Chen Xi, Wu Miaoling, Dong Gege, Cui Liyuan, Qu Bo, Zhu Yaxin
College of Health Management, China Medical University, No. 77 Puhe Road, Shenyang North New Area, Shenyang, 110122, Liaoning, People's Republic of China.
Institute for International Health Professions Education and Research, China Medical University, No. 77 Puhe Road, Shenyang North New Area, Shenyang, 110122, Liaoning, People's Republic of China.
Adv Health Sci Educ Theory Pract. 2025 Sep;30(4):1143-1160. doi: 10.1007/s10459-024-10394-4. Epub 2024 Nov 18.
The effect of social support on academic procrastination among health professions students and its potential mechanism are yet to be fully explored. A serial mediation model informed by self-determination theory (SDT), was here established to explore that effect, as well as the mediating roles of academic self-efficacy and intrinsic learning motivation. This cross-sectional study involved 596 health professions students enrolled in different majors at a university in Shenyang, China. Data were collected through a questionnaire assessing basic demographic information, social support, academic procrastination, intrinsic learning motivation, and academic self-efficacy. Social support was found to be negatively correlated with academic procrastination. Intrinsic learning motivation and academic self-efficacy were both mediators that partially and jointly mediated the relationship between social support and academic procrastination. These results suggest that multifaceted social and educational interventions aimed at improving social support, intrinsic learning motivation and academic self-efficacy can reduce academic procrastination among health professions students.
社会支持对健康专业学生学业拖延的影响及其潜在机制尚未得到充分探索。本文基于自我决定理论（SDT）建立了一个系列中介模型，以探讨这种影响，以及学业自我效能感和内在学习动机的中介作用。这项横断面研究涉及中国沈阳一所大学596名不同专业的健康专业学生。通过问卷调查收集数据，评估基本人口统计学信息、社会支持、学业拖延、内在学习动机和学业自我效能感。研究发现，社会支持与学业拖延呈负相关。内在学习动机和学业自我效能感都是中介变量，部分且共同中介了社会支持与学业拖延之间的关系。这些结果表明，旨在提高社会支持、内在学习动机和学业自我效能感的多方面社会和教育干预措施，可以减少健康专业学生的学业拖延。
