Relationship between Academic Procrastination and Implicit/Explicit Achievement Motivation of Senior High School Students

Abstract

Abstract: The purpose of this paper is to explore the relationship between academic procrastination and implicit and explicit achievement motivation of senior high school students. The results indicated that: 1)The implicit and explicit achievement motivation is statistically independent, while the interaction between them influence academic procrastination significantly; 2)Academic procrastination is different among different motivation groups, the high implicit/high explicit academic motivation procrastinated less than the high implicit/low explicit academic motivation group; 3)The extent of the separation between implicit/explicit academic motivation influences the academic procrastination; 4)Academic procrastination is associated with significant impairment of academic performance. Moreover, the lower performance is associated with more serious academic procrastination in postponing remedying and summarizing of studying. The theoretical and practical implications of these findings are discussed.

Key words: senior high school student, implicit achievement motivation, explicit achievement motivation, academic procras-tination

摘要： 采用内隐联想测验和问卷法探讨高中生内隐、外显成就动机与学业拖延的关系。结果表明：（1）内隐、外显成就动机是相互独立的动机系统,但两者以显著的交互作用共同影响学业拖延;（2）不同动机组合的学生,拖延情况有显著差异：高内隐、高外显组的拖延最少,高内隐、低外显组的拖延最多;（3）动机越不一致,拖延越严重,动机一致性能够减少拖延;（4）成绩中等偏下的学生在学习过程的补救和总结上有更多的拖延。因此,学生只有具备了高内隐、高外显的一致性动机,才会出现最少的拖延。

关键词: 高中生, 内隐成就动机, 外显成就动机, 学业拖延

CLC Number:

B844.2

Li Ying, Cui Shujun. Relationship between Academic Procrastination and Implicit/Explicit Achievement Motivation of Senior High School Students[J]. Studies of Psychology and Behavior, 2017, 15(3): 359-365.

李瑛, 崔树军. 高中生内隐、外显成就动机与学业拖延的关系^*[J]. 心理与行为研究, 2017, 15(3): 359-365.

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