关键词：初中生； 社会支持； 学习动机； 学习倦怠

The Relationship among Academic Procrastination, Self-esteem, and Academic Self-efficacy in Junior High School Students

Abstract:To explore the relationship among academic self-efficacy ,self-esteem and academic procrastination in junior high school students. Methods: The 301 Junior Middle school students were randomly selected in ZhouKou 19th Junior high school with Academic Self-efficacy Questionnaire.Self-esteem Questionnaire and Middle School Student Delay Questionnaire as the research tool.The results showed that: (1) The self-efficacy of junior middle school students has significant difference in gender and grade. (2) The self-esteem of junior middle school students has no significant difference in grade .The self-esteem of junior middle school students has significant difference in gender. (3) In addition to the lack of learning execution, there are significant differences between junior high school students' academic procrastination and their remaining three dimensions in grade and gender. (4) There is a significant negative correlation between academic self-efficacy and academic procrastination in junior middle school students. There is a significant positive correlation between academic self-efficacy and self-esteem. There is a significant negative correlation between self-esteem and academic procrastination in junior middle school students. (5) Middle school students' self-esteem has a compete mediation between academic self-efficacy and academic procrastination.

Keywords:Junior High School Students;  Self-esteem;  Academic Self-efficacy;

Academic Procrastination

1引言

初中生是一个不小的群体，他们有青春和活力，同时也面临着巨大的压力。他们还大部分处在稚嫩，心态还不成熟的阶段，需要人关注，但是相对大学生来说，他们的学习压力是否更重却不得而知，他们的社会支持情况也并不清楚。他们是否也和大学生或已经参加工作的人一样，为课业多和工作而烦恼而使得学习倦怠越来越高呢？

90年代后人们对社会支持展开了深入的调查，大量研究结果表明，良好的社会支持有利于人们的身心健康[1]，对降低焦虑、抑郁等负性情绪有明显的作用[2]研究表明社会支持对降低焦虑、抑郁等负性情绪有明显的作用[2]，有利于提高个体的自尊、自我效能感和主观幸福感[3]。

不同的学者，不同的领域，对于学习倦怠的定义都有些许不同之处，唐文清认为学习倦怠的研究是在工作倦怠研究的启发下开始的,是指学生在学习过程中,由学业压力等心理压力，以及社会支持和应对资源缺乏引起的情绪、行为上的消极变化。学习倦怠是一组综合症状，对学生的学习兴趣、学习效果有很大影响，也对学生的身心健康有重要影响[4]。国内学者杨丽娴和连榕将学习倦怠定义为:学生对学习没有兴趣或缺乏动力却又不得不为之时,就会感到厌烦,并消极对待学习活动,从而产生一种身心俱疲的心理状态[5]。Pines在他的文献中提出了学习倦怠的概念，他在论文中指出，学习倦怠是学生在学习过程中发生的倦怠现象[6]。国外学者对学习倦怠的界定大都引用，maslach关于职业倦怠的定义，meier&schmeck认为学习倦怠是由于长期的学业压力或负担而使学生产生精力耗竭，并对学业热情降低甚至消失梳离同学或老师，对学业成绩持消极态度的一种现象[7]。本文沿用杨丽娴和连榕对学习倦怠的定义。除此之外，本文还致力于弄清社会支持和学习动机是否对学习倦怠有影响，以及这两者分别对学习倦怠有什么影响。

同时为了方便研究，对学习动机定义为由某种需要所引起的直接推动个体活动、维持已引起的活动朝向某一目标以满足需要的内在过程或内部心理状态[8]