Yue Pengfei, Zhang Jiaxin, Jing Yumei
College of Education Science, Hubei Normal University, Huangshi, China.
Faculty of Education and Arts, College of Arts and Science of Hubei Normal University, Huangshi, China.
Front Psychol. 2024 Sep 2;15:1409472. doi: 10.3389/fpsyg.2024.1409472. eCollection 2024.
While previous studies have linked mindfulness to reduced academic procrastination, the mechanisms involved remain under-explored. This study deepens the understanding by investigating how learning vigor mediates the mindfulness and procrastination relationship, and how harsh parenting influences this mediation.
This study, adopting a positivist research approach, utilized a cross-sectional design. Data were collected from 800 students at three middle schools in Henan Province, China, through cluster random sampling. This approach yielded 800 questionnaires. The participants sequentially completed four questionnaires: the Mindfulness Attention Awareness Scale, the Utrecht Work Engagement Scale-Student, the Aitken Procrastination Inventory, and the Harsh Parenting Questionnaire. After removing 67 invalid questionnaires due to incomplete responses and patterned answers, a total of 733 valid questionnaires were obtained, with 53.3% girls and an average age of 13.12 years (SD = 1.01), leading to an effectiveness rate of 91.63%. Upon data collection, SPSS 26.0 software was used for correlation analysis, mediation analysis, and moderated mediation analysis to assess the relationships between variables.
(1) Mindfulness negatively predicts academic procrastination; (2) Learning vigor serves as a mediator in the relationship between mindfulness and academic procrastination; and (3) Harsh parenting moderates the relationship between mindfulness and learning vigor. Specifically, the positive impact of mindfulness on learning vigor is more pronounced in individuals experiencing lower levels of harsh parenting compared to those with higher levels.
This study reveals that mindfulness significantly protects against academic procrastination in adolescents, with 52.27% of this effect mediated by increased learning vigor. Additionally, it shows that high levels of harsh parenting weaken mindfulness's positive impact on learning vigor, tempering its overall protective influence on procrastination. These insights, which apply Trait Activation Theory to educational psychology, not only deepen our understanding of the dynamics between mindfulness and procrastination but also have important implications for addressing academic procrastination in Chinese adolescents.
虽然先前的研究已将正念与减少学业拖延联系起来，但其中涉及的机制仍未得到充分探索。本研究通过调查学习活力如何介导正念与拖延之间的关系，以及严厉的养育方式如何影响这种中介作用，加深了对这一问题的理解。
本研究采用实证主义研究方法，采用横断面设计。通过整群随机抽样，从中国河南省三所中学的800名学生中收集数据。这种方法共获得800份问卷。参与者依次完成了四份问卷：正念注意觉知量表、乌得勒支工作投入量表-学生版、艾特肯拖延量表和严厉养育方式问卷。在剔除因回答不完整和答案模式化而无效的67份问卷后，共获得733份有效问卷，其中女生占53.3%，平均年龄为13.12岁（标准差=1.01），有效率为91.63%。数据收集后，使用SPSS 26.0软件进行相关分析、中介分析和调节中介分析，以评估变量之间的关系。
（1）正念对学业拖延有负向预测作用；（2）学习活力在正念与学业拖延的关系中起中介作用；（3）严厉的养育方式调节了正念与学习活力之间的关系。具体而言，与经历较高水平严厉养育方式的个体相比，在经历较低水平严厉养育方式的个体中，正念对学习活力的积极影响更为明显。
本研究表明，正念能显著预防青少年的学业拖延，其中52.27%的效果是通过增强学习活力来介导的。此外，研究还表明，高水平的严厉养育方式会削弱正念对学习活力的积极影响，从而缓和其对拖延的总体保护作用。这些将特质激活理论应用于教育心理学的见解，不仅加深了我们对正念与拖延之间动态关系的理解，也对解决中国青少年的学业拖延问题具有重要意义。
