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IP屬地：廣東 上傳時(shí)間：2024-03-26 格式：DOCX 頁數(shù)：28 大?。?0.52KB 積分：11.88 舉報(bào) 版權(quán)申訴

家庭環(huán)境和教師支持對中學(xué)生學(xué)業(yè)拖延的影響：基本心理需求滿足與心理資本的鏈?zhǔn)街薪樽饔靡?、本文概述Overviewofthisarticle本文旨在深入探討家庭環(huán)境和教師支持對中學(xué)生學(xué)業(yè)拖延的影響，并特別關(guān)注基本心理需求滿足和心理資本在這一過程中的鏈?zhǔn)街薪樽饔?。學(xué)業(yè)拖延是許多中學(xué)生普遍面臨的問題，它不僅影響了學(xué)生的學(xué)習(xí)效率和成績，還可能對學(xué)生的心理健康產(chǎn)生負(fù)面影響。因此，了解影響學(xué)業(yè)拖延的因素及其作用機(jī)制，對于幫助中學(xué)生克服拖延習(xí)慣，提高學(xué)習(xí)效率和心理健康具有重要的理論和實(shí)踐意義。Thisarticleaimstoexploreindepththeimpactoffamilyenvironmentandteachersupportonacademicprocrastinationamongmiddleschoolstudents,withaparticularfocusonthechainmediatingroleofbasicpsychologicalneedssatisfactionandpsychologicalcapitalinthisprocess.Academicprocrastinationisacommonproblemfacedbymanyhighschoolstudents,whichnotonlyaffectstheirlearningefficiencyandgrades,butmayalsohaveanegativeimpactontheirmentalhealth.Therefore,understandingthefactorsandmechanismsthataffectacademicprocrastinationisofgreattheoreticalandpracticalsignificanceinhelpingmiddleschoolstudentsovercomeprocrastinationhabits,improvelearningefficiency,andmentalhealth.本文首先回顧了相關(guān)文獻(xiàn)，發(fā)現(xiàn)家庭環(huán)境和教師支持是影響中學(xué)生學(xué)業(yè)拖延的重要因素。家庭環(huán)境對學(xué)生的成長和發(fā)展有著深遠(yuǎn)的影響，包括父母的教育方式、家庭氛圍、家庭經(jīng)濟(jì)狀況等都會對學(xué)生的學(xué)業(yè)拖延產(chǎn)生影響。教師支持也是影響學(xué)生學(xué)業(yè)拖延的重要因素，教師的關(guān)心、鼓勵(lì)和指導(dǎo)能夠幫助學(xué)生更好地應(yīng)對學(xué)習(xí)挑戰(zhàn)，減少拖延行為。Thisarticlefirstreviewsrelevantliteratureandfindsthatfamilyenvironmentandteachersupportareimportantfactorsaffectingacademicprocrastinationinmiddleschoolstudents.Thefamilyenvironmenthasaprofoundimpactonthegrowthanddevelopmentofstudents,includingtheparentingstyle,familyatmosphere,andfamilyeconomicsituation,whichcanallhaveanimpactonstudents'academicprocrastination.Teachersupportisalsoanimportantfactoraffectingstudentacademicprocrastination.Teachercare,encouragement,andguidancecanhelpstudentsbettercopewithlearningchallengesandreduceprocrastinationbehavior.在此基礎(chǔ)上，本文進(jìn)一步探討了基本心理需求滿足和心理資本在家庭環(huán)境和教師支持影響學(xué)業(yè)拖延過程中的鏈?zhǔn)街薪樽饔??；拘睦硇枨鬂M足是指學(xué)生在家庭和學(xué)校環(huán)境中感受到的歸屬感、自主性和能力感等需求的滿足程度，它對于學(xué)生的心理發(fā)展和學(xué)業(yè)表現(xiàn)有著重要的作用。心理資本則是指學(xué)生具備的積極心理品質(zhì)，如自信、希望、韌性等，這些品質(zhì)能夠幫助學(xué)生更好地應(yīng)對困難和挑戰(zhàn)，減少拖延行為。Onthisbasis,thisarticlefurtherexploresthechainmediatingroleofbasicpsychologicalneedssatisfactionandpsychologicalcapitalintheinfluenceoffamilyenvironmentandteachersupportonacademicprocrastination.Thesatisfactionofbasicpsychologicalneedsreferstothedegreetowhichstudentsfeelasenseofbelonging,autonomy,andabilityinthefamilyandschoolenvironment.Itplaysanimportantroleinthepsychologicaldevelopmentandacademicperformanceofstudents.Psychologicalcapitalreferstothepositivepsychologicalqualitiesthatstudentspossess,suchasconfidence,hope,resilience,etc.Thesequalitiescanhelpstudentsbettercopewithdifficultiesandchallenges,andreduceprocrastinationbehavior.