時間管理訓(xùn)練對初中學(xué)習(xí)拖延者的干預(yù)研究

1、 分類號： 分類號： 密 級： 級： 學(xué)號： 學(xué)號：107622012210561 107622012210561 單位代碼： 單位代碼：10762 10762 新疆師范大學(xué) 新疆師范大學(xué) 2014 屆專業(yè)碩士學(xué)位論文 屆專業(yè)碩士學(xué)位論文 時間管

2、理訓(xùn)練對初中學(xué)習(xí)拖延者的干預(yù)研究 時間管理訓(xùn)練對初中學(xué)習(xí)拖延者的干預(yù)研究 The intervention study of time management The intervention study of time management training for junior academic procrastinators training for junior acade

3、mic procrastinators 研究生姓名：侯智慧 研究生姓名：侯智慧 學(xué) 科 專 業(yè)：教育碩士 業(yè)：教育碩士 研 究 方 向：心理健康教育 向：心理健康教育 院 系、年 系、年 級：教育科學(xué)學(xué)院 級：教育科學(xué)學(xué)院 2012 2012 級 指 導(dǎo) 教 師：聞素霞（教授） 師：聞素霞（教授） 新疆師范大學(xué) 新疆師范大學(xué) 2014 2014 年 5 月 28 28 日 II Abstract Time management tend

4、ency refers to what the psychological and behavioral characteristics when the individual presents to use the time.includes three dimensions that sense of the value of time,efficacy of time and ability to monitor time. Ac

5、ademic procrastination is the delay behavior in learning situation.time management is the the most influential factor of recognition that lead to delay behavior in learning. This research is an empirical study divided in

6、to two parts.part 1select 819 junior high school students from Urumqi,Investigate their time management and academic procrastination situation and the relationship between them.part 2 as a intervention research,select 9

7、students as the object of intervention study that have synchronous problems in their time management and academic procrastination.Intervention process 8 times, each time for 60 minutes, group counseling as staple method

8、mainly from three dimensions of time management to ameliorate students’serious learning procrastination.the results are following: (1)Junior high school students have better time management,the synthesized ATMD and its t

9、hree dimensions average scores of Junior high school students just reached the standard,the detection rate was 17.2%, 11.3%, 17.9%, 30.1%.This part of the students' time management level has the necessity to improve,

10、in which the efficacy of time and ability to monitor time requires attention. (2) At the present stage,junior high school students did not show a significant delay behavior in academic learning, academic procrastination

11、in the overall level is not serious.the synthesized PASS and its three dimensions’detection rate was 27%、28.9%、35.7%、62.3%.problems of the degree of delay and the annoyance caused by delay were more prominent. (3)The tim

12、e management training designed by this study can effectively improve students’time management,and than ameliorate serious learning procrastination.the specific performance:there is obvious difference between the test of

13、ATMD and its three dimensions before and after;there is obvious difference between the test of PASS and its dimensions before and after except the dimension that the desire to reduce academic procrastination. Keywords ti