A Study On The Correlation Between Directed Motivational Currents,Academic Procrastination And English Achievement Of High School Students

Academic procrastination is the performance of procrastination behavior in the academic field that not only affects one’s emotional state and physical and mental health but also has a negative impact on academic performance.The reasons for procrastination are not only related to poor time management skills or a lazy personality;a lack of internal motivation plays an important role in affecting academic procrastination.However,motivation research prompting research methods to achieve a “dynamic turn”(D(?)rnyei et al.,2015)due to the shortcomings of the traditional motivation research model in explaining long-term and lasting motivation gradually emerged.Muir and D(?)rnyei(2013)proposed Directed Motivational Currents(DMCs),which refers to the efficient learning motivation triggered when pursuing their own goal vision.The relationship between the DMC,that is,the long-term stable and efficient learning motivation,and academic procrastination is still unclear because the majority of previous studies concentrated on the relationship between the traditional motivation model and academic procrastination.As a result,research on the relationship between the two contributes to a deeper knowledge of the reality of high school students’ DMC and academic procrastination and offers some suggestions for reducing procrastination from a DMC perspective.This thesis mainly adopts the questionnaire method.The subjects of the study were senior students in a middle high school in Henan province.A total of 230 questionnaires were distributed,and 219 valid questionnaires were recovered.Two scales were adopted,including The Procrastination Assessment Scale-Student(PASS)of Solomon and Rothblum(1984),and the DMCs scale “understanding long-term motivation” compiled by Muir(2016).Try to answer these three questions:(1)What is the current situation of this high school student’s academic procrastination?(2)What is the current situation of these high school students’ DMCs?(3)What are the relationships among academic procrastination,DMCs,and English achievement of high school students?SPSS 19.0 was used for statistical analysis of the collected questionnaires.Through statistical analysis,the following main research conclusions are drawn:First of all,academic procrastination is widespread among high school students,but the total degree of procrastination is rather low.The four causes driving academic procrastination are: fear of failure,task aversiveness,laziness,and rebellion against control.The gender,whether the child is an only child or not,registered residence,family environment,and parental attentiveness all play a significant role in variances in academic procrastination.Secondly,high school students frequently exhibit DMCs,which amply supports Muir’s(2016)conclusion.In terms of the relationship with various variables,there is no significant variance concerning sex;however,a significantly positive correlation is corroborated considering parental attentiveness and parental educational levels.The relationship between DMC,academic procrastination,and English achievement is discussed last.Academic procrastination frequency and procrastination problem have a significant negative correlation with DMC,suggesting that students who experience DMC will procrastinate less.The degree of procrastination among students with different English proficiency does not significantly differ,but there is a significant positive correlation between DMC and English achievement,indicating that students with a DMC experience perform better in academic achievement.It is worth pointing out that task aversion and rebellion against control that are negatively connected with English achievement.In light of the aforementioned research findings,this thesis makes an effort to offer instructional strategies to aid students in reducing academic procrastination.Teachers must first stimulate their students’ visual perceptions by presenting potential target scenes and elaborately visualized goals.Second,it is essential for teachers to help students compartmentalize the main objective into proximal sub-goals,which helps students focus more on completing each stage goal,thus promoting the completion of the final goal.Additionally,the evaluation of each stage’s sub-goals offers prompt feedback and inspiration for the subsequent stage.Finally,given the significance of positive emotional loading in attaining objectives,it is essential to provide instructional materials and activities that reflect students’ values and cognition.