自我控制在临床学习环境与护理硕士专业学位研究生学业拖延间的中介效应分析

doi:10.3761/j.issn.1672-9234.2025.11.010

摘要/Abstract

摘要：

目的探讨自我控制在临床学习环境与护理硕士专业学位（Master of Nursing Specialist，MNS）研究生学业拖延间的中介效应。方法采取方便抽样法，使用一般资料调查表、护理硕士专业学位研究生临床学习环境评价量表、简版自我控制量表和硕士研究生学业拖延问卷，于2025年1月—3月对来自四川省4所高校且处于临床实践阶段的MNS研究生展开调查。结果共回收有效问卷215份。215名MNS研究生临床学习环境、自我控制、学业拖延得分依次为（129.80±23.06）分、（25.60±4.62）分、（12.23±3.94）分；学业拖延得分与自我控制（r=-0.411，P<0.001）及临床学习环境（r=-0.323，P<0.001）得分间呈负相关，临床学习环境得分与自我控制得分间呈正相关（r=0.570，P<0.001）。自我控制在临床学习环境与MNS研究生学业拖延间起完全中介效应，中介效应值为-0.328（95%CI：-0.525~-0.168，P=0.005）。结论临床学习环境通过影响MNS研究生自我控制进而影响其学业拖延行为。培养单位可以通过优化临床学习环境和助力MNS研究生提高自我控制水平，减少MNS临床实践阶段的学业拖延行为。

关键词: 护理硕士专业学位研究生, 临床学习环境, 自我控制, 学业拖延, 中介作用, 结构方程模型

Abstract:

Objective To explore the mediating effect of self-control between the clinical learning environment and academic procrastination among master of nursing specialist（MNS） postgraduates. Methods A convenient sampling method was adopted. From January to March 2025，a survey was conducted among MNS postgraduates who were in the clinical practice stage and came from four universities in Sichuan Province. The general information questionnaire，the Clinical Learning Environment Evaluation Scale for Master of Nursing Specialist Postgraduates，the Short Self-Control Scale，and the Academic Procrastination Questionnaire for Graduate Students were employed for assessment. Results A total of 215 valid questionnaires were retrieved. The scores of clinical learning environment，self-control，and academic procrastination of the 215 MNS postgraduates were（129.80±23.06），（25.60±4.62），and（12.23±3.94） points，respectively. The academic procrastination score was negatively correlated with the scores of self-control（r=-0.411，P<0.001） and clinical learning environment（r=-0.323，P<0.001），while the clinical learning environment score was positively correlated with the self-control score（r=0.570，P<0.001）. Self-control played a complete mediating role between the clinical learning environment and academic procrastination of MNS postgraduates，with a mediating effect value of -0.328（95%CI：-0.525~-0.168，P=0.005）. Conclusion The clinical learning environment influences the academic procrastination behavior of MNS postgraduates by influencing their self-control. Educational institutions can reduce the academic procrastination behavior of MNS postgraduates during the clinical practice stage by optimizing the clinical learning environment and helping MNS postgraduates improve their self-control level.

Key words: Master of Nursing Specialist Postgraduates, Clinical Learning Environment, Self-control, Academic Procrastination, Mediating Effect, Structural Equation Modeling

刘燕玲, 杨茹惠, 卢嘉渝, 田甜, 陈亭. 自我控制在临床学习环境与护理硕士专业学位研究生学业拖延间的中介效应分析[J]. 中华护理教育, 2025, 22(11): 1342-1348.

LIU Yanling, YANG Ruhui, LU Jiayu, TIAN Tian, CHEN Ting. Mediating effect of self-control between the clinical learning environment and academic procrastination among master of nursing specialist postgraduates[J]. Chinese Journal of Nursing Education, 2025, 22(11): 1342-1348.

