生活事件与中学生学业拖延:一个有调节的中介模型

doi:10.16187/j.cnki.issn1001-4918.2023.02.09

摘要/Abstract

摘要： 本研究旨在考察近端压力(生活事件)与学业拖延的关系,并检验状态焦虑的中介和远端压力(童年期虐待)的调节作用。以750名初中生为被试,采用青少年生活事件量表、状态-特质焦虑量表、Aitken拖延问卷(中学生版)和儿童虐待问卷进行测试。结果显示:(1)在控制年级后,生活事件能够显著正向预测学业拖延;(2)状态焦虑在生活事件和学业拖延的关系中起中介作用;(3)“生活事件→状态焦虑→学业拖延”这一中介效应的前半路径受到童年期虐待的调节。具体来说,相对于童年期受虐程度较高的个体,生活事件对童年期受虐程度较低的个体的状态焦虑正向预测作用更大。

关键词: 生活事件, 状态焦虑, 学业拖延, 童年期虐待, 累积压力假说

Abstract: The purpose of this study was to examine the relationship between proximal stress (life events) and academic procrastination, and to examine the mediating role of state anxiety and the moderating role of distal stress (childhood maltreatment). A total of 750 junior high school students were tested with Adolescent Self-rating Life Events Checklist, State-trait Anxiety Inventory, Aitken Procrastination Inventory (middle school version) and Childhood Trauma Questionnaire. The results show that: (1) After controlling for grades, life events positively predicted academic procrastination; (2) State anxiety played a mediating role in the relationship between life events and academic procrastination; (3) The first half of the mediating effect of “life events→state anxiety→academic procrastination” was moderated by childhood maltreatment. To be specific, life events had a greater positive predictive effect on state anxiety in individuals with lower levels of childhood maltreatment than in individuals with higher levels of childhood maltreatment.

Key words: life events, state anxiety, academic procrastination, childhood maltreatment, cumulative stress hypothesis

中图分类号:

G442

岳鹏飞, 张嘉鑫, 白学军. 生活事件与中学生学业拖延:一个有调节的中介模型[J]. 心理发展与教育, 2023, 39(2): 228-235.

YUE Pengfei, ZHANG Jiaxin, BAI Xuejun. Life Events and Academic Procrastination among Middle School Students: A Moderated Mediation Model[J]. Psychological Development and Education, 2023, 39(2): 228-235.

