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导学关系对研究生学术拖延的影响——有调节的中介模型

The Influence of Teacher-student Guidance Relationship on Graduate Students’ Academic Procrastination —A Moderated Intermediary Model

Psychology of China / 2024,6(6): 940-949 / 2024-06-26 988 388

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• Authors: 薛宏¹²      陈佳莉¹      梁治慧¹      冯泽亚³      徐科朋¹²     
• Information:

  1．广西师范大学教育学部心理学系，桂林；
  2．广西高校认知神经与应用心理重点实验室，桂林；
  3．武汉纺织大学外经贸学院，武汉

• Keywords: Teacher-student guidance relationship; Academic procrastination; Fear of negative evaluation; Positive psychological capital 导学关系；学术拖延；导师负面评价恐惧；积极心理资本
• Abstract: Academic procrastination of graduate students is a common phenomenon, and the mentoringrelationship is a very important teacher-student relationship for graduate students. However, themechanism by which the mentoring relationship affects academic procrastination of graduate studentsis still unclear. To explore the relationship between graduate student mentoring interactions, mentors’negative evaluations, positive psychological capital and academic procrastination. A survey of 337graduate students was conducted using the Teacher-Student Interaction Questionnaire, GraduateAcademic Procrastination Scale, Brief Fear of Negative Evaluation Scale and Individual PositivePsychological Capital Scale. Results show that: (1) Tutoring relationship is negatively correlated withpostgraduate academic procrastination. (2) The fear of tutor’s negative evaluation plays a mediated rolein the negative prediction of academic procrastination of graduate students. When the teacher-studentguidance relationship is poor, the graduate students are more likely to show the fear of tutor’s negativeevaluation, and this phenomenon will further lead to high academic procrastination. (3) The mediatedeffect of fear of tutor’s negative evaluation on mentoring relationship and academic procrastination ismoderated by positive psychological capital. The results of this study provide evidence for reducingacademic procrastination in graduate school. 研究生学术拖延属常见现象，导学关系是研究生十分重要的师生关系，但关于导学关系对研究生学术拖延机制仍不清晰。为探讨研究生导学互动关系、导师负面评价、积极心理资本与学业拖延之间的关系。研究采用师生互动问卷、研究生学术拖延量表、简明负面评价恐惧量表与个体积极心理资本量表，对337名研究生进行调查。结果显示：（1）导学关系与研究生学术拖延呈负相关；（2）导学关系通过导师负面评价恐惧的中介作用负向预测了研究生的学术拖延情况；（3）研究生导师负面评价恐惧对导学关系与学业拖延的中介效应受积极心理资本的调节。本研究结果为减少研究生学业拖延提供了证据。
• DOI: https://doi.org/10.35534/pc.0606108
• Cite: 薛宏，陈佳莉，梁治慧，等．导学关系对研究生学术拖延的影响——有调节的中介模型［J］．中国心理学前沿，2024，6（6）：940-949．