采用內隱聯想測驗和問卷法探討高中生內隱、外顯成就動機與學業拖延的關系。結果表明:(1)內隱、外顯成就動機是相互獨立的動機系統,但兩者以顯著的交互作用共同影響學業拖延;(2)不同動機組合的學生,拖延情況有顯著差異:高內隱、高外顯組的拖延最少,高內隱、低外顯組的拖延最多;(3)動機越不一致,拖延越嚴重,動機一致性能夠減少拖延;(4)成績中等偏下的學生在學習過程的補救和總結上有更多的拖延。因此,學生只有具備了高內隱、高外顯的一致性動機,才會出現最少的拖延。

The purpose of this paper is to explore the relationship between academic procrastination and implicit and explicit achievement motivation of senior high school students.The results indicated that:1) The implicit and explicit achievement motivation is statistically independent,while the interaction between them influence academic procrastination significantly;2) Academic procrastination is different among different motivation groups,the high implicit/high explicit academic motivation procrastinated less than the high implicit/low explicit academic motivation group;3) The extent of the separation between implicit/explicit academic motivation influences the academic procrastination;4) Academic procrastination is associated with significant impairment of academic performance.Moreover,the lower performance is associated with more serious academic procrastination in postponing remedying and summarizing of studying.The theoretical and practical implications of these findings are discussed.