参考文献

Agnew, R.(1992). Foundation for a general strain theory of crime and delinquency. Criminology, 30(1), 47-88.
Aitken, M. E.(1982).A personality profile of the student procrastinator.(Unpublished doctoral dissertation). University of Pittsburgh.
Baumeister, R. F.(2000). Ego depletion and the self's executive function. In A. Tesser&R. B. Felson (Eds.),Psychological perspectives on self and identity(pp.9-33).Washington, DC:American Psychological Association.
Bernstein, D. P., Stein, J. A.,&Newcomb, M. D.(2003). Development and validation of a brief screening version of the Childhood Trauma Questionnaire.Child Abuse&Neglect, 27(2), 169-190.
Brown, G. W., Craig, T. K. J.,&Harris, T. O.(2008). Parental maltreatment and proximal risk factors using the Childhood Experience of Care&Abuse (CECA) instrument:A life-course study of adult chronic depression-5.Journal of Affective Disorders, 110(3), 222-233.
Custer, N.(2018). Test anxiety and academic procrastination among prelicensure nursing students.Nursing Education Perspectives, 39(3), 162-163.
Glick, D. M.,&Orsillo, S. M.(2015). An investigation of the efficacy of acceptance-based behavioral therapy for academic procrastination.Journal of Experimental Psychology:General, 144(2), 400-409.
Hayes, A.(2013). Introduction to mediation, moderation, and conditional process analysis.Journal of Educational Measurement, 51(3), 335-337.
Herbison, C. E., Allen, K., Robinson, M., Newnham, J.,&Pennell, C.(2017). The impact of life stress on adult depression and anxiety is dependent on gender and timing of exposure.Development and Psychopathology, 29(4), 1443-1454.
Khalid, A., Zhang, Q., Wang, W., Ghaffari, A. S.,&Pan, F.(2019). The relationship between procrastination, perceived stress, saliva alpha-amylase level and parenting styles in Chinese first year medical students.Psychology Research and Behavior Management, 12, 489-498.
Krispenz, A., Gort, C., Schültke, L.,&Dickhäuser, O.(2019). How to reduce test anxiety and academic procrastination through inquiry of cognitive appraisals:Investigating the role of academic self-efficacy.Frontiers in Psychology, 10, 1917.https://doi.org/10.3389/tpsyg.2019.01917
Liu, L.,&Cao, Q.(2022). Perceived stress and sleep quality among Chinese drug users:Analysis of rumination as a mediator and resilience as a moderator.International Journal of Mental Health and Addiction, 20, 569-580.
McCrory, E. J., Gerin, M. I.,&Viding, E.(2017). Annual research review:Childhood maltreatment, latent vulnerability and the shift to preventative psychiatry-the contribution of functional brain imaging.Journal of Child Psychology and Psychiatry, 58(4), 338-357.