通過理論分析和實(shí)證研究，本文旨在揭示家庭環(huán)境和教師支持對中學(xué)生學(xué)業(yè)拖延的影響及其作用機(jī)制，以及基本心理需求滿足和心理資本在這一過程中的鏈?zhǔn)街薪樽饔?。這不僅有助于我們更深入地理解學(xué)業(yè)拖延的成因和機(jī)制，也為預(yù)防和干預(yù)學(xué)業(yè)拖延提供了理論支持和實(shí)踐指導(dǎo)。本文的研究結(jié)果對于改善家庭教育和學(xué)校教育環(huán)境，提高學(xué)生的學(xué)習(xí)效率和心理健康也具有積極的啟示意義。Throughtheoreticalanalysisandempiricalresearch,thisarticleaimstorevealtheimpactandmechanismoffamilyenvironmentandteachersupportonacademicprocrastinationinmiddleschoolstudents,aswellasthechainmediatingroleofbasicpsychologicalneedssatisfactionandpsychologicalcapitalinthisprocess.Thisnotonlyhelpsustohaveadeeperunderstandingofthecausesandmechanismsofacademicprocrastination,butalsoprovidestheoreticalsupportandpracticalguidanceforpreventingandinterveninginacademicprocrastination.Theresearchresultsofthisarticlealsohavepositiveimplicationsforimprovingthefamilyeducationandschooleducationenvironment,enhancingstudentlearningefficiencyandmentalhealth.二、文獻(xiàn)綜述Literaturereview學(xué)業(yè)拖延是中學(xué)生中普遍存在的現(xiàn)象，它不僅影響了學(xué)生的學(xué)習(xí)效率，還可能對學(xué)生的心理健康和學(xué)業(yè)成就產(chǎn)生負(fù)面影響。近年來，越來越多的學(xué)者開始關(guān)注學(xué)業(yè)拖延的成因和干預(yù)策略。家庭環(huán)境和教師支持作為影響學(xué)生學(xué)業(yè)拖延的重要因素，已經(jīng)引起了廣泛的關(guān)注?；拘睦硇枨鬂M足和心理資本在學(xué)業(yè)拖延中的作用也逐漸受到重視。Academicprocrastinationisacommonphenomenonamongmiddleschoolstudents,whichnotonlyaffectstheirlearningefficiency,butmayalsohaveanegativeimpactontheirmentalhealthandacademicachievement.Inrecentyears,moreandmorescholarshavebeguntopayattentiontothecausesandinterventionstrategiesofacademicprocrastination.Thefamilyenvironmentandteachersupport,asimportantfactorsaffectingstudentacademicprocrastination,haveattractedwidespreadattention.Theroleofmeetingbasicpsychologicalneedsandpsychologicalcapitalinacademicprocrastinationisgraduallybeingemphasized.家庭環(huán)境對中學(xué)生學(xué)業(yè)拖延的影響不容忽視。家庭是學(xué)生成長的第一個(gè)環(huán)境，家庭氛圍、父母的教育方式、家庭經(jīng)濟(jì)狀況等都可能對學(xué)生的學(xué)業(yè)拖延行為產(chǎn)生影響。例如，父母的過度干涉或放任自流都可能導(dǎo)致學(xué)生產(chǎn)生學(xué)業(yè)拖延的問題。家庭環(huán)境中的親子關(guān)系、父母的期望等因素也可能通過影響學(xué)生的自我認(rèn)知和自我效能感，進(jìn)而影響其學(xué)業(yè)拖延行為。Theimpactoffamilyenvironmentonacademicprocrastinationamongmiddleschoolstudentscannotbeignored.Thefamilyisthefirstenvironmentforstudentstogrowup,andfactorssuchasfamilyatmosphere,parentaleducationmethods,andfamilyeconomicstatusmayallhaveanimpactonstudents'academicprocrastinationbehavior.Forexample,excessiveinterferenceorindulgencefromparentscanleadtoacademicprocrastinationinstudents.Theparent-childrelationshipandparentalexpectationsinthefamilyenvironmentmayalsoaffectstudents'academicprocrastinationbehaviorbyinfluencingtheirself-awarenessandself-efficacy.