Type Comparison And Intervention Study On Academic Procrastination Of College Students

This research adopts Chu and Choi(2005)'s division for academic procrastination, to study the positive and negative influences of academic procrastination from two different types of academic procrastination---- active procrastination and passive procrastination. It is unnecessary to change active procrastination behavior for it is a way of adaptive learning; while passive procrastination is not a desired behavior, followed by a negative impact, thus group intervention should be carried out specifically for it. .The questionnaire method and experimental method were adopted in this research. It discusses the differences between two types of academic procrastination in terms of academic self-efficacy, self-regulated learning, coping strategies, academic procrastination and academic performance. This thesis also deals with the relationships between the two types of procrastination and academic self-efficacy, self-regulated learning and coping strategies. Finally,passive procrastinators were accepted group intervention. The results show that:1.Active procrastination and passive procrastination have no significant difference in gender and subjects.2.There are significant differences for active procrastinators and passive procrastinators on academic self-efficacy, self-regulated learning, coping strategies and academic performance. Active procrastinators and passive procrastinators have no significant difference on academic procrastination.3.Active procrastinators and nonprocrastinators have no significant difference on academic self-efficacy, self-regulated learning, coping strategies and academic performance.4.There are significant correlation between active procrastination and academic self-efficacy, self-regulated learning, coping strategies; There are also significant correlation between passive procrastination and academic self-efficacy, self-regulated learning, coping strategies.5.Academic self-efficacy, self-regulated learning, active problems-solving strategies can predict active procrastination. Academic self-efficacy, self-regulated learning,taking out avoiding strategies can predict passive procrastination. 6.Carrying out group intervention particularly on passive procrastinators can effectively improve the academic procrastination behaviors for passive procrastination college students.7.The changes for academic self-efficacy, self-regulated learning and coping strategies can show the changes of academic procrastination behaviors.