Relationship between perceived teacher support and academic procrastination among high school students: a chain mediating effect of future orientation and academic engagement
10.3760/cma.j.cn371468-20220924-00566
- VernacularTitle:高中生感知教师支持和学业拖延的关系：未来取向和学业投入的链式中介作用
- Author:
Shufang LIU
1
;
Zhaonan YANG
;
Huimin NIU
;
Chang FANG
;
Shuiqing RONG
;
Qiongyi WANG
;
Yanjie YANG
;
Xiaohui QIU
;
Zhengxue QIAO
;
Xiuxian YANG
Author Information
1. 哈尔滨医科大学心理科学与健康管理中心，哈尔滨 150086
- Keywords:
Perceived teacher support;
Academic procrastination;
Future orientation;
Academic engagement;
High school student
- From:
Chinese Journal of Behavioral Medicine and Brain Science
2023;32(9):833-838
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the chain mediating effect of future orientation and academic engagement between perceived teacher support and academic procrastination in high school students.Methods:From December 2021 to February 2022, a survey was conducted on 550 high school students by the perceived teacher support questionnaire, the adolescent future orientation scale, the academic engagement scale, and the general procrastination scale-for student populations (GPS). Data were entered by EpiData 3.1 software, and SPSS 26.0 software was used to process and analyze the data by one-way ANOVA, Pearson correlation analysis and Bootstrap method test.Results:The scores of perceived teacher support, future orientation, academic engagement and academic procrastination were (3.77±0.80), (3.22±0.48), (68.11±18.08) and (52.32±11.78) respectively.The results of correlation analysis showed that academic procrastination was negatively correlated with perceived teacher support, future orientation and academic engagement ( r=-0.32, -0.38, -0.49, all P<0.01), while perceived teacher support was positively correlated with future orientation and academic engagement ( r=0.40, 0.43, both P<0.01). Future orientation was positively correlated with academic engagement ( r=0.56, P<0.01). The mediating effect analysis showed that perceived teacher support had a significant direct effect on academic procrastination (effect value: -0.10, 95% CI =-0.19--0.02), accounting for 32.26% of the total effect.The mediating effect between perceived teacher support and academic procrastination was found between future orientation and academic engagement (effect value: -0.05, 95% CI =-0.09- -0.02; effect values: -0.09, 95% CI=-0.15--0.05), accounting for 16.13% and 29.03% of the total effect respectively.Future orientation and academic engagement had a chain mediating effect between perceived teacher support and academic procrastination (effect value: -0.07, 95% CI=-0.10--0.04), accounting for 22.58% of the total effect. Conclusion:Perceived teacher support can influence academic procrastination, not only through the direct path, but also through the indirect path of future orientation and academic engagement, as well as chain mediating path between these two variables.
