| 赖运成,林文倩.农村留守儿童领悟社会支持、主观幸福感与学业拖延的关系[J].陕西学前师范学院学报,2018,34(5):23-27 |
| 农村留守儿童领悟社会支持、主观幸福感与学业拖延的关系 |
| Relations among Perceived Social Support, Subjective Well-being and Academic Procrastination of Rural Left-behind Children |
| 投稿时间：2017-08-01 修订日期：2017-10-22 |
| DOI：10.11995/j.issn.2095-770X.2018.05.005 |
| 中文关键词: 学业拖延 领悟社会支持 主观幸福感 农村留守儿童 |
| 英文关键词: academic procrastination perceived social support subjective well-being rural left-behind children |
| 基金项目:福建省社会科学规划项目(2014C096) |
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| 中文摘要: |
| 采用领悟社会支持量表、学生总体生活满意度量表、积极/消极情感量表、Aitken拖延问卷（中学生版）对321名农村留守儿童进行问卷调查，探讨农村留守儿童领悟社会支持、主观幸福感与学业拖延的关系。结果表明，农村留守儿童领悟社会支持、主观幸福感与学业拖延呈显著负相关；农村留守儿童领悟社会支持、主观幸福感能显著预测学业拖延；主观幸福感在农村留守儿童领悟社会支持与学业拖延之间起部分中介作用。 |
| 英文摘要: |
| In order to explore relations among perceived social support, subjective well-being and academic procrastination of rural left-behind children, 321 left-behind children were investigated with Perceived Social Support Scale，Whole Life Satisfaction Scale, Positive and Negative Affect Scale and Aitken Academic Procrastination for Middle School Student . The results indications are as follows: perceived social support and subjective well-being are significantly negatively correlated with academic procrastination of rural left-behind children; perceived social support and subjective well-being can significantly predict academic procrastination of rural left-behind children; subjective well-being played partly an intermediary role between perceived social support and academic procrastination of rural left-behind children. |
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