公正世界信念对大学生学习成绩的影响:时间管理的解释

doi:10.16187/j.cnki.issn1001-4918.2018.03.09

摘要/Abstract

摘要： 为探讨公正世界信念对大学生学习成绩的影响，并说明时间管理因素在二者关系中的作用机制，研究1以205名大学生为被试，采用问卷法探讨了公正世界信念通过时间管理对大学生实际学习成绩起作用的机制。结果表明，时间管理倾向在公正世界信念和学习成绩的关系中起部分中介作用。研究2随机选取120名大学生为被试，采用启动实验范式考察了公正世界信念对时间规划的影响。结果表明，当启动不公正信念时，个体计划学习投入时间显著减少，同时伴随娱乐等其他时间增加。总之，公正世界信念可部分通过影响大学生的时间管理进而影响其学习成绩，而且大学生对不公正信念更敏感。

关键词: 公正世界信念, 学习成绩, 时间管理, 时间管理倾向, 大学生

Abstract: In order to investigate the impacts of belief in a just world (BJW) on college students' learning engagement and described the mechanism of the time management factors to the relationship of the two, two studies have been designed. The first study explored the mechanism of how the college students' time management disposition affects the relationship between belief in a just world and academic achievement. A total of 205 college students from different majors were tested by questionnaires. The results indicated that time management disposition partially mediated the relationship between the belief in a just world and college students' academic achievement. In the second study, 120 college students were randomly chosen from different majors to explore the relationship between the belief in a just world and time management using priming paradigm. The results indicated that students who exposure to injustice information distributed less time to study while more time to recreation than those exposure to justice information. In a word, college students' belief in a just world, especially the sense of injustice indeed influences the academic time management and further influences their actual record.

Key words: belief in a just world, academic achievement, time management, time management disposition, college student

张梅, 黄四林, 孙铃, 窦东徽. 公正世界信念对大学生学习成绩的影响:时间管理的解释[J]. 心理发展与教育, 2018, 34(3): 330-337.

ZHANG Mei, HUANG Silin, SUN ling, DOU Donghui. The Impact of Belief in a Just World on College Students' Academic Achievement: The Explanation of Time Management[J]. Psychological Development and Education, 2018, 34(3): 330-337.

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