| 其他摘要 | The learning efficiency of students has always been a topic of great concern, and academic procrastination is one of the main reasons that affect learning efficiency. Solution-focused thinking, as a developmental thinking mode, affects individuals' mental health status, behavioral strategies, and level of self-control. The better the level of self-control, the more students can eliminate external interference, complete academic tasks according to plan, and avoid academic procrastination. Meanwhile, according to the self-control power model, self-control is influenced by psychological resources. Therefore, this study aims to explore the applicability of the Chinese version of the Solution-focused Thinking Scale in the group of junior high school students and analyze the relationship between solution-focused thinking, academic procrastination, self-control, and psychological capital among middle school students. It provides theoretical basis and suggestions for improving junior high school students' solution-focused thinking level and reducing their academic procrastination level, and promotes the physical and mental health development of junior high school students.
This study is mainly divided into two parts. Firstly, a preliminary test was conducted on 223 junior high school students in Heilongjiang and Shaanxi provinces using the "Solution-focused Thinking Scale" (Chinese version) to test its applicability to junior high school students; The second study established a moderated mediation model with solution-focused thinking as the independent variable, academic procrastination as the dependent variable, self-control as the mediating variable, and psychological capital as the moderating variable. The "Solution-focused Thinking Scale" (Chinese version), "Academic Procrastination Questionnaire for Middle School Students", "Self Control Scale", and "Psychological Capital Questionnaire" were used to investigate the relationship between Hebei and Guangxi provinces A questionnaire survey was conducted among 1006 junior high school students in Yunnan Province and other regions, and effective data was analyzed and studied using SPSS 25.0 statistical software, AMOS22.0 software, and PROCESS 3.3 plugin to explore the influencing factors of academic procrastination among junior high school students.
As a result, it was found that:
1 .The Chinese version of the Solution-focused Thinking Scale has good reliability and validity among junior high school students.
2. Junior high school students' solution-focused thinking, self-control, psychological capital, and academic procrastination are at a moderate level, while junior high school students' focus on solution-focused thinking, academic procrastination, self-control, and psychological capital differ to varying degrees in grade, only child, parental education level, parental marital quafity, and whether they are in foster care.
3. Solution-focused thinking significantly negatively predicts academic procrastination, and self-control plays a partial mediating role. With the improvement of self-control ability, the prediction of solution-focused thinking on academic procrastination becomes more apparent. Psychological capital plays a moderating role in the mediating process of "solution-focused thinking } self-control、academic procrastination". Specifically, with the increase of psychological capital, the positive predictive effect of solution-focused thinking on self-control becomes more and more significant, and the negative predictive effect on academic procrastination gradually decreases, while the negative predictive effect of self-control on academic procrastination gradually increases.
The conclusions of this study are as follows:
The Chinese version of the Solution-focused Thinking Scale can be used as a measurement tool for positive thinking among junior high school students. Junior high school students generally exhibit academic procrastination behavior, and solution-focused thinking can indirectly reduce the occurrence of academic procrastination behavior by improving their self-control and psychological capital levels. |
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