Ragusa Antonio, González-Bernal Jeronimo, Trigueros Ruben, Caggiano Valeria, Navarro Noelia, Minguez-Minguez Luis A, Obregón Ana I, Fernandez-Ortega Carmen
Department of Psychology, University of Burgos, Burgos, Spain.
Department of Psychology, University of Almeria, Almería, Spain.
Front Psychol. 2023 Feb 2;14:1073529. doi: 10.3389/fpsyg.2023.1073529. eCollection 2023.
One of the biggest challenges facing students today is procrastination, which is closely related to stress, anxiety and, in the most severe cases, depression. The aim of the present study is to analyze the influence of academic self-regulation on procrastination, academic anxiety and stress, academic resilience and academic performance.
The sample consisted of 991 high school students aged between 16 and 19 years ( = 17.25; SD = 3.45). A structural equation model was used to analyze the relationship between the study variables.
Analyzes showed that academic self-regulation negatively predicted procrastination. In turn, procrastination positively predicted academic stress and anxiety. However, resilience exerted a protective influence by being positively related to academic stress and anxiety. Finally, resilience positively predicted academic performance, whereas stress and anxiety negatively predicted academic performance.
Thus, the importance of generating strategies for students to learn to self-regulate in academic contexts, manage emotions, foster motivation and develop strategies to help them overcome the vicissitudes they face is emphasized.
如今学生面临的最大挑战之一是拖延，这与压力、焦虑密切相关，在最严重的情况下还与抑郁有关。本研究的目的是分析学业自我调节对拖延、学业焦虑与压力、学业复原力和学业成绩的影响。
样本包括991名年龄在16至19岁之间的高中生（平均年龄=17.25岁；标准差=3.45）。采用结构方程模型分析研究变量之间的关系。
分析表明，学业自我调节对拖延有负向预测作用。反过来，拖延对学业压力和焦虑有正向预测作用。然而，复原力通过与学业压力和焦虑呈正相关而发挥保护作用。最后，复原力对学业成绩有正向预测作用，而压力和焦虑对学业成绩有负向预测作用。
因此，强调了为学生制定策略的重要性，以便他们学会在学术环境中进行自我调节、管理情绪、培养动机并制定策略来帮助他们克服所面临的变迁。
