A Study Of The Relationship Between Self-efficacy, Academic Emotion And Academic Procrastination In Junior Middle School Students

Academic procrastination is a kind of behavior that generated in academic situations,which denote that students voluntarily postpone task plannings related to learning ,and usually have uncomfortable feelings. Relevant studies indicate that academic procrastination can lead to descensive academic achievement, the negative emotions arriving from it will have adverse effects on students'physical and mental health. Based on revising Procrastination Assessment Scale-Students,the purpose of this study are investigate the current situation of junior middle school students'academic procrastination and the correlation between academic procrastination and self-efficacy and academic emotion. This study is helpful for junior middle school students to overcome academic procrastination, cultivate good behavior habits, and it also provides a theoretical basis of education intervention to educators.In this study, we firstly revised Procrastination Assessment Scale-Students based on 200 objectives, and then , we taked stratified cluster sampling method to choose 960 students that from three middle schools in Hebei province, those students were investigated by questionnaire survey. Through the statistical analysis of the data, this study makes the following conclusions:(1) The reliability and validity of revised Procrastination Assessment Scale-Students are in line with the requirements of psychometrics.(2) The degree of junior middle school students'academic procrastination is not high, and below the degree of university students'acedemic procrastination significantly. The degree of academic procrastination have significant differences in different sexes and grades, the degree of academic procrastination in women is higher than in men, and it shows a trend of rising from junior students to senior students.(3) The degree of academic procrastination has significant difference in the types of task, the degree of academid procrastination in autonomy task situations is higher than in non-autonomy task situations.(4)Junior middle school students'self-efficacy and academic emotion have significant differences in sexes and grades, men's self-efficacy and positive academic emotions are higher than women's, their negative academic emotions are low than women's; the degree of self-efficacy shows a high-low-high trend, the degree of positive academic emotions show a descending trend, the degree of negative academic emotions show a rising trend from junior students and senior students. The students that have different degree of academic procrastination have different degree of self-efficacy and academic emotion, compared with students who have low academic procrastination, the students who have high academic procrastination show low self-efficacy, low positive academic emotions, high negative academic emotions.(5)There is significant positive correlation between positive academic emotions and academic procrastination, and negative correlation between negative academic emotions and academic procrastination. Both self-efficacy and academic emotion can predict academic procrastination significantly.(6) Academic emotion plays a partial mediator factor role in the relationship between self-efficacy and academic procrastination, self-efficacy can not only affect academic procrastination directly, but also affect academic procrastination through academic emotion.