健康与遗传心理学研究室知识库

后疫情时代下，大学生面对的现状和未来仍充满不确定性，生活、学习和就业依然难以把握。大学生可能因此产生焦虑、恐惧、不确定感和不可控制感。面对不确定性情景时，人们更易通过拖延行为来减少不确定感或避免焦虑。拖延依然是个普遍且值得关注的问题。大学生处于自我概念的重要发展时期，自我概念清晰性是一种有效的自我调节资源。拖延则被视为自我调节失败的后果。然而国内外较少有学者直接将二者联系起来进行研究，对二者的关系及其机制尚不明确。研究二者之间的关系将对大学生的自我发展和未来社会适应具有重要意义。以往研究表明，自我控制和自我妨碍与自我概念清晰性、拖延均相关。本研究基于自我调节理论，视拖延为自我调节失败的过程，将四个变量联系起来。旨在探讨自我概念清晰性对大学生拖延的影响及内在作用机制，重点考察自我控制和自我妨碍在二者关系中的中介作用。希望通过新的视角，为进一步干预和改善大学生拖延问题提供新的理论支持。

本研究选取在校本科生和大专生共756位学生进行问卷调查，采用自我概念清晰性量表、Pure拖延量表、简版自我控制量表和自我妨碍量表进行施测，回收整理后得有效问卷669份。通过SPSS26.0和AMOS26.0统计软件对有效数据进行统计分析，分离出控制变量的影响，建立链式中介模型。

结果:(1)大学生的拖延和自我妨碍情况处于中等以下水平，自我概念清晰性和自我控制水平的整体情况一般。(2)不同性别的学生在自我概念清晰性和自律性上存在显著差异;不同专业的学生在自我妨碍上存在显著差异;不同学历的学生在拖延、拖延结果和自我控制上存在显著差异。(3)自我概念清晰性能负向预测拖延及其子维度。(4)自我控制及其子维度在自我概念清晰性与拖延及其子维度间均起中介作用。(5)自我妨碍在自我概念清晰性与拖延及其子维度间均起中介作用。(6)自我控制及其子维度和自我妨碍在自我概念清晰性与拖延及其子维度间均起链式中介作用。

结论:本研究发现了自我概念清晰性在缓解拖延上的重要作用，具体可以通过提高自我控制和预防自我妨碍的方式实现。本研究扩展和丰富了拖延象征着自我调节失败的相关理论，可以为学校和教育工作者提供有关大学生自我认知和自我管理的参考和指导，为未来进一步干预大学生拖延奠定基础。

In the post一pandemic era, the situation and future of university students remain uncertain, as their lives, studies, and employment prospects are difficult to predict. Such uncertainties may trigger anxiety, fear, a sense of uncertainty, and a feeling of lack of control among university students. When faced with uncertain situations, individuals may resort to procrastination as a means of reducing uncertainty or avoiding anxiety. Procrastination remains a prevalent and noteworthy issue. As university students are in a critical stage of self一concept development, self一concept clarity represents an effective self一regulatory resource. Procrastination, on the other hand, is regarded as a consequence of self一regulatory failure. However, few studies have directly linked the two phenomena, and the relationship between them and their underlying mechanisms remain unclear. Investigating the relationship between these two variables is crucial for university students' self一development and future social adaptation. Previous research has shown a strong correlation between self一control, self一handicapping, self一concept clarity, and procrastination. Building on self-regulation theory, this study aims to examine the impact of self一concept clarity on procrastination among college students, and to investigate the underlying mechanism with a focus on the mediating role of self一control and self一interference. By providing a new perspective, this study offers theoretical support for interventions and improvements to university students' procrastination problems.

This study selected 756 undergraduate and junior college students for a questionnaire survey, using the Self一Concept Clarity Scale, Pure Procrastination Scale, Brief Self一Control Scale, and Self一Handicapping Scale for measurement, 669 valid questionnaires were collected. The valid data were analyzed using SPSS26.0 and AMOS26.0 statistical software, then isolated the influence of control variables and installed chain一mediated models.

Results: (1) The procrastination and self一handicapping levels of university students are below average, and the overall situation of self一concept clarity and self 一control levels is average. (2) There are significant differences in self一concept clarity and self-regulation between students of different genders; there are significant differences in self一handicapping among students of different majors; there are significant differences in procrastination, procrastination results and self一control among students of different educational backgrounds. (3) Self-concept clarity can negatively predict procrastination and its sub-dimensions. (4) Self-control and its sub-dimensions playa mediating role between self-concept clarity and procrastination and its sub-dimensions. (5) Self一handicapping plays a mediating role between self-concept clarity and procrastination and its sub-dimensions. (6) Self-control, its sub-dimensions, and Self一handicapping play a chain mediation role between self-concept clarity and procrastination and its sub-dimensions.

Conclusion: This study found that self一concept clarity plays an important role in alleviating procrastination behavior, which can be achieved by increasing self-control and preventing self一handicapping. This study expands and enriches the relevant theories that procrastination symbolizes self一regulation failure, and can provide reference and guidance for schools and educators on university students' self 一awareness and self一management, laying a foundation for future intervention in university students' procrastination.