目的 了解中学生家庭环境和简易应对方式对时间管理倾向的影响，为改善中学生时间管理倾向提供依据。方法 采用方便抽样法，用家庭环境量表(FES-CV)、简易应对方式量表(SCSQ)和青少年时间管理倾向量表(ATMD)对太原市1 100名中学生进行调查，用SAS 9.3和Amos 22进行统计分析。结果 家庭环境的二阶维度家庭稳定对时间管理倾向的分量表时间价值感有直接效应(β=0.349，P<0.001);家庭环境的二阶维度个人关系(β=-0.268，P=0.048)、个人发展(β=0.543，P<0.001)和家庭稳定(β=0.409，P<0.001)对时间管理倾向的分量表时间监控感有直接效应;家庭环境的二阶维度家庭稳定对时间管理倾向的分量表时间效能感有直接效应(β=-0.067，P=0.011)。家庭环境的二阶维度个人发展等通过积极应对和(或)消极应对间接影响时间管理倾向。结论 简易应对方式可作为中介变量调节中学生家庭环境与时间管理倾向的关系。

Objective To investigate the correlations among domestic environment,the coping methods and time management disposition of middle school students,and to provide the basis for improving middle school students' time management disposition. Methods With convenient sampling method,Domestic Environment Scale (FES-CV),Simplified Coping Style Questionnaire (SCSQ) and Time Management Disposition Scale (ATMD) questionnaire were used.A total of 1 100 middle school students were distributed in this survey.SAS 9.3 and Amos 22 softwares were used for statistical analysis. Results The second-order dimension of domestic environment domestic stability had a direct effect to sense of time value,second-order dimension of time management disposition (β=0.349,P<0.001);personal relationships (β=-0.268,P=0.048),and personal development (β=0.543,P<0.001)second-order dimensions of domestic environment,and domestic stability (β=0.409,P<0.001) had a direct effect to sense of time monitoring,the second-order dimension of time management disposition; domestic stability the second-order dimension of domestic environment had a direct effect to the sense of time efficacy,second-order dimension of time management disposition (β=-0.067,P=0.011).The personal development,etc.second-order dimensions of domestic environment through positive coping style and (or) negative coping style had indirect effects to time management disposition. Conclusion Simplified coping style as intermediary variable could regulated the relationship between domestic environment and time management disposition.