The Relationship Between Future Time Perspective And Academic Procrastination In Junior And Senior High School Students

Academic procrastination refers to deliberately delaying or delaying the learning tasks that must be completed.Academic procrastination is widespread among students,and the negative impact on middle school students is even more serious.It not only affects students’ learning habits and academic achievements,but also reduces students’ self-confidence in learning,which has a serious adverse impact on the mental health development of middle school students.Based on the phenomenon of middle school students’ academic procrastination,this study takes teenagers as the research object to explore the impact of future time perspective on academic procrastination.At the same time,it verifies the intermediary role of academic self handicapping between middle school students’ future time perspective and academic procrastination,as well as the moderating effect of perceived teacher support between teenagers’ future time insight and academic procrastination.This study adopt the method of cluster sampling,701 students from Junior and senior high school in Jiangsu province and Henan province were selected as the research objects.Data was collected using the adolescent future time perspective scale,academic self-impediment questionnaire,academic procrastination questionnaire and perceived teacher support questionnaire.Using SPSS23.0 software to process and analyze data.The results are as follows:1.There is no difference in gender in future time perspective(t=-0.861,p>0.05),but there is difference in grade,the future time perspective of senior three students is higher than that of senior one students(F=5.418,p<0.005).2.The level of academic self-handicapping of boys is significantly higher than that of girls(t=2.363,p>0.05);In Grade,the academic self-handicapping of senior high school students was significantly higher than that of junior high school students(t=1.928,p<0.001);the level of academic self-handicapping of junior three students is higher than that of junior one and junior two students(F=7.844,p<0.001).The level of academic self-handicapping of senior two students is higher than that of senior three students(F=5.131,p<0.005).3.The academic procrastination score of boys is significantly higher than that of girls(t=4.516,p<0.001),and the academic procrastination score of junior high school students is significantly higher than that of high school students(t=4.593,p<0.001).The academic procrastination of Junior2 students is significantly higher than that of junior 1 students(F=17.25,p<0.001),and that of Senior 1 students is significantly higher than that of Senior 3 students(F=7.714,p<0.001).4.The perceived teacher support ratio of girls is significantly stronger than that of boys(t=-2.96,p<0.001),high school students have higher perceived teacher support than junior high school students(t=-2.154,p<0.05).The perceived teachers’ support level of junior one students is higher than that of junior two students(F=4.2,p<0.05)5.There is a significant negative correlation between academic self handicapping and future time perspective(r=-0.461,p<0.001);There is a significant negative correlation between future time perspective and academic delay(r=-0.388,p<0.001);There is a significant positive correlation between future time perspective and perceived teacher support(r=0.349,p<0.001);There is a significant positive correlation between academic self-obstruction and academic procrastination(r=0.378,p<0.001);There is a significant negative correlation between academic procrastination and perceived teacher support(r=-0.311,p<0.001).6.Academic self handicapping has a significant mediating effect between future time perspective and academic procrastination.Future time perspective can directly affect academic procrastination,and also indirectly affect academic procrastination through academic self handicapping.7.A moderated mediation model composed of four variables,future time perspective,academic self-handicapping,academic procrastination,and perceived teacher support,was established.There is a moderating effect between academic self handicapping and academic procrastination.The conclusion are as follows:1.Academic self-handicapping is mediator between future time perspective and academic procrastination2.Perceived teacher support has a moderating effect between future time perspective and academic procrastination,and perceived teacher support has a moderating effect between academic self-handicapping and academic procrastination.