在学业拖延当中学生通常会推迟完成学习任务的时间，并且在这一过程中会产生负面情绪。其首先会对学生的学习效果产生负面影响，并且进而因为较差的学习效果对学生的心理健康产生不利影响，阻碍学生健康成长。目前学术界就学业拖延问题已经展开来一系列的研究，但是在规避学业拖延行为的产生方面仍然存在一定的空白之处，文章中所进行研究的对象为高中生，并针对学生们在学习中所产生的拖延现状进行了分析，调查高中生学业拖延现象分别处于重度、中度与轻度的规模，各组分人数的比重，以及这种现象的性别差异特点；高中生父母教养方式对学业拖延现象的影响，以及二者之间的联系；探究高中生学业拖延与其时间管理倾向之间的联系，并分析后者对于前者的预测作用；探究高中生学业拖延、父母教养方式、时间管理倾向之间的相互影响关系，主要是针对父母教养方式对高中生学业拖延产生影响的经过当中，时间管理倾向所形成的中介效应进行研究，从而在理论和现实层面上都为改善高中生学习拖延行为，提供一定的参考借鉴。 本研究采用整体随机抽样的方法测量了湖北某省重点高中学生,取得260份有效问卷，对于问卷的结果利用SPSS21进行分析，对于不同的变量和学业拖延之间存在的联系进行分析，会受到时间管理产生的中介效应，主要取得以下结论： （1）有超过60%的高中生存在学业拖延，其拖延行为与学生的性别存在着较为明显的联系；（2）学生进行时间管理时表现出的倾向以及父母教养方式与学业拖延之间存在显著相关性；（3）信任鼓励型、情感温暖型和溺爱型三种父母教养方式对学业拖延有直接作用，它们是学业拖延最主要的解释变量。其中，以“信任鼓励型”的预测力最佳，其解释为40.2%，这三种教养方式能联合预测学业拖延41.7%的变异量；（4）时间效能感、时间监控观和时间价值感这三个变量都对学业拖延有直接作用。其中，以“时间效能感”的预测力最佳，其解释为40.3%，这三个变量对学业拖延的解释率为55.3%；（5）在信任温暖这一类型的父母教养方式对学业拖延的影响中，时间管理倾向产生了部分中介作用。

Academic procrastination refers to the intentional postponement of students' learning behavior, usually accompanied by uncomfortable emotions and psychological experiences. Academic procrastination will directly affect the learning effect. Students will suffer from psychological distress due to learning failure and backwardness, which is not conducive to the healthy development of students. At present, there have been some progress in the current situation of academic procrastination and related research, but the research on how to avoid academic procrastination is still insufficient. In this paper, the author chooses senior high school students as the research object to analyze the procrastination of senior high school students in the learning process, and discusses the relationship between the phenomenon of academic procrastination and parenting style and time management. Therefore, it can provide some reference for decrease the academic procrastination of senior high school students both in theory and in reality. In this study, 260 valid questionnaires were obtained from a senior high school student in Hubei province by using the method of holistic random sampling. SPSS 21 is used for statistical analysis of the obtained data, and the relationship between different variables and academic procrastination are analyzed. Time management will have a mediating effect. The main results are as follows: (1) more than 60% of senior high school students have academic procrastination. There is a clear relationship between procrastination behavior and students' gender. (2) there is a clear correlation between students' tendency in time management and the way parents raise their children and academic procrastination. (3) Type trust encourage, Type emotional warmth and Type spoiled have a direct effect on academic procrastination. They are the main explanatory variables on academic delay. The three parental educational methods can predict the joint academic delay 41.7% of variance; (4) the concept of self-efficacy, time monitoring and the time value have a direct effect on academic procrastination. The three variables can explain the academic procrastination at a rate of 55.3%; (5) time management tendencies play a partial mediating role in trust-based parenting styles’ influence on academic procrastination.