An Exploratory Design Of The Questionnaire Of Middle School Students' Academic Procrastination

Academic procrastination was defined as an irrational learning activity, during which learning tasks were postponed though students know they should complete on time. Academic procrastination not only include postponing completing learning tasks, but also include postponing planning, remedying, summarizing academic activity Academic procrastination was an important index of students'enthusiasm. The study of students'academic procrastination could contribute to develop good learning behavior, improve performance, and enrich researches about academic procrastination. At present, There are some deficiencies about researches about academic procrastination. Firstly, the structure of academic procrastination were not clear. Secondly, we were short of scales suitable for our students. Finally, we were not clear about the relationship of parenting style and academic procrastination. Therefore, studies about academic procrastination would contribute to improving students'learning enthusiasm and execution.This study aimed at the structure and characteristic of middle school students' academic procrastination. Meanwhile, the relationship between procrastination and parenting style was researched, too. Based on overviews of former researches, interviews with middle school students and investigation of open-ended questionnaire, we advanced the theoretical hypothesis of academic procrastination. Then, according to this hypothesis,we compiled the formal questionnaire of the middle school students' academic procrastination. Through the investigation of 1095 middle students, we explored the present situation of students'academic procrastination and it's relationship with parenting style. At last, we reached the results as follows:(1) The academic procrastination inventory for middle school students had good validity and reliability. It was up to psychology testing theory and was suitable for surveying use.(2) Four dimensions were identified in academic procrastination inventory for middle school students:postponing planning; postponing executing; postponing remedying; postponing summarizing.(3) There was significant difference between gender. Results showed that female students were significant lower than male students in postponing planning, postponing executing and postponing remedying.(4) The significant grade difference are found in total academic procrastination and in four dimensions. The frequencies of academic procrastination reported by students from six grade to nine grade increased gradually, which dropped in grade ten, but increased again in grade eleven.(5) Non-behind children are significant lower than children left-behind in postponing planning and postponing summarizing。The more attention parents pay to children,the lower scores the students got in total academic procrastination and in four dimensions. The significant differences of relationship between parents and children were found in total procrastination, postponing executing and postponing remedying. There was significant interaction between attention parents pay to children and the relationship between parents and children.(6) There were significant relationship between parenting style and academic procrastination. Trust-encouragement, indulgence and neglecting had direct functions on postponing planning, which could explain the 5.9% of the postponing planning's variation altogether; Trust-encouragement and neglecting had direct functions on postponing executing, which could explain 10.3% of the postponing executing's variation altogether; Tust-encouragement and affection-warmed had direct functions on postponing remedying, which could explain 10.7% of the postponing remedying's variation altogether; Trust-encouragement, indulgengce and affection-warmed had direct functions on postponing summarizing, which could explain 4.4% of the postponing summarizing's variation altogether.