大学生元认知能力与学业拖延的关系：拖延消极元认知与消极学业情绪的链式中介作用

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Relationship between college students'metacognitive ability and academic procrastination：the chain mediating role of negative procrastination metacognition and negative academic emotion

XuZanhuil²，HouTianya²，LiuXinru²，，HuangZongwangl²，LiSiwenl²，，DongWei

SchoolofHealthScienceandEnginering，UniversityofShanghaiforScienceandTechnologyShanghai20093，

China;²DepartmentofNavalAviation&OperationalPsychologyacultyfPsychologyNavalMedicalUieity

Shanghai ， China

Corresponding author：Dong Wei，Email：sophiedongwei@163.com

【Abstract】 ObjectiveTo explore the relationship between metacognitive ability and academic procrastination among college students，as well as the mediating mechanisms of negative metacognitions about procrastination and negative academic emotions.MethodsA total of3O9 college students were surveyed using the MetacognitiveAbilityScale，Academic ProcrastinationScale，Short VersionoftheAcademic Emotion Questionaire， and Procrastination Metacognition Questionnaire.Results ① Metacognitiveability was negatively correlated with negative metacognitions about procrastination，negative academic emotions，and academic procrastination r=-0.141 ，-0.328，-0.403， P<0.05 ）. ② College students'metacognitive ability negatively predicted academic procrastination （ β= -0.536，P

1.2.2 学业拖延量表

采用关雪菁[16翻译修订的《PASS学业拖延量表》，该量表评估六种学业任务下学生拖延行为的拖延频率、负面影响以及改变拖延行为的意愿，将拖延频率和负面影响评分进行加和来代表学业拖延水平，共12个条目。（剩余8282字）