大学生学业拖延现状与不同类型拖延群体的比较研究-心理健康教育专业论文.docx

华 华 中 科 技 大 学 硕 士 学 位 论 文 II II Abstract Academic procrastination refers to the students againsting the original learning intention and finally don’t finish, or intentionally delay start, delay finish academic task. This research adopts Chu and Choi(2005)’s division for academic procrastination,to study the positive and negative influences of academic procrastination from two different types of academic procrastination active procrastination and passive procrastination. It is unnecessary to change active procrastination behavior for it is a way of adaptive learning; while passive procrastination is not a desired behavior and bring individual negative emotions, such as anxiety and tension. This study adopts questionnaire to get information from 360 undergraduates of Huazhong university of science and technology, the objects are balanced in subjects and majors. with SPSS17.0 statistical analysis, research found that among the college students, 10% of undergraduates not procrastination, active and passive procrastination are 43.8%, 46.2%, and procrastination phenomenon exists in 90% of college students. The highest frequency of procrastination is shown in the completion of course assignments, most students express great desire of reducing procrastination while preparing for exams. Through the analysis, this study draw the following results: Active procrastination and passive procrastination have no significant difference in gender, grade, subjects and parents upbringing. As for the individual differences, the most serious procrastination are junior student; the highest procrastination Professiona is engineering, then science and arts; In parents upbringing, individuals from over-protection and indulgence type family, have the most serious procrastination. There are significant differences for active procrastinators and passive procrastinators on academic self-efficacy, time management and self assessment. The initiative procrastinators, compared with passive procrasti