超越积极思维:一个随机试验的心理对比与实施意图,以制学术拖延
Xiaoxue Zhou1, Walton Wider2, Hao Wu3
1School of International Education, Southwest Jiaotong University Hope College, Chengdu, China; Faculty of Education and Liberal Arts, INTI International University, Nilai, Malaysia.
Acta psychologica
|January 28, 2026
概括
心理对比与实施意图 (MCII) 通过降低任务厌恶和提高行动意愿,有效地减少大学生的学术拖延. 这种干预显示了持续的效果,有助于自我调节的学习.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 高等教育研究 高等教育研究
背景情况:
- 学术拖延是高等教育的一个重要问题,特别是在灵活的数字学习环境中.
- 了解有效的干预措施对于支持学生的成功和自我调节的学习至关重要.
研究的目的:
- 评估心理对比与实施意图 (MCII) 在减少本科生学术拖延方面的有效性.
- 将MCII与积极思维策略 (PTS) 控制组进行比较.
- 评估MCII对任务厌恶性,结果效用和愿意开始学术任务的影响.
主要方法:
- 一项随机对照试验,涉及中国一所私立大学81名本科生.
- 干预组接受了MCII;对照组接受了PTS.
- 通过测试前,测试后和一周后续评估收集的数据.
主要成果:
- 与PTS相比,MCII显著降低了任务厌恶度.
- MCII显著增加了启动学术任务的意愿,其影响随着时间的推移而持续.
- 这两种干预措施都改善了结果效用,但MCII显示了更好的长期保留.
结论:
- MCII是一个有希望,可扩展和具有成本效益的干预措施,用于减少高等教育中的学术拖延.
- 这些发现支持推迟的双过程模型,并突出了MCII在情绪调节和意志规划中的作用.
- MCII对开发文化响应式教学和增强自我调节的学习策略有影响.
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