal of General Psychology, 11,123-133.
42. Milgram, N., Marshevsky, S., & Sadeh, C. Correlates of academic procrastination: Discornfor, tas k aversivenes, and task capability. The Journal of Psychology, 1995, 129: 145-155.
43. Milgram N, Mey-Tal G, Levinson Y. Procrastination, generalized or specific, in college students and their parents. Personality and Individual Differences 1998, 23:1-20.
44. Milgram N, Toubiana Y. Academic anxiety, academic procrastination, and parental involvement in students and their parents. British Journal of Educational Psychology 1999, 69(3):345-361.
45. Muszynski, S.Y., & Akamatsu, T.J. (1991). Delay in completion of doctoral dissertations in clinical psychology. Professional Psychology: Research and Practice, 22,119-123.
46. Onwuegbuzie AJ. Academic procrastinators and perfectionistic tendencies among graduate students (special issue). J Soc Behav Pers 2000, 15:103-110.
47. Rothblum, E.D., Solomon, L.J., & Murakami, J. (1986).Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33,387-394.
48. Saddler, C. D., & Buley, J. Predictors of academic procrastination in college students. Psychologic al Reports, 1999, 84: 686-688.
49. Saddler, C. D., & Sacks, L. Multidimensional perfectionism and academic procrastination: Relatio nships with depression in university students. Psychological Reports, 1993,73: 863-871.
50. Schouwenberg, H. C., & Lay, C. L. (1995). Trait procrastination and the big-five factors of personality. Personality and Individual Differences, 18(4), 481-490.
51. Schwarrxr, R. (1992) Self-efficacy: Thought control of action. Washington. DC: Hemisphere.
52. Senecal. C, Koeatner. R & Vallerand. R. (1995). Self-regulation and academic procrastination. The Journal of Social Psychology, 135,607-619.
53. Senecal, C., Lavoie, K., & Koestner, R.Trait and situational factors in procrastination: An internati onl model. Journal of Social Behavior and Personality, 1997, 12: 889-903.
54. Simone D. Linguistic assumptions in scientific language. Contemporary Psychodynamics: Theory, Research and Application. 1993,1:8-17.
55. Solomon LJ, Rothblum ED. Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology. 1984, 31:503-509.
56. Tracy Janssen; John S, Carton.(1999). The effects of locus of control and task difficulty on procrastination. The Journal of Genetic Psychology; Dec 1999; 160, 4; 436—443.
57. Trice, A.D., & Milton, C.T. (1987). Locus of control as a predictor of procrastination among adults in correspondence courses. Perceptual and Motor Skills, 65, 1002.
58. Tuckman, B. & Sexton, T. (1989). Effects of relative feedback in overcoming procrastination on academic tasks. Paper given at the meeting of the American Psychological Association. New Orleans. LA.
59. Tuckman, B.W. ( 1991 ). The development and concurrent validation of the Procrastination Scale. Educational & Psychological Measurement, 51,473-480.
60. Tuckman, B.W., & Sexton, T.L. (1992). Self-believers are self-motivated; self-doubters are not. Personality and Individual Differences, 13,425-428.
61. Vallerand. R. & Bissonnette. R. (1992). On the predictive effects of intrinsic, extrinsic, and amotivational styles on behavior: A prospective study. Journal of Personality. 60,599-620.
62. Walsh JJ, Godwin UA. Individual difference in statistics anxiety: the roles of perfectionism, procrastination and trait anxiety. Pers Individ Dif 2002, 33:239-251.
63. Wendelien van Eerde. A meta-analytically derived nomological network of procrastination[J]. Personality and Individual Differences.2003, 35:1401-1418.
64. Wesley, J.C. (1994).Effects of ability, high school achievement, and procrastinatory behavior on college performance. Educational and Psychological Measurement, 54,404-408.