A Study On The Current Situation And Intervention Of Academic Continuity In Senior High School Students

Academic procrastination refers to the behavior that purposefully delay or delay the learning task which must to be done. Academic procrastination will not only lead to low academic achievement, but also has negative influence on students’ physical and mental health. Research shows that the existence of academic procrastination among the high school students is prevalent. Academic procrastination is a problem of lack of motivation, and the students will have more serious problem if they are with low self-determination motivation. This study attempts to know that high school academic procrastination status, and discusses the effect of group psychological intervention to internalize learning motivation and reduce the academic procrastination, which can provide the reference for high school students to improve school delay and improve the level of self-determination learning.This study uses "Aitken Procrastination Inventory" and "Academic Self-Regulation Questionnaire", selects a total of 645 high school students in Anhui and Jiangsu province as research object, and investigates the present situation of the high school students academic procrastination and discussing the relationship between academic procrastination and self-determination. According to the previous survey, the academic procrastination students were divided into two groups,high degree and low degree of academic procrastination. Choosing 6 students (4 girls and 2 boys) who reported possessing high degree of academic procrastination and lower self-determination motivation as member of group intervention study which plan to internalize the external learning motivation in order to help students improve academic procrastination behavior. The following are the results:(1)The overall condition of high school student academic procrastination is in medium level; students’ learning self-determination motivation get the highest score in identity regulation.(2)High school students’ academic procrastination and self-determination motivation vary with the grade、change of the scores and different family atmosphere.(3)High school students’ learning self-determination motivation has significant differences between high degree and low degree of academic procrastination, the high degree students’ self-determination motivation is significant below the low degree one.(4)High school students’ academic procrastination negatively correlated with self-determination motivation. The autonomous regulation and relative autonomy index have the strongest negative prediction for academic procrastination. The external regulation and the control regulation have the strongest positively prediction. High students’ relative autonomy index is prone to predict the academic procrastination.Conclusion:(1)High school students’ academic procrastination is common, but the degree of academic procrastination is not serious.(2)The development of high school students’ learning motivation internalization is in general level and the motivation is given priority to identity regulation.(3)The group intervention of learning motivation internalization can promote high delay high school students improving their learning self-determination motivation and high delay high school students’ academic procrastination.