Parental Psychological Control And Academic Procrastination Among Junior High School Students: A Moderated Mediation Mode

Academic procrastination is the behavior of individuals who voluntarily delay the completion of academic tasks despite the adverse consequences they foresee.Based on ecosystem theory,academic procrastination is the result of interaction between individuals and environment.In this study,emotional regulation difficulties,personal growth initiative,parental psychological control,and teacher-student relationship were selected to explore the mechanism of influence on junior high school students’ academic procrastination.In this study,Parents’ Psychological Control Questionnaire,Emotional Regulation Difficulty Scale,Middle School Students’ Academic Procrastination Questionnaire,Teacher-Student Relationship Scale,and Personal Growth Initiative Scale were adopted.The subjects were 1385 junior high school students in Guangdong Province.Data were collected in the form of questionnaire survey and analyzed by software SPSS27.0,and the following main results were obtained:(1)The parental psychological control of junior high school students is above the average level,the score of boys is significantly higher than that of girls.Middle school students’ academic procrastination is above the average level,the senior students score significantly higher than the junior students.The emotional regulation difficulty of junior middle school students was at a low level,the score of girls is significantly higher than that of boys.Junior high school students’ personal growth initiative is at a higher level,the level of personal growth initiative of students in Grade one and grade two is significantly higher than that of students in grade three.The teacher-student relationship of junior high school students is at a relatively high level,the teacher-student relationship level of Grade three students is significantly lower than that of grade one and grade two students.(2)Parents’ psychological control and its dimensions are positively correlated with junior high school students’ academic procrastination and its dimensions.Parents’ psychological control and its dimensions are significantly positively correlated with junior high school students’ emotional regulation difficulties and its dimensions.Junior high school students’ emotional regulation difficulty and its dimensions are significantly correlated with academic procrastination and its dimensions.(3)Emotional regulation difficulties as a mediating variable affect the relationship between parents’ psychological control and academic procrastination of junior high school students.(4)Personal growth initiative significantly moderates the relationship between parental psychological control and academic procrastination of junior high school students.The teacher-student relationship moderates the relationship between parents’ psychological control and junior high school students’ academic procrastination as well as between emotional regulation difficulties and middle school students’ academic procrastination.