图/表 4

参考文献 30

[1]	李玉华, 霍珍珍, 王雪珂, 等. 小学生学业拖延量表的编制[J]. 中国临床心理学杂志, 2021, 29(5):931-936.
	Li YH, Huo ZZ, Wang XK, et al. Development of the academic procrastination scale for primary school students[J]. Chin J Clin Psychol, 2021, 29(5):931-936.
[2]	Alaya M, Ouali U, Youssef S, et al. Academic procrastination in university students:associated factors and impact on academic performance[J]. Eur Psychiatry, 2021, 64(suppl 1):S759-S760.
[3]	Goroshit M. Academic procrastination and academic performance:an initial basis for intervention[J]. J Prev Interv Community, 2018, 46(2):131-142. doi: 10.1080/10852352.2016.1198157 pmid: 29485387
[4]	Fan JQ, Cheng YJ, Tang M, et al. The mediating role of ego depletion in the relationship between state anxiety and academic procrastination among University students[J]. Sci Rep, 2024, 14(1):15568. doi: 10.1038/s41598-024-66293-6 pmid: 38971818
[5]	Krispenz A, Gort C, Schültke L, et al. How to reduce test anxiety and academic procrastination through inquiry of cognitive appraisals:a pilot study investigating the role of academic self-efficacy[J]. Front Psychol, 2019,10:1917.
[6]	Moutinho ILD, Maddalena NC, Roland RK, et al. Depression,stress and anxiety in medical students:a cross-sectional comparison between students from different semesters[J]. Rev Assoc Med Bras, 2017, 63(1):21-28. doi: 10.1590/1806-9282.63.01.21
[7]	郭庆峰, 谭宏涛, 崔莹, 等. 同侪压力和学习氛围在医学生职业使命感与学业拖延间的调节作用研究[J]. 中华医学教育杂志, 2025, 45(2):103-109.
	Guo QF, Tan HT, Cui Y, et al. The moderating effect of peer pressure and learning atmosphere on the relationship between medical students’ professional mission and academic procrastination[J]. Chin J Med Educ, 2025, 45(2):103-109.
[8]	王莉华, 高源月. 研究型大学研究生成就目标定向与学业拖延:学业自我效能感的中介效应[J]. 研究生教育研究, 2021(3):26-34.
	Wang LH, Gao YY. Achievement goal orientation for postgraduates and academic procrastination at research universities:the mesomeric effect of academic self-efficacy[J]. J Graduate Educ, 2021(3):26-34.
[9]	周卿照, 龚桂兰. 本科护生跨专业教育态度与临床学习环境的相关性分析[J]. 护理学杂志, 2021, 36(7):19-21,46.
	Zhou QZ, Gong GL. Correlation between attitudes towards interprofessional education and clinical learning environment among nursing undergraduates[J]. J Nurs Sci, 2021, 36(7):19-21,46.
[10]	SubaÇs F, Karaçay P. Factors associated with nursing students’ self-regulated learning in clinical practicum：a descriptive cross-sectional study[J]. Nurs Health Sci, 2023, 25(1):98-107. doi: 10.1111/nhs.v25.1
[11]	Huang SY, Li Z, Li JN, et al. A network analysis of academic procrastination,psychological and environmental factors among medical students[J]. BMC Psychol, 2025, 13(1):574. doi: 10.1186/s40359-025-02916-5
[12]	谭树华, 郭永玉. 大学生自我控制量表的修订[J]. 中国临床心理学杂志, 2008, 16(5):468-470.
	Tan SH, Guo YY. Revision of self-control scale for Chinese college students[J]. Chin J Clin Psychol, 2008, 16(5):468-470.
[13]	魏忠凤. 自我控制与大学生学业拖延的关系:手机成瘾与学习投入的链式中介作用[J]. 中国临床心理学杂志, 2023, 31(5):1248-1252.
	Wei ZF. Effect of self-control on academic procrastination in college students:the chain mediating role of mobile phone addiction and learning engagement[J]. Chin J Clin Psychol, 2023, 31(5):1248-1252.
[14]	王扬, 刘景超, 王显凌晨, 等. 博士生导学关系影响机制与导学共同体优化策略[J]. 研究生教育研究, 2022(6):53-58.
	Wang Y, Liu JC, Wang XLC, et al. On the influence mechanism of supervisor-doctoral student relationship and the strategy for optimizing supervisor-doctoral student community[J]. J Graduate Educ, 2022(6):53-58.
[15]	张丽. 结构方程模型应用中样本和参数估计问题探析[J]. 科教文汇(下旬刊), 2017(3):75-76.
	Zhang L. Analysis on the samples and parameter estimations in the application of structural equation modeling[J]. Sci Educ Article Collects, 2017(3):75-76.
