中文摘要：

目的：采用计划行为理论,探讨针对具体任务的态度,知觉行为控制、主观规范和行为意向如何影响大学生的学业拖延。方法：从某大学的一个学院抽取134名大三学生,采用问卷测量计划行为理论的各个变量,以被试报告的学业任务完成量作为学业拖延行为的测量指标,采用多层模型分析数据。结果：对特定任务的态度越积极,知觉行为控制越强,按期完成任务的主观规范越强,行为意向越强,拖延行为越少。此外,行为意向是行为态度和知觉行为控制影响拖延行为的中介变量。结论：计划行为理论是拖延行为研究的良好的整合性理论框架,也可为拖延行为的干预提供指导。

英文摘要：

Objective： The current study employed the theory of planned behavior（TPB） to explore the effects of TPB variables（behavioral attitude, perceived behavior control, subjective norm, and behavioral intention） on academic procrastination. Methods： 134 undergraduate participants fulfilled the TPB questionnaire and listed five study-related tasks which were assumed to be completed by the end of the upcoming week. Multilevel analysis was employed to analyze the data. Results： （1）All the TPB variables were significantly related to academic procrastination. Specifically, participants were less likely to procrastinate when they held more positive attitude, perceived more behavioral control, felt stronger subjective norm, and formed stronger behavioral intention towards task completion; （2）Behavioral intention mediated the effects of attitude and perceived control on academic procrastination. Conclusion： The theory of planned behavior provides an overarching theoretical framework for explaining and predicting procrastination, and the intervention toward procrastination.