McCrory, E. J.,&Viding, E.(2015). The theory of latent vulnerability:Reconceptualizing the link between childhood maltreatment and psychiatric disorder.Development and Psychopathology, 27(2), 493-505.
McEwen, B. S.(1998). Protective and damaging effects of stress mediators.New England Journal of Medicine, 338(3), 171-179.
Myers, H. F., Wyatt, G. E., Ullman, J. B., Loeb, T. B., Chin, D., Prause, N., … Liu, H.(2015). Cumulative burden of lifetime adversities:Trauma and mental health in low-SES African Americans and Latino/as.Psychological Trauma Theory Research Practice&Policy, 7(3), 243-251.
Nederhof, E., Ormel, J.,&Oldehinkel, A. J.(2014). Mismatch or cumulative stress:The pathway to depression is conditional on attention style.Psychological Science, 25(3), 684-692.
Nederhof, E.,&Schmidt, M. V.(2012). Mismatch or cumulative stress:toward an integrated hypothesis of programming effects.Physiology&Behavior, 106(5), 691-700.
Rahardjo, W., Juneman, J.,&Setiani, Y.(2013). Computer anxiety, academic stress, and academic procrastination on college students.Journal of Education and Learning, 7(3), 147-152.
Santarelli, S., Lesuis, S. L., Wang, X. D., Wagner, K. V., Hartmann, J., Labermaier, C., … Schmidt, M. V.(2014). Evidence supporting the match/mismatch hypothesis of psychiatric disorders.European Neuropsychopharmacology:The Journal of the European College of Neuropsychopharmacology, 24(6), 907-918.
Sirois, F.,&Pychyl, T.(2013). Procrastination and the priority of short-term mood regulation:Consequences for future self.Social&Personality Psychology Compass, 7(2), 115-127.
Spielberger, C. D.(Ed).(1972). Anxiety:Current trends theory and research:Ⅰ.Oxford, England:Academic Press.
Vinkers, C. H., Joëls, M., Milaneschi, Y., Kahn, R. S., Penninx, B. W.,&Boks, M. P.(2014). Stress exposure across the life span cumulatively increases depression risk and is moderated by neuroticism.Depression and Anxiety, 31(9), 737-745.
Wu, X. Q., Zhang, R., Li, X. L., Feng, T. Y.,&Yan, N.(2020). The moderating role of sensory processing sensitivity in the link between stress and depression:A VBM study. Neuropsychologia, 150,107704.https://doi.org/10.1016/j.neuropsychologia.2020.107704
白学军,岳鹏飞.(2013).情绪标注对负性情绪的抑制:来自自主神经活动的证据. 心理学报, 45(7), 715-724.
陈晓霄.(2015).大学生负性情绪调节预期,负性生活事件与状态焦虑的关系. 中国健康心理学杂志, 23(2), 295-299.
窦芬,王明辉,王书豪.(2019).研究生压力知觉对学业拖延的影响:有调节的中介模型. 心理研究, 12(3), 272-277.
冯廷勇,王雪珂,苏缇.(2021).拖延行为的发展认知机制及神经基础. 心理科学进展, 29(4), 586-596.
耿柳娜,王雪,相鹏,杨瑾.(2015).慢性压力的生理指标:头发皮质醇. 心理科学进展, 23(10), 1799-1807.
顾红磊,扶丹丹,路晓英,夏天生.(2018).负性生活事件对初中生自我伤害行为的影响:有调节的中介效应. 心理发展与教育, 34(2), 229-238.
李董平.(2012). 多重生态学风险因素与青少年社会适应:风险建模与作用机制研究(博士学位论文).华南师范大学,广州.
李文利,钱铭怡.(1995).状态特质焦虑量表中国大学生常模修订. 北京大学学报:自然科学版, 31(1), 108-114.
廖素群,郑希付.(2016).认知重评对负性效价的抑制促进条件性恐惧消退. 心理学报, 48(4), 352-361.
