健康与遗传心理学研究室知识库

学业拖延在大学生中普遍存在，不仅影响他们的学业成绩，还对其心理健康产生深远影响。国内外学者早已关注学业拖延问题，但以往的研究主要关注拖延的行为和认知层面，往往忽略拖延的情绪方面。本研究认为学业拖延的关键影响因素来自完美主义及自我否定引起的情绪困扰。正念训练能显著提高自我觉察、自我接纳，改善情绪调节能力，促进心理健康状态。本研究通过团体正念训练干预大学生学业拖延，为大学生学业拖延干预方案提供实证依据。研究共分两个部分。

研究一探讨了大学生正念水平与学业拖延的关系，以及自我接纳和焦虑在其中的中介作用。研究选取浙江省某高校 1381 名大学生，采用正念五因素量表(FFMQ)、拖延评定量表-学生版(PASS)、自我接纳量表(SAQ)、特质焦虑量表(STAI) 等测量工具。相关分析结果表明，正念与学业拖延呈显著负相关，正念与自我接纳呈显著正相关，正念与焦虑呈显著负相关。采用 Bootstrap 及链式中介效应检验，结果发现正念对学业拖延的影响通过自我接纳和焦虑的不完全链式中介作用得以实现。其中，自我接纳能直接中介正念与学业拖延的关系；焦虑能间接中介正念对学业拖延的关系。Mplus 调整后模型结果显示，正念通过自我接纳影响焦虑，进而影响学业拖延。

研究二通过对照实验设计，对干预组被试进行为期 8 周的正念团体训练，讨 论其对大学生学业拖延的干预效果。将参加研究的大学生随机分为对照组(n=31) 和干预组(n=31)。干预组进行 8 周的正念团体训练，对照组则维持日常生活学习状态。采用 FFMQ、PASS、SAQ、STAI 等测量工具分别对干预组和对照组进行前后测。8 周正念团体训练后，干预组相比训练前，学业拖延、焦虑水平显著下降，同时自我接纳、正念水平显著提高。而对照组实验前后均无明显变化。

结果表明，大学生的正念对学业拖延具有直接的负向预测作用，即正念水平越高，学业拖延水平越低。自我接纳和焦虑能直接中介正念与学业拖延的关系；正念对焦虑的作用通过自我接纳完全中介而来。正念团体训练能有效提升大学生正念水平、自我接纳水平、降低其学业拖延水平，缓解其学业焦虑，是促进大学生心理健康的可行之道。

Academic procrastination is a widespread phenomenon among college students, significantly impacting both their academic performance and mental health. Currently,Scholars at home and abroad have long been concerned about academic procrastination, but previous studies mainly focused on the behavioral and cognitive aspects of procrastination, often ignoring the emotional aspects of procrastination. Previous studies have shown that perfectionism and low self-efficacy, which lead to self-negation and are accompanied by negative emotions, are the most critical factors influencing academic procrastination. Mindfulness training has been proven to enhance self-awareness, self-acceptance, and emotional regulation, thereby improving mental health. Therefore, this study investigates the effectiveness of group mindfulness training in addressing academic procrastination among college students, providing empirical evidence for intervention strategies. The research consists of two parts.

Study 1 explored the relationship between college students' mindfulness level and academic procrastination, as well as the mediating role of self-acceptance and in it. A total of 1381 college students from a university in Zhejiang Province were selected for the study. The Five Facet Mind Questionnaire (FFMQ), the Procrastination Assessment Scale-Student Version (PASS), the Self-Acceptance Questionnaire (SAQ), and the Trait Inventory (STAI) were used for measurement. The results of the correlation analysis showed that mindfulness was significantly negatively correlated with academic procrastination, significantly positively correlated with selfacceptance, and significantly negatively correlated with anxiety. Using Bootstrap and chain mediation effect testing, it was found that the effect of mindfulness on academic procrastination was realized through incomplete chain mediation effect of self-acceptance and anxiety. Among them, self-acceptance can directly mediate the relationship between mindfulness and academic procrastination; anxiety indirectly mediate the relationship between mindfulness and academic procrastination. The Mplus model fitting results showed that mindfulness affects anxiety through self-acceptance, which in turn affects procrastination.

Study 2 conducted a 8-week mindfulness group training program for the intervention group participants through a controlled experimental design, to discuss its effectiveness in addressing academic procrastination among college students. College students participating in the study were randomly divided into a control group (n=31) and an intervention group (n=31). The intervention group underwent 8 weeks of mindfulness group training, while the control group maintained their daily learning routines. Measurement tools such as FFMQ, PASS, SAQ, and STAI were used to conduct pre-and post-tests for both the intervention and control groups. After 8 weeks of mindfulness group training, compared to before the training, the intervention group showed significant reductions in academic procrastination and anxiety levels, while self-acceptance and mindfulness levels significantly improved. In contrast, the control group showed no significant changes before and after the experiment.

The results show that mindfulness in college students has a direct negative predictive effect on academic procrastination, meaning the higher the level of mindfulness, the lower the level of academic procrastination. Self-acceptance and anxiety can directly mediate the relationship between mindfulness and academic procrastination; the effect of mindfulness on anxiety is fully mediated by self-acceptance. Mindfulness group training can effectively enhance the self-acceptance level of college students, reduce their academic procrastination levels, and alleviate their academic anxiety, making it a viable approach to promoting mental health among college students.