教師支持對中學(xué)生學(xué)業(yè)拖延的影響同樣重要。教師是學(xué)生學(xué)習(xí)過程中的重要引導(dǎo)者，教師的關(guān)注、支持和鼓勵(lì)都可能對學(xué)生的學(xué)習(xí)態(tài)度和行為產(chǎn)生積極的影響。當(dāng)教師能夠提供適當(dāng)?shù)闹С謺r(shí)，學(xué)生可能會更加自信、積極，從而減少學(xué)業(yè)拖延的行為。相反，如果教師缺乏對學(xué)生的關(guān)注和支持，學(xué)生可能會感到沮喪、無助，從而增加學(xué)業(yè)拖延的行為。Theimpactofteachersupportonacademicprocrastinationamongmiddleschoolstudentsisequallyimportant.Teachersareimportantguidesinthelearningprocessofstudents,andtheirattention,support,andencouragementmayhaveapositiveimpactontheirlearningattitudesandbehaviors.Whenteacherscanprovideappropriatesupport,studentsmaybecomemoreconfidentandproactive,therebyreducingacademicprocrastinationbehavior.Onthecontrary,ifteacherslackattentionandsupportforstudents,theymayfeelfrustratedandhelpless,therebyincreasingacademicprocrastinationbehavior.基本心理需求滿足和心理資本在學(xué)業(yè)拖延中的作用也逐漸受到關(guān)注。基本心理需求滿足包括自主感、勝任感和歸屬感的需求滿足。這些需求的滿足對于學(xué)生的心理健康和學(xué)業(yè)成就至關(guān)重要。當(dāng)學(xué)生的這些需求得到滿足時(shí)，他們可能會更加自信、積極，從而減少學(xué)業(yè)拖延的行為。相反，如果這些需求得不到滿足，學(xué)生可能會感到沮喪、無助，從而增加學(xué)業(yè)拖延的行為。心理資本則是指個(gè)體在面對挑戰(zhàn)和壓力時(shí)所表現(xiàn)出來的積極心理資源，包括自我效能感、樂觀、希望和韌性等。心理資本對于學(xué)生的學(xué)業(yè)拖延行為也有重要的影響。當(dāng)學(xué)生的心理資本水平較高時(shí)，他們可能更加自信、樂觀，從而能夠更有效地應(yīng)對學(xué)業(yè)壓力和挑戰(zhàn)，減少學(xué)業(yè)拖延的行為。Theroleofmeetingbasicpsychologicalneedsandpsychologicalcapitalinacademicprocrastinationisgraduallyreceivingattention.Thesatisfactionofbasicpsychologicalneedsincludestheneedforautonomy,competence,andbelonging.Thesatisfactionoftheseneedsiscrucialforthementalhealthandacademicachievementofstudents.Whentheseneedsofstudentsaremet,theymaybecomemoreconfidentandproactive,therebyreducingacademicprocrastinationbehavior.Onthecontrary,iftheseneedsarenotmet,studentsmayfeelfrustratedandhelpless,therebyincreasingtheiracademicprocrastinationbehavior.Psychologicalcapitalreferstothepositivepsychologicalresourcesexhibitedbyindividualswhenfacingchallengesandpressures,includingself-efficacy,optimism,hope,andresilience.Psychologicalcapitalalsohasasignificantimpactonstudents'academicprocrastinationbehavior.Whenstudentshaveahigherlevelofpsychologicalcapital,theymaybemoreconfidentandoptimistic,thusbeingabletomoreeffectivelycopewithacademicpressureandchallenges,andreduceacademicprocrastinationbehavior.家庭環(huán)境和教師支持是影響中學(xué)生學(xué)業(yè)拖延的重要因素，而基本心理需求滿足和心理資本在學(xué)業(yè)拖延中也起著重要的鏈?zhǔn)街薪樽饔?。因此，為了有效地減少中學(xué)生的學(xué)業(yè)拖延行為，我們需要從家庭環(huán)境和教師支持入手，同時(shí)關(guān)注學(xué)生的基本心理需求滿足和心理資本的發(fā)展。未來的研究可以進(jìn)一步探討這些因素之間的相互作用機(jī)制，以及如何通過干預(yù)措施來提高學(xué)生的心理資本水平，從而減少學(xué)業(yè)拖延的行為。