The Relationship Between High Grade Pupils' Parenting Styles and Academic Procrastination: The Mediating Effect of Time Management Disposition

Abstract

Abstract: This study investigated the relationship between the elementary students' parenting style and academic procrastination,and detect the effects of time management disposition on children's parenting style as well as the mediating role of academic procrastination.Totally,651 older pupils including four-six graders were randomly surveyed. Data analysis revealed that:Father's rearing style as emotional warmth and understanding, punishment and strictness, rejection and mother's emotional warmth and understanding, punishment and strictness, rejection, over involvement and protection were not directly correlated to the academic procrastination, while positively correlated to time efficacy and partly correlated to time monitor and time value. Time monitor and time efficacy played a completely mediating role in the model of parenting styles. It is believed that positive parenting style help individuals to form a reasonable tendency of time management and may reduce their academic procrastination to a certain extent.

Key words: the higher graders in elementary school, academic procrastination, parenting styles, time management disposition

摘要： 研究采用问卷集体施测，收集了651名小学高年级学生的父母教养方式、学业拖延以及时间管理倾向的状况，探讨小学高年级学生父母教养方式与学业拖延的关系及时间管理倾向作为中介变量的影响。结果表明：时间效能感在父母教养方式中的父亲情感温暖理解、父亲惩罚严厉、父亲拒绝否认、母亲情感温暖理解、母亲惩罚严厉、母亲拒绝否认与学业拖延之间起完全中介作用；时间效能感在父亲惩罚严厉、母亲过度干涉保护与学业拖延之间起部分中介作用。研究认为，良好的父母教养方式，有助于个体形成合理的时间管理倾向，并可能在一定程度上降低个体的学业拖延行为。

关键词: 小学高年级学生, 学业拖延, 父母教养方式, 时间管理倾向

CLC Number:

B844.1

ZHENG Zhiguo, LIU Jianping, DONG Shenghong, JIANG Yan, LIAO Hua. The Relationship Between High Grade Pupils' Parenting Styles and Academic Procrastination: The Mediating Effect of Time Management Disposition[J]. Studies of Psychology and Behavior, 2018, 16(6): 786-792.

郑治国, 刘建平, 董圣鸿, 蒋艳, 廖华. 小学高年级学生父母教养方式与学业拖延的关系：时间管理倾向的中介作用[J]. 心理与行为研究, 2018, 16(6): 786-792.

