大学生群体的学业任务更多地依赖于个体自行设定和跟进，任务完成的进度和质量也需要个体自我监控，这也使得拖延行为和成瘾行为更易在大学生群体中发生，并对其学习和生活造成不良影响。回顾国内关于学业拖延和社交网络成瘾的研究，大多数都是单独关注它们的成因和消极后果，很少有实证研究探讨两者之间的关系。在学业拖延的干预研究中主要采用行为和认知取向的干预方法，而行为取向则是以提高个体自我调节能力的训练为主。目前国内以自我调节训练为主的干预多采用时间管理技能训练，而采用实施意向干预学业拖延行为的研究也仅有一例。另外，过往研究中对实施意向的形成操作都是通过纸笔来实现，尚未有研究对使用手机APP来形成实施意向的可行性及效果进行检验。 本研究在探讨学业拖延和社交网络成瘾倾向之间关系的基础上，重点探讨以提高自我调节能力为主要目标，实施意向形成练习为主要方法的短期团体干预能否可以显著改善大学生学业拖延状况，以及实施意向的两种形成方式的干预结果是否有差异。另外，研究还需要验证针对学业拖延的团体干预，其取得的效果是否能够迁移，即是否对社交网络成瘾倾向具有改善作用。 本研究使用《大学生学习拖延问卷》和《大学生社交网络成瘾倾向问卷》对466名大学生进行在线问卷调查，以316份有效问卷探讨学业拖延和社交网络成瘾倾向的现状及关系。在干预研究中，通过在线招募被试，且需在《大学生学习拖延问卷》中的“完成作业、复习备考、自主学习”三种学习情境下的平均分高于总体平均分（M=81.93），最终选定24人，分为实施意向纸笔组（n=8）、实施意向手机组（n=9）以及空白对照组（n=7）。干预组接受学业拖延干预处理，干预总共有5次，每周两次，平均每次团体时长为2小时。在团体干预前中后期，分别对干预组和对照组的被试进行问卷测量，旨在了解其学业拖延和社交网络成瘾倾向的水平的变化情况。 研究结果表明： （1）大学生学业拖延和社交网络成瘾倾向显著正相关，且前者能够显著正向预测后者。 （2）以提高自我调节能力为目标的团体干预能够显著降低大学生学业拖延水平，且改善效果能够迁移使得社交网络成瘾倾向水平得到部分改善。 （3）通过手机或纸笔制定实施意向对学业拖延均有改善效果，但二者差异不显著。 （4）手机组和纸笔组的被试在社交网络成瘾倾向上的改善效果没有差异。 综上所述，大学生学业拖延越严重，越有可能发展为社交网络成瘾，采用形成实施意向的方法对学业拖延的大学生进行干预能够有效的缓解其拖延行为，本研究对大学生改善学业拖延提供了科学有效的方法和指导。

College students academic tasks rely more on individual set and follow up, task schedule and quality also needs individual self-monitoring, it also makes the procrastination and addictive behavior are more likely to occur in the college students' group, and the adverse impact on their study and life.Reviewing domestic studies on academic procrastination and social network addiction, most of them focus on their causes and negative consequences alone, and few empirical studies explore the relationship between them.In the study of academic procrastination, behavioral and cognitive intervention methods are mainly adopted, while behavioral orientation is mainly training to improve individual self-regulation ability.At present, time management skills training is mostly used in self-regulated training interventions in China, and there is only one case of intention intervention in academic procrastination.In addition, in previous studies, the formation of implementation intention was achieved through paper and pen. No research has examined the feasibility and effect of using mobile APP to form implementation intention. This study explores the relationship between academic procrastination and social networking addiction propensity, and focuses on whether short-term group interventions with the main goal of improving self-regulatory ability as the main method to implement intention-forming exercises can significantly improve academic delays in college students. And whether there are differences in the outcomes of the two forms of intervention to implement the intention. In addition, the research also needs to verify the group intervention for academic delay, whether the effect achieved can be migrated, that is, whether it has an improving effect on the tendency of social network addiction. This study used the questionnaire of college students' learning procrastination and the questionnaire of college students' social network addiction tendency of online questionnaire survey was conducted among 466 college students, with 316 valid questionnaire to investigate the academic procrastination and the current situation of social network addiction tendency and relationship.In intervention study, through online recruiting participants, and in the "questionnaire of college students' learning delay" finish the homework, review preparation, self-study "three learning situation of average score higher than the overall average (M = 81.93), and finally selected 24 people, divided into implementation intentions pen group (n=8), implementation intentions mobile group (n=9) and blank control group (n=7).The intervention group received academic delay intervention treatment, which was 5 times in total, twice a week, with an average group time of 2 hours.In the middle and late period before and after the group intervention, the participants in the intervention group and the control group were respectively measured by questionnaire, in order to understand the changes in the levels of academic procrastination and social network addiction. The results show that: (1) college students' academic procrastination is positively correlated with the social network addiction tendency, and the former can significantly predict the latter. (2) group intervention aimed at improving self-regulation ability can significantly reduce college students' academic procrastination, and the improvement effect can be shifted to partially improve the social network addiction tendency. (3) the formulation of Implementation Intentions through mobile phones or papers and pens has improved the academic procrastination, but the difference between the two is not significant. (4) there was no difference in the improvement of social network addiction tendency between subjects in the cell phone group and the paper and pen group. In summary, the more severe the academic delay of college students is, the more likely it is to become a social network addiction. Intervention of college students with academic delays can effectively mitigate their procrastination using the method of forming intentions of implementation. This study provides scientific and effective methods and guidance for college students to improve academic delay.