Familyenvironmentandteachersupportareimportantfactorsaffectingacademicprocrastinationinmiddleschoolstudents,andmeetingbasicpsychologicalneedsandpsychologicalcapitalalsoplayanimportantchainmediatingroleinacademicprocrastination.Therefore,inordertoeffectivelyreducetheacademicprocrastinationbehaviorofmiddleschoolstudents,weneedtostartfromthefamilyenvironmentandteachersupport,whilepayingattentiontomeetingthebasicpsychologicalneedsofstudentsandthedevelopmentofpsychologicalcapital.Futureresearchcanfurtherexploretheinteractionmechanismsbetweenthesefactors,aswellashowtoimprovestudents'psychologicalcapitallevelsthroughinterventionmeasures,therebyreducingacademicprocrastinationbehavior.三、研究方法Researchmethods本研究采用定量研究方法，以問卷調(diào)查為主要工具，對中學(xué)生家庭環(huán)境、教師支持、學(xué)業(yè)拖延、基本心理需求滿足和心理資本之間的關(guān)系進(jìn)行探討。Thisstudyusesquantitativeresearchmethodsandquestionnairesurveysasthemaintooltoexploretherelationshipbetweenfamilyenvironment,teachersupport,academicprocrastination,basicpsychologicalneedssatisfaction,andpsychologicalcapitalamongmiddleschoolstudents.本研究選擇了市三所中學(xué)的名中學(xué)生作為樣本，樣本涵蓋了不同性別、年級和家庭背景的學(xué)生，以保證研究結(jié)果的廣泛性和代表性。Thisstudyselectedmiddleschoolstudentsfromthreehighschoolsinthecityassamples,coveringstudentsofdifferentgenders,grades,andfamilybackgroundstoensurethebreadthandrepresentativenessoftheresearchresults.家庭環(huán)境問卷：用于評估學(xué)生的家庭環(huán)境，包括親子關(guān)系、家庭支持、家庭期望等方面。Familyenvironmentquestionnaire:usedtoevaluatestudents'familyenvironment,includingparent-childrelationships,familysupport,familyexpectations,andotheraspects.教師支持問卷：用于評估教師對學(xué)生的支持程度，包括情感支持、學(xué)業(yè)指導(dǎo)、師生關(guān)系等方面。TeacherSupportQuestionnaire:usedtoevaluatethelevelofteachersupportforstudents,includingemotionalsupport,academicguidance,teacher-studentrelationships,andotheraspects.學(xué)業(yè)拖延問卷：用于評估學(xué)生的學(xué)業(yè)拖延情況，包括拖延頻率、拖延原因、拖延后果等方面。Academicprocrastinationquestionnaire:usedtoevaluatetheacademicprocrastinationsituationofstudents,includingthefrequency,reasons,andconsequencesofprocrastination.基本心理需求滿足問卷：用于評估學(xué)生在家庭和學(xué)校環(huán)境中基本心理需求的滿足情況，包括自主、勝任和關(guān)聯(lián)三個(gè)方面的需求。Basicpsychologicalneedssatisfactionquestionnaire:usedtoevaluatethesatisfactionofbasicpsychologicalneedsofstudentsinthefamilyandschoolenvironment,includingtheneedsofautonomy,competence,andassociation.心理資本問卷：用于評估學(xué)生的心理資本狀況，包括自我效能、樂觀、希望和韌性四個(gè)方面。PsychologicalCapitalQuestionnaire:usedtoevaluatethepsychologicalcapitalstatusofstudents,includingfouraspects:self-efficacy,optimism,hope,andresilience.數(shù)據(jù)收集采用集體施測的方式，由經(jīng)過培訓(xùn)的研究助手在學(xué)校內(nèi)統(tǒng)一發(fā)放問卷，并當(dāng)場回收。數(shù)據(jù)分析采用SPSS統(tǒng)計(jì)軟件，進(jìn)行描述性統(tǒng)計(jì)、相關(guān)分析、回歸分析以及中介效應(yīng)檢驗(yàn)等。Thedatacollectionisconductedthroughcollectivetesting,withtrainedresearchassistantsdistributingquestionnaireswithintheschoolandcollectingthemonthespot.ThedataanalysiswasconductedusingSPSSstatisticalsoftware,includingdescriptivestatistics,correlationanalysis,regressionanalysis,andmediationeffecttesting.