CAJ | 학술논문

采用学生学业拖延量表和自我同一性问卷对大学生学业拖延状况、自我同一性状态进行测量,探讨大学生学业拖延状况、自我同一性状态及其关系。研究表明大学生中普遍存在中等程度以上的拖延;且均有非常强的减少拖延的意愿;不同年级的大学生在不同的任务情境中学业拖延程度差异显著;不同年级的大学生在自我同一性的时间分裂、自我意识过强、精力涣散、定向迷失四个维度上差异显著;学业拖延和自我同一性各个维度间存在显著负相关。
채용학생학업타연량표화자아동일성문권대대학생학업타연상황、자아동일성상태진행측량,탐토대학생학업타연상황、자아동일성상태급기관계。연구표명대학생중보편존재중등정도이상적타연;차균유비상강적감소타연적의원;불동년급적대학생재불동적임무정경중학업타연정도차이현저;불동년급적대학생재자아동일성적시간분렬、자아의식과강、정력환산、정향미실사개유도상차이현저;학업타연화자아동일성각개유도간존재현저부상관。
The objective to measure the undergraduates' academic procrastination and self-identity by Scale of Academic Procrastination is to study undergraduates' academic procrastination and their self-identity as well as the relationship in between.The study shows that most undergraduates have the above average academic procrastination which differs greatly in accordance with different grade and different task,but they all have strong will to decrease it.It also finds that there is significant difference in grades concerning self-identity seen in distraction,time split,excessive self-consciousness,and the loss of orientation.It follows that there is a significant negative correlation between academic procrastination and self-identity.