[16]	杨瑞. 护理硕士专业学位研究生临床学习环境评价量表的编制及信效度检验[D]. 青岛: 青岛大学, 2023.
	Yang R. Development and validation of the Clinical Learning Environment Scale for Master of Nursing Specialist postgraduates[D]. Qingdao: Qingdao University, 2023.
[17]	罗涛, 程李梅, 秦立霞, 等. 简式自我控制量表中文版的信效度检验[J]. 中国临床心理学杂志, 2021, 29(1):83-86.
	Luo T, Cheng LM, Qin LX, et al. Reliability and validity of Chinese version of brief self-control scale[J]. Chin J Clin Psychol, 2021, 29(1):83-86.
[18]	苗智娴. 硕士研究生学业拖延问卷的修订及初步应用[D]. 金华: 浙江师范大学, 2012.
	Miao ZX. Revision and preliminary application of the Academic Procrastination Questionnaire for Postgraduates[D]. Jinhua: Zhejiang Normal University, 2012.
[19]	Benamer HT, Alsuwaidi L, Khan N, et al. Clinical learning environments across two different healthcare settings using the undergraduate clinical education environment measure[J]. BMC Med Educ, 2023, 23(1):495. doi: 10.1186/s12909-023-04467-y pmid: 37407987
[20]	常淑莹, 卢颖, 张红梅, 等. 护理硕士专业学位研究生临床导师培训方案的构建与实践[J]. 护理学杂志, 2023, 38(13):56-60.
	Chang SY, Lu Y, Zhang HM, et al. Construction and practice of a training program for clinical tutors of master of nursing specialist[J]. J Nurs Sci, 2023, 38(13):56-60.
[21]	吴艳梅, 吴迪, 高祖梅, 等. 护理硕士专业学位研究生临床培养方案的整合与实践[J]. 中华护理教育, 2021, 18(8):686-689.
	Wu YM, Wu D, Gao ZM, et al. A clinical cultivation programme for maters of nursing specialist:integration and practice[J]. Chin J Nurs Educ, 2021, 18(8):686-689.
[22]	杨鹏程, 李晓玉. 硕士研究生自我效能感对学业拖延倾向的影响:一个有中介的调节模型[J]. 内江师范学院学报, 2022, 37(6):42-49.
	Yang PC, Li XY. The influence of postgraduate self-efficacy on academic procrastination tendency:a mediated moderation model[J]. J Neijiang Norm Univ, 2022, 37(6):42-49.
[23]	Cao CJ, Chen DD, Zhou Y. Perceived stress and academic procrastination among higher vocational nursing students:the mediating roles of positive and negative emotions[J]. BMC Nurs, 2025, 24(1):36. doi: 10.1186/s12912-024-02672-8
[24]	Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation,social development,and well-being[J]. Am Psychol, 2000, 55(1):68-78. doi: 10.1037//0003-066x.55.1.68 pmid: 11392867
[25]	Reeve J, Cheon SH. Autonomy-supportive teaching:its malleability,benefits,and potential to improve educational practice[J]. Educ Psychol, 2021, 56(1):54-77. doi: 10.1080/00461520.2020.1862657
[26]	Steel P. The nature of procrastination:a meta-analytic and theoretical review of quintessential self-regulatory failure[J]. Psychol Bull, 2007, 133(1):65-94. doi: 10.1037/0033-2909.133.1.65
[27]	马婧, 姜萌, 刘欣欣. 学术氛围促进研究生科研投入何以可能?认知需求、自我控制的作用[J]. 清华大学教育研究, 2023, 44(6):93-102.
	Ma J, Jiang M, Liu XX. The effect of academic atmosphere on graduate research engagement:the role of cognitive needs and self-control[J]. Tsinghua J Educ, 2023, 44(6):93-102.
[28]	张春虎. 基于自我决定理论的工作动机研究脉络及未来走向[J]. 心理科学进展, 2019, 27(8):1489-1506. doi: 10.3724/SP.J.1042.2019.01489
	Zhang CH. Streams and future directions of research on work motivation based on the self-determination theory[J]. Adv Psychol Sci, 2019, 27(8):1489-1506. doi: 10.3724/SP.J.1042.2019.01489
[29]	Ryan RM, Deci EL. Intrinsic and extrinsic motivation from a self-determination theory perspective:definitions,theory,practices,and future directions[J]. Contemp Educ Psychol, 2020,61:101860.
[30]	周欣馨, 史岩, 陈勤, 等. 护理硕士专业学位研究生“双导师制”实施现状及建议[J]. 中华护理教育, 2024, 21(8):956-961.
	Zhou XX, Shi Y, Chen Q, et al. Implementation status and suggestions on the “double tutorial system” for master of nursing specialist students[J]. Chin J Nurs Educ, 2024, 21(8):956-961.