基本心理需求滿足和心理資本在家庭環(huán)境和教師支持與學(xué)業(yè)拖延之間起鏈?zhǔn)街薪樽饔谩hesatisfactionofbasicpsychologicalneedsandpsychologicalcapitalplayachainmediatingrolebetweenfamilyenvironment,teachersupport,andacademicprocrastination.本研究旨在揭示家庭環(huán)境和教師支持對中學(xué)生學(xué)業(yè)拖延的影響機(jī)制，以及基本心理需求滿足和心理資本在其中的鏈?zhǔn)街薪樽饔?。通過深入探究這些因素之間的關(guān)系，為預(yù)防和干預(yù)中學(xué)生學(xué)業(yè)拖延提供理論依據(jù)和實(shí)踐指導(dǎo)。本研究也有助于豐富和完善學(xué)業(yè)拖延領(lǐng)域的理論體系，推動相關(guān)研究的深入發(fā)展。Thisstudyaimstorevealtheimpactmechanismoffamilyenvironmentandteachersupportonacademicprocrastinationinmiddleschoolstudents,aswellasthechainmediatingroleofbasicpsychologicalneedssatisfactionandpsychologicalcapital.Bydelvingintotherelationshipbetweenthesefactors,theoreticalbasisandpracticalguidanceareprovidedforpreventingandinterveninginacademicprocrastinationamongmiddleschoolstudents.Thisstudyalsocontributestoenrichingandimprovingthetheoreticalsysteminthefieldofacademicprocrastination,andpromotesthein-depthdevelopmentofrelatedresearch.四、研究結(jié)果Researchresults本研究旨在探討家庭環(huán)境和教師支持對中學(xué)生學(xué)業(yè)拖延的影響，并檢驗(yàn)基本心理需求滿足和心理資本在其中的鏈?zhǔn)街薪樽饔谩Ｍㄟ^采用定量研究方法，對收集的數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析，得出以下主要結(jié)果。Theaimofthisstudyistoexploretheimpactoffamilyenvironmentandteachersupportonacademicprocrastinationinmiddleschoolstudents,andtoexaminethechainmediatingroleofbasicpsychologicalneedssatisfactionandpsychologicalcapitalinit.Byusingquantitativeresearchmethodsandconductingstatisticalanalysisonthecollecteddata,thefollowingmainresultswereobtained.研究結(jié)果顯示，家庭環(huán)境對中學(xué)生的學(xué)業(yè)拖延行為具有顯著影響。家庭環(huán)境中的積極因素，如父母的鼓勵(lì)、支持和理解，能夠有效降低學(xué)生的學(xué)業(yè)拖延傾向。相反，家庭環(huán)境中的消極因素，如父母的過度控制、壓力和要求，則可能增加學(xué)生的學(xué)業(yè)拖延行為。Theresearchresultsshowthatfamilyenvironmenthasasignificantimpactonacademicprocrastinationbehavioramongmiddleschoolstudents.Positivefactorsinthefamilyenvironment,suchasparentalencouragement,support,andunderstanding,caneffectivelyreducestudents'tendencytoprocrastinateacademically.Onthecontrary,negativefactorsinthefamilyenvironment,suchasexcessiveparentalcontrol,pressure,anddemands,mayincreasestudents'academicprocrastinationbehavior.教師支持也被證實(shí)對中學(xué)生的學(xué)業(yè)拖延行為產(chǎn)生顯著影響。教師的關(guān)注、鼓勵(lì)和支持能夠幫助學(xué)生建立積極的學(xué)習(xí)態(tài)度，減少拖延行為的發(fā)生。而教師的忽視、批評和懲罰則可能加劇學(xué)生的學(xué)業(yè)拖延問題。Teachersupporthasalsobeenproventohaveasignificantimpactonacademicprocrastinationbehavioramongmiddleschoolstudents.Theattention,encouragement,andsupportofteacherscanhelpstudentsestablishapositivelearningattitudeandreducetheoccurrenceofprocrastination.Theneglect,criticism,andpunishmentofteachersmayexacerbatetheproblemofacademicprocrastinationamongstudents.