中国临床心理学杂志

辱虐型指导方式对研究生学业拖延的影响:多重中介模型的验证

作者：倪士光¹ 杨瑞东¹ 董蕊² 王茹婧¹

单位：1. 清华大学深圳研究生院深圳518055
2. 浙江财经大学工商管理学院杭州310018

分类号：R395.6

出版年,卷(期):页码：2015,23(6):1112-1115

摘要：

目的:探讨研究生冲动性与非适应认知情绪调节策略在导师辱虐型指导方式与学业拖延之间的中介作用。方法:采用辱虐型指导方式问卷、UPPS冲动行为量表、认知情绪调节量表和非理性拖延量表对416名研究生为被试进行了调查。结果:①相关分析显示,辱虐型指导方式与学业拖延显著正相关,与冲动性、非适应认知情绪调节策略正相关具有显著性。②多重中介模型分析显示,辱虐型指导方式不仅通过冲动性间接预测研究生的学业拖延,而且通过冲动性——非适应认知情绪调节策略中介链对学业拖延产生间接效应。结论:复合式多重中介模型有效地揭示了冲动性和非适应认知策略在辱虐型指导方式与学业拖延之间的中介作用。

Objective: To examine the role of impulsivity and cognitive emotion regulation on the relationship between abusive supervision and academic procrastination. Methods: 416 undergraduate students from China were assessed using Abusive Supervision Questionnaire, UPPS Impulsive Behavior Scale, Cognitive Emotion Regulation Questionnaire and Irra-tional Procrastination Scale. Results: The results showed significant relationships between impulsivity, emotion strategy, abusive supervision and academic procrastination. Additionally, and the relationship between abusive supervision and aca-demic procrastination was mediated not only by impulsivity and emotion strategy, but also by the chain mediating effect of impulsivity and emotion strategy. Conclusion: The multiple mediation model effectively provide further evidence on the mediating effect of impulsivity and emotion strategy on the relationship between abusive supervision and academic procrasti-nation.

基金项目：

清华大学深圳研究生院青年科研基金(2014005);浙江省教育科学规划课题(GH2015333)的成果

作者简介：

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