Correlative Research On Procrastination Behavior Of Primary Students And Their Sociality Development Factors

Procrastination behavior is a kind of prevalent psychology phenomenon, affecting on many aspects of people's life, which also exists in primary students. Long-term procrastination behavior can not only lead to the decreasing of performance result, but may cause low self-esteem and low self-efficacy of children. Moreover, it can bring about negative emotional experience, such as anxiety, depression and compunction etc., and the unfavorable impacts on the physical and mental health of individuals. Primary students are at a critical period in shaping personality, however, the procrastination behavior that exists in them has currently become a universal and intractable problem in school and family education. Therefore, there is great theoretical and practical significance to study empirically the procrastination behavior of the primary students.This study used questionnaires mainly to investigate 311 primary students, and the conclusions were as following:1. Procrastination behavior was prevalent in the primary students, but not serious, only a very small number of primary students conducted serious procrastination behavior.2. The level of procrastination behavior the primary students self-assessed was lower than that their parents and teachers assessed.3. There were significant differences of procrastination behavior in the primary students among gender, class cadres, academic performance, mother education, the relationship between parents, the consistency of rearing styles between grandparents and parents.4.Self-awareness was significantly negative correlated with the procrastination behavior that the primary students self-assessed and parents assessed, there were extremely significant differences in all factors of self-awareness between high procrastinators and low procrastinators. Behavioral factors could extremely significantly predict the procrastination behavior of the primary students, anxiety factor could significantly predict the procrastination behavior of the primary students, but well-being and satisfaction factor could not predict the procrastination behavior of primary students.5.Parental rearing styles were significantly correlated with the procrastination behavior of the primary students. Emotional warmth, punishment and severe factors of parents could extremely significantly predict the procrastination behavior of the primary students.Parent-child relationship was significantly correlated with the procrastination behavior that parents assessed instead of the primary students self-assessed. Attachment was not correlated with the procrastination behavior of the primary students.