Objective To find the situation of students' learning procrastination during the COVID-19 pandemic and to analyze the influence factors.Methods In March 2020, totally 4668 medical students from 5 medical universities in China were joined this project and were investigated with General Procrastination scale, future time insight scale and boredom tendency questionnaire.Results The total learning procrastination score of medical students was (63.64±9.39), the median score was 63.00. The total score of future time perceptive was [57.00(52.00,64.00)] , and the total score of boredom was [101.00(80.00,120.00)]. The total academic procrastination score of male students (64.35±11.96) was higher than that of female students (63.34±8.07), the total score of clinical medical students (64.28±10.63) was higher than that of nursing students (63.42±8.98) and other students (63.34±8.70), the total score of medical students with junior college degree (66.57±11.52) was higher than that of medical students with undergraduate degree (63.50±9.34) and that of medical students with graduate degree (64.81±8.37), the total score of medical students in vocational colleges (66.67±12.53) was higher than that of medical students in undergraduate colleges (63.57±9.30), and all the difference was statistically significant (all P<0.05). Spearman correlation analysis showed that academic procrastination was negatively correlated with future time perception and creativity of medical students (r=-0.163, -0.233), and the differences were statistically significant (P<0.01).Conclusions The learning procrastination of medical students needs to be corrected. Medical educators can alleviate the extent of learning procrastination of medical students by implementing target-oriented and population-based education method for different groups of medical students.
Sun Aihua
,
Li Xinxin
. Investigation on learning procrastination and its influencing factors among medical students during the COVID-19 pandemic[J]. Chinese Journal of Medical Education, 2021
, 41(11)
: 986
-989
.
DOI: 10.3760/cma.j.cn115259-20201118-01602
[1] 蔡研, 闫嘉晴, 鄂长勇, 等. 远程教学体系构建在高等医学教育中的应用[J].中国实验诊断学,2020,24(12):2082-2084.
[2]Ferrari JR. Procrastination as self-regulation failure of performance: effects of cognitive load, self-awareness, and time limits on "working best under pressure"[J]. Euro J Persnal,2001,15(5): 391-406.
[3]Steel P. The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure[J]. Psychol Bull, 2007,133(1):65-94. DOI: 10.1037/0033-2909.133.1.65.
[4]Gareau A, Chamandy M, Kljajic K, et al. The detrimental effect of academic procrastination on subsequent grades: the mediating role of coping over and above past achievement and working memory capacity[J]. Anxiety Stress Coping, 2019,32(2):141-154. DOI: 10.1080/10615806.2018.1543763.
[5]张莹. 时间管理、无聊情绪与学业拖延的关系及干预研究[D]. 曲阜:曲阜师范大学,2019.
[6]Onwuegbuzie AJ. Academic procrastination and statistics anxiety[R]. Taylor & Francis Ltd,2004.29,3-19.
[7]周浩, 王琦, 董妍. 无聊:一个久远而又新兴的研究主题[J].心理科学进展,2012,20(01):98-107.
[8]Jarvis S,Seifert T. Work avoidance as a manifestation of hostility, helplessness, and boredom[J]. Alberta Journal of Educational Research,2002,48(2): 174-187.
[9]罗静. 高低拖延者的冲动性特征与延迟折扣差异研究[D]. 西安:陕西师范大学,2007.
[10]宋其争. 大学生未来时间洞察力的理论和实证研究[D]. 重庆:西南师范大学,2004.
[11]黄时华, 李冬玲, 张卫, 等. 大学生无聊倾向问卷的初步编制[J].心理发展与教育,2010,26(3):308-314.
[12]王芬芬. 医学生拖延行为与未来时间洞察力、压力知觉的关系研究[D]. 山东师范大学,2013.
[13]霍丹. 大学生学业拖延现状及对策研究[J].沈阳工程学院学报(社会科学版),2020,16(3):121-126.
[14]陈萌. 在职人员人格与一般自我效能感的关系[D]. 西安:陕西师范大学,2016.
[15]罗琳. 不同类型学习拖延大学生的心理控制源、时间管理倾向的比较研究[D]. 成都:四川师范大学,2012.
[16]马欣阳. 高职生的学习投入研究[D]. 重庆:重庆师范大学,2019.
[17]徐艳菲. 大学生未来时间洞察力、学业自我效能感与学业拖延的关系研究[D]. 济南:山东师范大学,2014.
[18]贾佳. 大学生未来时间洞察力与学业拖延的关系:学业延迟满足的中介效应[D]. 太原:山西财经大学,2019.
[19]Ferrari JR,Driscoll M,Díaz-Morales J F. Examining the self of Chronic procrastinators: actual, ought, and undesired Attributes[J]. Individual Differences Research, 2007, 5(2): 115-123.
[20]王丽薇, 路汛, 李若潮, 等. 军队医学院校大学生时间管理倾向和拖延行为的相关性[J].解放军护理杂志,2016,33(24):68-71. DOI: 10.3969/j.issn.1008-9993.2016.24.019.
[21]李青青, 张倩. 医学院校大学生情绪状态与学业拖延的关系[J].四川精神卫生,2017,30(5):463-465. DOI: 10.11886/j.issn.1007-3256.2017.05.015.
[22]宋梅歌, 苏缇, 冯廷勇. 拖延行为的时间取向模型[J].心理科学进展,2015,23(7):1216-1225.
[23]Shipp A J,Edwards J R,Lambert L S. Conceptualization and measurement of temporal focus: The subjective experience of the past, present, and future[J]. Organizational Behavior and Human Decision Processes,2009,110(1): 1-22.
[24]Lang FR, Carstensen LL. Time counts: future time perspective, goals, and social relationships[J]. Psychol Aging, 2002,17(1):125-139. DOI: 10.1037/0882-7974.17.1.125.
[25]Eastwood J D,Cavaliere C,Fahlman S A,et al. A desire for desires: Boredom and its relation to alexithymia[J]. Personality and Individual Differences,2007,42(6): 1035-1045.