進(jìn)一步的研究發(fā)現(xiàn)，基本心理需求滿足在家庭環(huán)境和教師支持與學(xué)業(yè)拖延之間起著重要的中介作用。當(dāng)學(xué)生在家庭和學(xué)校環(huán)境中感受到尊重、自主和關(guān)系的需求得到滿足時(shí)，他們更有可能產(chǎn)生積極的學(xué)習(xí)動機(jī)，從而減少學(xué)業(yè)拖延行為。Furtherresearchhasfoundthatmeetingbasicpsychologicalneedsplaysanimportantmediatingrolebetweenfamilyenvironment,teachersupport,andacademicprocrastination.Whenstudentsfeelthattheirneedsforrespect,autonomy,andrelationshipsaremetintheirhomeandschoolenvironments,theyaremorelikelytodeveloppositivelearningmotivation,therebyreducingacademicprocrastinationbehavior.心理資本在基本心理需求滿足與學(xué)業(yè)拖延之間也發(fā)揮著中介作用。具有較高心理資本的學(xué)生，在面對挑戰(zhàn)和困難時(shí)，更能保持積極的心態(tài)和信心，從而有效應(yīng)對學(xué)業(yè)拖延問題。Psychologicalcapitalalsoplaysamediatingrolebetweenmeetingbasicpsychologicalneedsandacademicprocrastination.Studentswithhigherpsychologicalcapitalarebetterabletomaintainapositiveattitudeandconfidencewhenfacingchallengesanddifficulties,thuseffectivelycopingwithacademicprocrastination.綜合以上結(jié)果，本研究揭示了家庭環(huán)境、教師支持、基本心理需求滿足和心理資本對中學(xué)生學(xué)業(yè)拖延行為的影響路徑。家庭環(huán)境和教師支持通過滿足學(xué)生的基本心理需求，進(jìn)而提升他們的心理資本，最終減少學(xué)業(yè)拖延行為的發(fā)生。這一發(fā)現(xiàn)對于指導(dǎo)家庭教育和學(xué)校教育實(shí)踐，幫助學(xué)生克服學(xué)業(yè)拖延問題具有重要的啟示意義。Basedontheaboveresults,thisstudyrevealstheimpactpathwaysoffamilyenvironment,teachersupport,satisfactionofbasicpsychologicalneeds,andpsychologicalcapitalonacademicprocrastinationbehaviorinmiddleschoolstudents.Familyenvironmentandteachersupportcanenhancestudents'psychologicalcapitalbymeetingtheirbasicpsychologicalneeds,ultimatelyreducingtheoccurrenceofacademicprocrastination.Thisdiscoveryhasimportantimplicationsforguidingfamilyeducationandschooleducationpractices,andhelpingstudentsovercomeacademicprocrastination.五、討論Discussion本研究探討了家庭環(huán)境和教師支持對中學(xué)生學(xué)業(yè)拖延的影響，并深入分析了基本心理需求滿足和心理資本在這一過程中的鏈?zhǔn)街薪樽饔谩Ｑ芯拷Y(jié)果表明，家庭環(huán)境和教師支持對中學(xué)生學(xué)業(yè)拖延具有顯著影響，這些影響通過基本心理需求滿足和心理資本的中介作用得以實(shí)現(xiàn)。Thisstudyexplorestheimpactoffamilyenvironmentandteachersupportonacademicprocrastinationinmiddleschoolstudents,anddeeplyanalyzesthechainmediatingroleofbasicpsychologicalneedssatisfactionandpsychologicalcapitalinthisprocess.Theresearchresultsindicatethatfamilyenvironmentandteachersupporthaveasignificantimpactonacademicprocrastinationinmiddleschoolstudents,whichcanbeachievedthroughthemediatingeffectofbasicpsychologicalneedssatisfactionandpsychologicalcapital.家庭環(huán)境對中學(xué)生學(xué)業(yè)拖延的影響不容忽視。家庭環(huán)境作為學(xué)生成長的重要場所，對學(xué)生的學(xué)業(yè)發(fā)展有著深遠(yuǎn)的影響。本研究發(fā)現(xiàn)，積極的家庭環(huán)境有助于降低學(xué)生的學(xué)業(yè)拖延行為，這可能是因?yàn)榉e極的家庭環(huán)境能夠?yàn)閷W(xué)生提供更多的學(xué)習(xí)資源和支持，增強(qiáng)學(xué)生的學(xué)習(xí)動力和自信心。相反，消極的家庭環(huán)境則可能導(dǎo)致學(xué)生產(chǎn)生學(xué)業(yè)拖延行為，這可能與家庭中的壓力、沖突和缺乏支持等因素有關(guān)。