目的：依据自我领导理论,探索自我领导策略与护理本科生学业拖延行为的关系。方法：采用自我领导量表（RSLQ）,大学生学业拖延（PASS）量表,中文版一般自我效能感量表（GSES）和一般资料量表对长沙市533名护理本科生进行问卷调查。结果：护理本科生学业拖延得分为（33.05±7.74）分,自我领导得分为（37.3±4.28）分,学业拖延与自我领导策略相关性显著,回归分析显示行为聚焦策略对学业拖延有负向预测作用,自然奖励策略对学业拖延有负向预测作用。结论：自我领导策略能够预测护理本科生学业拖延行为,教育者可结合相关因素采取有效措施改善护理本科生学业拖延现象,从而促进护理学生的适应能力,提高护理学生的临床护理实践能力和专业满意度,促进职业生涯发展等。
Abstract
Objective To explore the relationship between self-leadership strategies and academic procrastination of nursing undergraduates. Methods 533 nursing undergraduates in Changsha were investigated by questionnaire with RSLQ scale, PASS scale, general self-efficacy scale and general data scale. Results Nursing undergraduates scored academic procrastination (33.05±7.74) and self-leadership score (37.3±4.28), and academic procrastination was significantly correlated with self-leadership strategies. Regression analysis showed that self-goal setting, self-reward and task-based reward could predict academic procrastination. Conclusion Self-leadership strategy can predict academic procrastination of nursing undergraduates, and educators can take effective measures to improve academic procrastination of nursing undergraduates in combination with related factors.
关键词
护理 /
自我领导 /
学业拖延 /
自我效能感
Key words
nursing /
self-leadership /
academic procrastination /
self-efficacy
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基金
湖南省哲学社会科学基金（18YBA321）; 湖南省社会科学成果评审委员会课题（XSP18YBC251）
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