摘要
为了探讨童年期虐待对青少年学业拖延的影响及其作用机制,本研究采用儿童虐待问卷、状态-特质焦虑量表、Aitken拖延问卷(中学生版)和认知融合问卷对737名初中生进行问卷调查。结果显示:(1)童年期虐待对青少年学业拖延具有显著的正向预测作用;(2)特质焦虑在童年期虐待与学业拖延之间起中介作用;(3)“童年期虐待→特质焦虑→学业拖延”的直接路径以及中介路径的前半段均受到认知融合的调节。具体来说,相对于低认知融合个体,童年期虐待对高认知融合个体的特质焦虑和学业拖延的正向预测作用均更弱。研究结果揭示了童年期虐待对青少年学业拖延的影响及其作用机制,并为青少年学业拖延的预防与干预工作提供一定参考。
In order to explore the effect of childhood maltreatment on adolescent academic procrastination and its mechanism,a total of 737 junior middle school students were investigated using the Childhood Trauma Questionnaire,State-Trait Anxiety Inventory,Aitken Procrastination Inventory(middle school version)and Cognitive Fusion Questionnaire-Fusion.The results showed that:1)childhood maltreatment had a significant positive predictive effect on adolescent academic procrastination;2)trait anxiety played a mediating role between childhood maltreatment and academic procrastination;3)The direct path of“childhood maltreatment→trait anxiety→academic procrastination”and the first half of the indirect path were moderated by cognitive fusion.Specifically,compared with low cognitive fusion individuals,childhood maltreatment had a weaker positive predictive effect on trait anxiety and academic procrastination in high cognitive fusion individuals.The results revealed the effect of childhood maltreatment on adolescent academic procrastination and its mechanism,providing reference for the prevention and intervention of adolescent academic procrastination.
作者
岳鹏飞
张嘉鑫
YUE Pengfei;ZHANG Jiaxin(School of Education Science,Xinyang Normal University,Xinyang,464000)
出处
《中国特殊教育》
CSSCI
北大核心
2022年第2期90-96,共7页
Chinese Journal of Special Education
基金
河南省教育科学规划重点课题“心理灵活性视角下粗暴养育对学业表现的影响机制及干预研究”(项目批准号:2021JKZD11)
河南省社会科学规划项目“心理灵活性视角下童年艰辛对学业表现的影响机制及干预研究”(项目批准号:2021BJY032)
河南省高等学校青年骨干教师培养计划项目(项目批准号:2018GGJS098)阶段性研究成果
关键词
童年期虐待
特质焦虑
学业拖延
认知融合
childhood maltreatment
trait anxiety
academic procrastination
cognitive fusion
作者简介
岳鹏飞,博士,副教授,研究方向:自我调节及控制。E-mail:ypf07@126.com。