Theimpactoffamilyenvironmentonacademicprocrastinationamongmiddleschoolstudentscannotbeignored.Thefamilyenvironment,asanimportantplaceforstudentstogrowup,hasaprofoundimpactontheiracademicdevelopment.Thisstudyfoundthatapositivefamilyenvironmentcanhelpreducestudents'academicprocrastinationbehavior,whichmaybebecauseapositivefamilyenvironmentcanprovidestudentswithmorelearningresourcesandsupport,enhancetheirlearningmotivationandconfidence.Onthecontrary,anegativefamilyenvironmentmayleadtoacademicprocrastinationamongstudents,whichmayberelatedtofactorssuchaspressure,conflict,andlackofsupportwithinthefamily.教師支持也是影響中學(xué)生學(xué)業(yè)拖延的重要因素。教師的關(guān)注和支持能夠?yàn)閷W(xué)生提供情感上的滿足和學(xué)業(yè)上的指導(dǎo)，有助于減少學(xué)生的學(xué)業(yè)拖延行為。本研究發(fā)現(xiàn)，教師支持能夠通過滿足學(xué)生的基本心理需求，進(jìn)而提升學(xué)生的心理資本，最終減少學(xué)業(yè)拖延行為。這表明，教師在學(xué)生的學(xué)習(xí)和成長過程中扮演著至關(guān)重要的角色，他們的支持能夠?qū)W(xué)生的學(xué)業(yè)發(fā)展產(chǎn)生積極的影響。Teachersupportisalsoanimportantfactoraffectingacademicprocrastinationamongmiddleschoolstudents.Theattentionandsupportofteacherscanprovideemotionalsatisfactionandacademicguidanceforstudents,whichcanhelpreducetheiracademicprocrastinationbehavior.Thisstudyfoundthatteachersupportcanenhancestudents'psychologicalcapitalandultimatelyreduceacademicprocrastinationbehaviorbymeetingtheirbasicpsychologicalneeds.Thisindicatesthatteachersplayacrucialroleinthelearningandgrowthprocessofstudents,andtheirsupportcanhaveapositiveimpactontheiracademicdevelopment.本研究還發(fā)現(xiàn)，基本心理需求滿足和心理資本在家庭環(huán)境和教師支持與學(xué)業(yè)拖延之間起到了鏈?zhǔn)街薪樽饔?。這意味著，家庭環(huán)境和教師支持不僅直接影響學(xué)生的學(xué)業(yè)拖延行為，還通過滿足學(xué)生的基本心理需求和提升心理資本來間接影響學(xué)業(yè)拖延。這一發(fā)現(xiàn)為我們深入理解學(xué)業(yè)拖延的成因和干預(yù)策略提供了新的視角。Thisstudyalsofoundthatmeetingbasicpsychologicalneedsandpsychologicalcapitalplayachainmediatingrolebetweenfamilyenvironment,teachersupport,andacademicprocrastination.Thismeansthatfamilyenvironmentandteachersupportnotonlydirectlyaffectstudents'academicprocrastinationbehavior,butalsoindirectlyaffectacademicprocrastinationbymeetingtheirbasicpsychologicalneedsandenhancingtheirpsychologicalcapital.Thisdiscoveryprovidesuswithanewperspectiveonthecausesandinterventionstrategiesofacademicprocrastination.然而，本研究仍存在一定的局限性。本研究主要采用了橫斷面設(shè)計(jì)，無法確定各變量之間的因果關(guān)系。未來研究可以采用縱向設(shè)計(jì)或?qū)嶒?yàn)法來進(jìn)一步驗(yàn)證各變量之間的因果關(guān)系。本研究主要關(guān)注了家庭環(huán)境和教師支持對學(xué)業(yè)拖延的影響，未來研究可以進(jìn)一步拓展其他可能的影響因素，如學(xué)生個(gè)人的心理特質(zhì)、學(xué)習(xí)環(huán)境等。However,thisstudystillhascertainlimitations.Thisstudymainlyusedacross-sectionaldesign,whichcannotdeterminethecausalrelationshipbetweenthevariables.Futureresearchcanuselongitudinaldesignorexperimentalmethodstofurtherverifythecausalrelationshipsbetweenvariables.Thisstudymainlyfocusesontheimpactoffamilyenvironmentandteachersupportonacademicprocrastination.Futureresearchcanfurtherexpandonotherpossibleinfluencingfactors,suchasindividualpsychologicaltraitsofstudentsandlearningenvironment.