References

毕重增, 彭香萍. (2005). 拖延:时间管理倾向量表的区分效度. 西南师范大学学报(人文社会科学版), 31(6), 10-13, doi: 10.3969/j.issn.1673-9841.2005.06.003
方杰, 温忠麟, 张敏强, 孙配贞. (2013). 基于结构方程模型的多重中介效应分析. 第十六届全国心理学学术会议.
高军. (2011). 中学生父母教养方式、成就动机与学业拖延的关系研究. (硕士学位论文). 南京师范大学.
黄希庭, 张志杰. (2001a). 论个人的时间管理倾向. 心理科学, 24(5), 516-518
黄希庭, 张志杰. (2001b). 青少年时间管理倾向量表的编制. 心理学报, 33(4), 338-343
雷家萍, 鲁媛, 濮梅, 曹佃省. (2014). 青少年学业拖延与时间管理倾向相关分析. 中国学校卫生, 35(1), 64-66
李玲, 黄艳苹, 刘建平. (2007). 大学生家庭教养方式对时间管理倾向的影响. 中国健康心理学杂志, 15(1), 50-51, doi: 10.3969/j.issn.1005-1252.2007.01.015
李蒙蒙. (2013). 小学生学业拖延的现状与原因的研究(硕士学位论文). 辽宁师范大学.
李宁, 闫春平, 李青青, 杨世昌. (2014). 父母教养方式与大学生学业拖延的关系: 时间管理倾向的中介作用. 新乡医学院学报, 31(11), 931-933
马雪玉, 张亚利. (2016). 小学生学业拖延及其与父母教养方式的关系调查. 教育测量与评价, (3), 38-43
马欣仪, 凌辉, 张建人, 熊恋, 李新利. (2011). 大学生拖延行为与父母教养方式的关系研究. 中国临床心理学杂志, 19(5), 675-676, 680
潘发达, 黄珏, 王柳生. (2010). 时间管理倾向对大学生学业拖延的影响. 中国学校卫生, 31(12), 1465-1467
庞维国. (2010). 大学生学习拖延研究综述. 心理科学, 33(1), 147-150
唐凯晴, 邓小琼, 范方, 龙可, 王鹤, 张烨. (2014). 父母教养方式与学业拖延: 学业自我效能感的中介作用. 中国临床心理学杂志, 22(5), 889-892
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
王金霞, 王吉春. (2015). 小学生学业拖延与父母教养方式、时间管理倾向的关系. 绵阳师范学院学报, 34(10), 45-47, 55, doi: 10.3969/j.issn.1672-612X.2015.10.011
熊红星, 张璟, 叶宝娟, 郑雪, 孙配贞. (2012). 共同方法变异的影响及其统计控制途径的模型分析. 心理科学进展, 20(5), 757-769
岳冬梅, 李鸣杲, 金魁和, 丁宝坤. (1993). 父母教养方式: EMBU的初步修订及其在神经症患者的应用. 中国心理卫生杂志, 7(3), 97-101
赵海信. (2009). 父母教养方式对大学生时间管理倾向影响的研究. 中国健康心理学杂志, 17(4), 395-397
张萌, 陈英和. (2013). 父母教养方式与拖延: 完美主义的中介作用. 心理与行为研究, 11(2), 245-250, doi: 10.3969/j.issn.1672-0628.2013.02.018
Burka, J. B., & Yuen, L. M. (1983). Procrastination: why you do it, what to do about it now. New York: Addison-Wesley.
Ferrari, J. R (2000). Procrastination and attention: Factor analysis of attention deficit, boredomness, intelligence, self-esteem, and task delay frequencies. Journal of Social Behavior and Personality, 15(5), 185-196.
Ferrari, J. R., & Díaz-Morales, J. F (2007a). Procrastination: different time orientations reflect different motives. Journal of Research in Personality, 41(3), 707-714, doi: 10.1016/j.jrp.2006.06.006.
Ferrari, J. R., & Díaz-Morales, J. F (2007b). Perceptions of self-concept and self-presentation by procrastinators: further evidence. Spanish Journal of Psychology, 10(1), 91-96, doi: 10.1017/S113874160000634X.
Ferrari, J. R., & Olivette, M. J (1994). Parental authority and the development of female dysfunctional procrastination. Journal of Research in Personality, 28(1), 87-100, doi: 10.1006/jrpe.1994.1008.
Flett G. L., Blankstein K.R., Martin T.R. (1995) Procrastination, negative self-evaluation, and stress in depression and anxiety. In: J. R. Ferrari, J. L. Johnson, & M. G. McCown (Eds.), Procrastination and task avoidance: Theory, research, and treatment (pp. 137-167). Boston, MA: Springer.
Flett, G. L., Hewitt, P. L., & Martin, T. R. (1995). Dimensions of perfectionism and procrastination. In: J. R. Ferrari, J. L. Johnson, & M. G. McCown (Eds.), Procrastination and task avoidance: Theory, research, and treatment (pp. 113-136). Boston, MA: Springer.
Frost, R. O., Lahart, C. M., & Rosenblate, R (1991). The development of perfectionism: A study of daughters and their parents. Cognitive Therapy and Research, 15(6), 469-489, doi: 10.1007/BF01175730.
Kim, K. R., & Seo, E. H (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33, doi: 10.1016/j.paid.2015.02.038.
Lay, C. H (1986). At last, my research article on procrastination. Journal of Research in Personality, 20(4), 474-495, doi: 10.1016/0092-6566(86)90127-3.
McCown, W., Pretzel, T., & Rupert, P (1987). An experimental study of some hypothesized behaviors and personality variables of college student procrastinators. Personality and Individual Differences, 8(6), 781-786, doi: 10.1016/0191-8869(87)90130-9.
Solomon, L. J., & Rothblum, E. D (1984). Academic procrastination: frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509, doi: 10.1037/0022-0167.31.4.503.
Stead, R., Shanahan, M. J., & Neufeld, R. W. J (2010). "I'll go to therapy, eventually": Procrastination, stress and mental health. Personality and Individual Differences, 49(3), 175-180, doi: 10.1016/j.paid.2010.03.028.

[1]	ZENG Lingjuan, JIANG Lijing, PENG Ye. The Influence of Family Environment and Teacher Support on Middle School Students’ Academic Procrastination: The Chain Mediating Effect of Satisfaction of Basic Psychological Needs and Psychological Capital [J]. Studies of Psychology and Behavior, 2022, 20(4): 501-507.
[2]	GENG Jingyu, HOU Xiao, YANG Huayong, HAN Piguo, GAO Fengqiang, HAN Lei. The Relationship Between Trait Anxiety and Procrastination of College Students: A Moderated Mediating Effect [J]. Studies of Psychology and Behavior, 2019, 17(3): 402-407.
[3]	Sun Xiaojun,Zhao Jing,Zhou Zongkui,Chen Wu,Bao Na. Mediation Role of Self-control in Internet Use between Time Management Disposition and Pathological Internet Use [J]. Studies of Psychology and Behavior, 2015, 13(3): 410-413.
[4]	Zhang Jinghuan,Li Jianquan,Zheng Xuemei,Zhang Shun,Liu Guirong. On the Relationship between Middle School Students’ Parenting Styles and Creative Thinking: The Mediating Role of Self-Concept [J]. Studies of Psychology and Behavior, 2014, 12(2): 145-150.
[5]	Wang Qin,Chen Shiping. MIDDLE SCHOOL STUDENTS′ COPING STRATEGIES OF INTERPERSONAL CONFLICT [J]. Studies of Psychology and Behavior, 2005, 3(1): 53-56.