高中生学业自我效能感与学业拖延的关系：学生感知教师自主支持的调节作用

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1、中图分类号：B849单位代码：10231学号：2014350128高中生学业自我效能感与学业拖延的关系：学生感知教师自主支持的调节作用学科专业：心理健康教育研究方向：心理健康教育作者姓名：崔雪檀指导教师：李英副教授哈尔滨师范大学二〇一八年十二月中图分类号：B849单位代码：10231学号：2014350128硕士学位论文高中生学业自我效能感与学业拖延的关系：学生感知教师自主支持的调节作用硕士研究生：崔雪檀导师：李英副教授学科专业：心理健康教育答辩日期：2018年12月授予学位单位：哈尔滨师范大学-II-AThesi

2、sSubmittedfortheDegreeofMasterTheRelationshipofStudentAcademicSelf-efficacyandAcademicProcrastinationattheSeniorHighSchool:TheModeratingEffectofStudents'PerceptionofTeachers'AutonomousSupportCandidate：CuiXuetanSupervisor：AssociateProf.LiYingSpeciality：Mentalhe

3、altheducationDateofDefence：Dec,2018Degree-Conferring-Institution：HarbinNormalUniversity目录摘要······························································································IAbstract··································································

4、··························II1绪论···························································································11.1问题的提出··············································································11.2研究目的及假设········································

5、································21.2.1研究目的··········································································21.2.2研究假设·········································································21.3研究意义·····················································

6、····························32文献综述························································································42.1学业自我效能感·········································································42.1.1学业自我效能感的概念······································

7、··················42.1.2学业自我效能感的测量························································52.1.3国内外相关研究·································································62.2.学生感知教师自主支持································································82.2.1概念界定···

8、·······································································82.2.2学生感知教师自主支持的测量···············································82.2.3国内外相关研究现状····························