刘明珠,陆桂芝.(2011). Aitken拖延问卷在中学生中的信效度. 中国心理卫生杂志, 25(5), 380-384.
刘婉,万宇辉,陶芳标,郝加虎.(2017).社会支持在童年期虐待与青少年非自杀性自伤行为关联中的中介作用. 中国心理卫生杂志, 31(3), 230-234.
刘文,刘方,邵姝姮.(2015).国外儿童心理虐待的神经机制研究综述. 中国特殊教育, 186(12), 66-71.
刘贤臣,刘连启,杨杰,柴福勋,王爱祯,孙良民, …马登岱.(1997).青少年生活事件量表的信度效度检验. 中国临床心理学杂志, 5(1), 34-36.
罗一君,孔繁昌,牛更枫,周宗奎.(2017).压力事件对初中生抑郁的影响:网络使用动机与网络使用强度的作用. 心理发展与教育, 33(3), 337-344.
任志洪,张雅文,江光荣.(2018).正念冥想对焦虑症状的干预:效果及其影响因素元分析. 心理学报, 50(3), 283-305.
谭树华,郭永玉.(2008).有限自制力的理论假设及相关研究. 中国临床心理学杂志, 16(3), 309-311.
唐凯晴,范方,龙可,陈世键,彭婷,杨彦川,叶婷婷.(2015).大学生早期适应不良图式,焦虑与拖延的关系. 心理发展与教育, 31(3), 360-367.
田志鹏,刘爱书,李静.(2017).大学生公正世界信念与自尊在儿童期虐待与主观幸福感关系中的中介作用. 中国心理卫生杂志, 31(4), 312-318.
魏华,段海岑,周宗奎,平凡,丁倩.(2020).童年期虐待对网络成瘾的影响:有调节的中介效应. 心理发展与教育, 36(1), 77-83.
温忠麟,叶宝娟.(2014).有调节的中介模型检验方法:竞争还是替补. 心理学报, 46(5), 714-726.
辛秀红,姚树桥.(2015).青少年生活事件量表效度与信度的再评价及常模更新. 中国心理卫生杂志, 29(5), 355-360.
辛自强,辛素飞,张梅.(2011). 1993至2009年大学生焦虑的变迁:一项横断历史研究. 心理发展与教育, 27(6), 648-653.
叶宝娟,郑清.(2015).压力对大学生网络成瘾的影响机制. 心理科学, 39(3), 621-627.
岳鹏飞,史梦梦,张敏,徐越.(2021).词汇具体性对情绪标注效应的影响-ERPs研究.中国临床心理学杂志, 29(3),456-461+467.
张陆,王雅丽,游志麒,连贝.(2018).公正世界信念对农村初中生学业拖延的影响:控制感与时间效能感的序列中介作用. 中国临床心理学杂志, 26(2), 367-370.
赵幸福,张亚林,李龙飞,周云飞,李鹤展,杨世昌.(2005).中文版儿童期虐待问卷的信度和效度. 中国临床康复, 9(20), 105-107.
周浩,龙立荣.(2004).共同方法偏差的统计检验与控制方法. 心理科学进展, 12(6), 942-950.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	辛素飞, 王金睿, 彭海云, 徐柳青, 张一林, 盛靓. 负性生活事件对青少年焦虑的影响:基于认知行为疗法的视角[J]. 心理发展与教育, 2023, 39(5): 710-717.
[2]	张雯, 王振宏. 负性生活事件与青少年内化问题的关系:社会支持的中介作用和亲子亲和的调节作用[J]. 心理发展与教育, 2023, 39(5): 718-725.
[3]	何安明, 张钰睿, 惠秋平. 大学生感恩与社会幸福感的关系:手机冷落行为的中介作用和负性生活事件的调节作用[J]. 心理发展与教育, 2023, 39(4): 505-512.
[4]	冯全升, 周宗奎, 孙晓军, 张艳红, 连帅磊. 负性生活事件与初中生内化问题:反刍思维的中介作用与同伴依恋的调节作用[J]. 心理发展与教育, 2023, 39(3): 419-428.
[5]	薛笑然, 黄碧娟, 李红霞, 赵晓萌, 司继伟. 小学儿童数学态度与数学成就的纵向联系：学业拖延和数学元认知的作用[J]. 心理发展与教育, 2022, 38(4): 520-529.
[6]	魏华, 段海岑, 周宗奎, 平凡, 丁倩. 童年期虐待对网络成瘾的影响:有调节的中介效应[J]. 心理发展与教育, 2020, 36(1): 77-83.
[7]	李红霞, 张佳佳, 赵霞, 司继伟, 黄碧娟. 大学生认识论信念、自我调节学习与学业拖延的联系:有调节的中介模型[J]. 心理发展与教育, 2019, 35(5): 557-565.
[8]	李大林, 黄梅, 陈维, 吴文峰. 生活事件对初中生抑郁的影响:自尊和反刍思维的链式中介作用[J]. 心理发展与教育, 2019, 35(3): 352-359.
[9]	林琳, 王晨旭, 莫娟婵, 杨洋, 李慧生, 贾绪计, 白学军. 大学生的冲动性特质与自杀意念的关系:一个有调节的中介模型[J]. 心理发展与教育, 2018, 34(3): 369-376.
[10]	洪伟, 刘儒德, 甄瑞, 蒋舒阳, 金芳凯. 成就目标定向与小学生数学学习投入的关系:学业拖延和数学焦虑的中介作用[J]. 心理发展与教育, 2018, 34(2): 191-199.
[11]	顾红磊, 扶丹丹, 路晓英, 夏天生. 负性生活事件对初中生自我伤害行为的影响:有调节的中介效应[J]. 心理发展与教育, 2018, 34(2): 229-238.
[12]	魏淑华, 宋广文, 张大均. 不同职业认同水平教师对职业生活事件的社会认知加工特征[J]. 心理发展与教育, 2017, 33(1): 45-55.
[13]	王焕贞, 江琦, 侯璐璐. 大学生性格优势对主观幸福感的影响:优势运用和压力性生活事件的作用[J]. 心理发展与教育, 2017, 33(1): 95-104.
[14]	叶宝娟, 郑清, 曹灿兮, 张云龙, 刘栋, 赵媛. 文化疏离感对汉区高校少数民族大学生幸福感的影响机制[J]. 心理发展与教育, 2015, 31(5): 618-624.
[15]	唐凯晴, 范方, 龙可, 陈世键, 彭婷, 杨彦川, 叶婷婷. 大学生早期适应不良图式、焦虑与拖延的关系[J]. 心理发展与教育, 2015, 31(3): 360-367.