大学校园内发生的拖延现象早已数见不鲜，这些拖延行为不仅降低了大学生的学业成就，甚至还为其生活和身心健康等方面带来不良影响。为了解大学生拖延行为的现状及原因，以布迪厄的惯习理论为基础，利用自编问卷于2017年秋季学期在H大学随机抽取422名在校本科生进行了调查研究。自编问卷包括调查对象的基本信息、过去经历、学业拖延行为、日常生活拖延行为等部分。对自编问卷进行项目分析、因子分析，形成的正式问卷信度良好，内容效度与结构效度也均良好。利用SPSS对回收的有效数据进行描述性统计、T检验、单因素方差分析、相关分析、回归分析等，得到研究结果： （1）大学生存在学业拖延行为与日常生活拖延行为，并且学业拖延行为的频度显著低于日常生活拖延行为。大学生存在的拖延行为大多是浅度拖延，深度拖延行为较少。 （2）大学生的学业拖延行为在性别、年级、专业类别、学习成绩排名、是否学生干部、母亲职业、家庭月收入等人口学变量中存在显著的群体差异。 （3）大学生的日常生活拖延行为在性别、学习成绩排名、是否学生干部、家庭所在地区、生活费来源、家庭月收入等人口学变量上存在显著的群体差异。 （4）大学生学业拖延行为产生的原因包含过去的家庭经历与学校经历，其中家庭经历的影响更大。在未成年时期，家长对子女缺乏关注、过度干涉子女生活、惩罚严厉以及家长偏爱子女，对子女进入大学后学业拖延行为的形成具有显著的正向影响。家长对子女期望高对其学业拖延行为的形成具有显著的负向影响。在中小学阶段，教师对学生惩罚严厉、否认以及同伴否认，对学生进入大学后的学业拖延行为具有显著的正向影响。 （5）大学生日常生活拖延行为产生的原因包含过去的家庭经历和学校经历。在未成年时期，家长对子女惩罚严厉、过度干涉学业、缺乏关注、否认，在中小学阶段，教师对学生否认、缺乏关注和同伴否认，对其进入大学后日常生活拖延行为的形成有显著的正向影响。教师对学生期望高对其进入大学后日常生活拖延行为的形成有显著的负向影响。 为了减少大学生拖延行为的产生，综合研究结果，提出如下建议：（1）家长要在过度干涉与缺乏关注之间找到平衡；（2）家长和教师提高对孩子的肯定和期望，减少否认和严厉的惩罚；（3）家长公平对待孩子，减少对孩子的偏爱。

There are already occurring procrastination in university campus. And these behaviors of procrastination not only reduce the university students' academic achievements, but also bring bad influence to their life, physical health and mental health. In order to investigate the present situation of procrastination behaviors of university students and the causes of their procrastination behaviors, based on Bourdieu's Habit Theory, 422 undergraduates were randomly selected from H university in the fall semester of 2017 with self-made questionnaire. The self-made questionnaire includes basic information, past experiences, academic procrastination behaviors, daily life procrastination behaviors of university students. According to item analysis and factor analysis towards the self-made questionnaire, the formal questionnaire’s reliability and validity are all good. The study used some statistical methods by SPSS, which are descriptive statistics, T test, single factor variance analysis, correlation analysis, regression analysis, to analyze the effective data collected of the formal questionnaire. The results of the study are as follows: (1) University students have academic procrastination and procrastination of daily life, and the frequency of academic procrastination is significantly lower than the procrastination of daily life. The procrastination behaviors of university students is mostly shallow procrastination, and deep procrastination is less. (2) There are group differences in academic procrastination in gender, grade, major, ranking of academic achievement, student cadres and other students, mother's occupation, income of family. (3) University students' procrastination in daily life is also different in demographic variables, which are gender, ranking of academic achievement, student cadres and other students, regions of hometown, sources of living expenses, income of families. (4) The causes of academic procrastination include past family experience and school experience, among which family experience is more important. In the underage, the parents' lack of attention to their children, excessive interference in their children's life, severe punishment, and parents' preference for children have a significant positive effect on the academic procrastination of university students. Parents' high expectations towards children has a negative effect on the formation of academic procrastination. In school experience, teachers severe punishment, denying students and other students' denying have a significant positive impact on their academic procrastination after entering university. (5) The causes of procrastination in university students' daily life include past family experience and school experience. In the underage period, the severe punishment of parents on their children, excessive interference in their children's life, lack of attention to their children, denying children have a positive effect on the formation of procrastination in college students' daily life. In school experience, teachers' denying students, lack of attention to students and other students' denying have a positive effect on university students' procrastination of daily life. And teachers' high expectations towards students has a negative effect on the formation of procrastination in university students' daily life. In order to reduce the emergence of procrastination behavior of university students, the study make the following suggestions:(1) parents should find a balance between excessive interference and lack of attention; (2) parents and teachers improve their children's affirmation and expectations, reduce denial and severe punishment; (3) the family and teachers treat children fairly and reduce their preference for children.