本研究揭示了家庭環(huán)境和教師支持對中學(xué)生學(xué)業(yè)拖延的影響及其機(jī)制。未來研究可以進(jìn)一步深入探討各變量之間的關(guān)系及其背后的心理機(jī)制，為減少中學(xué)生學(xué)業(yè)拖延行為提供更有針對性的建議和干預(yù)策略。教育工作者和家長也應(yīng)該重視家庭環(huán)境和教師支持對學(xué)生學(xué)業(yè)發(fā)展的影響，積極營造積極的學(xué)習(xí)環(huán)境，關(guān)注學(xué)生的心理需求，以提高學(xué)生的學(xué)業(yè)成就和生活質(zhì)量。Thisstudyrevealstheimpactandmechanismoffamilyenvironmentandteachersupportonacademicprocrastinationinmiddleschoolstudents.Futureresearchcanfurtherexploretherelationshipsbetweenvariousvariablesandtheirunderlyingpsychologicalmechanisms,providingmoretargetedrecommendationsandinterventionstrategiestoreduceacademicprocrastinationamongmiddleschoolstudents.Educatorsandparentsshouldalsopayattentiontotheimpactoffamilyenvironmentandteachersupportontheacademicdevelopmentofstudents,activelycreateapositivelearningenvironment,payattentiontothepsychologicalneedsofstudents,andimprovetheiracademicachievementandqualityoflife.六、結(jié)論與建議Conclusionandrecommendations本研究深入探討了家庭環(huán)境和教師支持對中學(xué)生學(xué)業(yè)拖延的影響，以及基本心理需求滿足和心理資本在這一過程中的鏈?zhǔn)街薪樽饔?。研究結(jié)果表明，家庭環(huán)境和教師支持對中學(xué)生的學(xué)業(yè)拖延行為具有顯著影響，而基本心理需求滿足和心理資本在這一過程中起到了重要的中介作用。Thisstudydelvesintotheimpactoffamilyenvironmentandteachersupportonacademicprocrastinationamongmiddleschoolstudents,aswellasthechainmediatingroleofbasicpsychologicalneedssatisfactionandpsychologicalcapitalinthisprocess.Theresearchresultsindicatethatfamilyenvironmentandteachersupporthaveasignificantimpactonacademicprocrastinationbehavioramongmiddleschoolstudents,whilebasicpsychologicalneedssatisfactionandpsychologicalcapitalplayanimportantmediatingroleinthisprocess.具體而言，家庭環(huán)境的優(yōu)化和教師的積極支持能夠滿足學(xué)生的基本心理需求，如歸屬感、自主性和能力感，從而提升學(xué)生的心理資本，包括自信、希望、韌性和樂觀。這些心理資本的提升有助于減少學(xué)生的學(xué)業(yè)拖延行為，提高學(xué)習(xí)效率和學(xué)業(yè)成績。Specifically,optimizingthefamilyenvironmentandactivelysupportingteacherscanmeetthebasicpsychologicalneedsofstudents,suchasasenseofbelonging,autonomy,andability,therebyenhancingtheirpsychologicalcapital,includingconfidence,hope,resilience,andoptimism.Theenhancementofthesepsychologicalcapitalhelpstoreducestudents'academicprocrastinationbehavior,improvelearningefficiencyandacademicperformance.家庭環(huán)境方面：家長應(yīng)努力創(chuàng)造一個(gè)積極、支持性的家庭環(huán)境，以滿足孩子的基本心理需求。這包括提供情感支持、鼓勵(lì)孩子自主決策和表達(dá)、以及在適當(dāng)?shù)臅r(shí)候給予孩子挑戰(zhàn)和機(jī)會以實(shí)現(xiàn)其能力。同時(shí)，家長也應(yīng)關(guān)注孩子的心理狀況，及時(shí)發(fā)現(xiàn)問題并提供幫助。Intermsoffamilyenvironment:Parentsshouldstrivetocreateapositiveandsupportivefamilyenvironmenttomeettheirchildren'sbasicpsychologicalneeds.Thisincludesprovidingemotionalsupport,encouragingchildrentomakeindependentdecisionsandexpressthemselves,andgivi