【作者】 徐瑞琦；

【导师】 张荣伟；

【作者基本信息】 福建师范大学， 教育管理（专业学位）， 2023， 硕士

【摘要】 小学阶段是人生的关键时期,保持良好的身心健康对儿童一生发展具有举足轻重的作用。研究表明,父母教养方式是影响学业拖延的重要因素之一。同时,学习压力也作为影响学业拖延的重要因素之一,其与父母教养方式和学业拖延都息息相关。为此,有必要以一种新的视角探索缓解小学生学业拖延的路径,以帮助小学生形成并保持良好的学习习惯与生活状态。因此,本研究引入学习压力中作为中介变量,进一步探析学习压力中的内部学习压力源与外部学习压力源在父母消极教养方式影响学业拖延过程中的平行中介作用。通过数据统计软件SPSS26.0、AMOS24.0及Mplus8.3对量表进行测量模型的验证、差异性分析、相关分析与中介分析。重点以定性与定量结合的方式,探究小学生学业拖延的现状以及学业拖延的影响机制,进而提出改善小学生学业拖延行为的对策及建议。 本研究选取了福建省福州市2所小学与三明市2所小学的1112名中高年级小学生,采取纸质版问卷的调查方式,将小学生学习压力调查问卷、儿童版父母教养方式调查问卷、小学生学业拖延量表作为问卷调查的工具,并以学业拖延访谈提纲为工具,对其中7名同学及其父母进行半结构式访谈。结合质性与量化的研究结果,深入探讨了父母消极教养方式对学业拖延的影响,并验证了学习压力中的内部学习压力源与外部学习压力源在父母消极教养方式对学业拖延之间的平行中介作用。主要结论如下: 1.从整体而言,在中高年级小学生中,有80.1%的学生存在一般程度以上的拖延行为。差异性分析的结果显示,学业拖延在性别、城乡、省会与否、父母职业、班干部与否上存在显著相关;表现为男性、乡镇、非省会、父母为农民、一直不是班干部的中高年级小学生的学业拖延水平分别高于各自的对照组。 2.相关及回归结果显示,母亲消极教养与内部学习压力源呈显著负相关,即母亲消极教养程度越高,其内部学习压力源就越低;母亲消极教养与外部学习压力源、学业拖延呈显著正相关,即母亲消极教养程度越高,其外部学习压力源与学业拖延水平就越高;父亲消极教养与内部学习压力源呈显著负相关,即父亲消极教养程度越高,其内部学习压力源就越低;父亲消极教养与外部学习压力源、学业拖延呈显著正相关,即父亲消极教养程度越高,其外部学习压力源与学业拖延水平就越高。 3.中介检验结果显示,父亲消极教养方式与母亲消极教养方式均能够促进学业拖延;父亲消极教养方式主要通过外部学习压力源促进学业拖延;父亲消极教养方式也能通过内部学习压力源促进学业拖延;同样,母亲消极教养方式主要通过外部学习压力源促进学业拖延;母亲消极教养方式也能通过内部学习压力源,促进学业拖延;内部学习压力源与外部学习压力源在父亲消极教养方式与学业拖延之间存在平行中介作用。内部学习压力源与外部学习压力源在母亲消极教养方式与学业拖延之间存在平行中介作用。 在研究结果基础上,本研究得出了以下启示:在家庭层面,改善家庭教养方式,创设安静的物理环境,创设良好的家庭氛围;在学校层面,营造良好的学习风气,激发学生的学习兴趣,建立班委轮换机制。更多还原

【Abstract】 Primary school is a critical period of life,and maintaining good physical and mental health plays an important role in children's life development.Research shows that parenting style is one of the most important factors affecting academic procrastination.At the same time,study stress is also one of the important factors affecting academic procrastination,which is closely related to the parenting style and academic procrastination.Therefore,it is necessary to explore a new way to ease pupils' academic procrastination from a new perspective,so as to help pupils form and maintain good learning habits and living conditions.Therefore,this study introduced learning stress as a mediating variable to further explore the parallel mediating effects of internal and external learning stressors in learning stress on the influence of negative parenting styles on academic procrastination.Data statistical software SPSS26.0,AMOS24.0 and Mplus8.3 were used to verify the measurement model,analyze the difference,analyze the correlation and analyze the mediation.Focusing on the qualitative and quantitative way,this paper explores the current situation of pupils' academic procrastination and its influence mechanism,and then puts forward countermeasures and suggestions to improve pupils' academic procrastination behavior. In this study,1112 middle and senior primary school students from 2 primary schools in Fuzhou City and 2 primary schools in Sanming City of Fujian Province were selected.The paper version of the questionnaire was adopted.The questionnaire of primary school students' learning stress,the children's version of the parenting style questionnaire and the primary school students' academic procrastination Scale were used as the questionnaire tools,and the outline of the interview on academic procrastination was used as the tool.Semi-structured interviews were conducted with 7students and their parents.Combined with the qualitative and quantitative research results,this paper probes into the influence of negative parenting styles on academic procrastination,and verifies the parallel mediating effect between internal and external learning stressors of learning stress and negative parenting styles on academic procrastination.The main conclusions are as follows: 1.On the whole,nearly 80% of primary school students in middle and senior grades have above average procrastination behaviors.The results of difference analysis show that academic procrastination is significantly related to gender,urban and rural areas,provincial capital or not,parents' occupation or not,class leader or not.Middle and senior primary school students who are male,township,non-provincial capital,parents of farmers,and never class cadres have higher academic procrastination level than their control group. 2.Correlation and regression results show that maternal negative parenting is significantly negatively correlated with internal learning stressors,that is,the higher the degree of maternal negative parenting,the lower the internal learning stressors;There is a significant positive correlation between maternal negative parenting and external learning stressors and academic procrastination,that is,the higher the degree of maternal negative parenting,the higher the level of external learning stressors and academic procrastination.Paternal negative parenting is negatively correlated with internal learning stressors,that is,the higher the degree of paternal negative parenting,the lower the internal learning stressors.There is a significant positive correlation between father's negative parenting and external learning stressors and academic procrastination,that is,the higher the degree of father's negative parenting,the higher the level of external learning stressors and academic procrastination. 3.The results of mediating test showed that both the father's negative parenting style and the mother's negative parenting style could promote academic procrastination;Fathers' negative parenting style promotes academic procrastination mainly through external learning stressors;Fathers' negative parenting style can also promote academic procrastination through internal learning stressors;Similarly,mothers' negative parenting styles promote academic procrastination mainly through external learning stressors;Mother's negative parenting style can also promote academic procrastination through internal learning stressors;Internal learning stressors and external learning stressors have parallel mediating effects between fathers' negative parenting styles and academic procrastination.Internal learning stressors and external learning stressors have parallel mediating effects on mothers' negative parenting styles and academic procrastination. On the basis of the research results,this study draws the following enlightenment:at the family level,improve the family upbringing,create a quiet physical environment,create a good family atmosphere;At the school level,create a good learning atmosphere,stimulate students' interest in learning,establish a rotation mechanism of class committee.更多还原