The Effect Of The Specificization Of The Task On The Academic Delay

Academic procrastination refers to irrational delay learning tasks that must to complete at time, which is an important field in the research of autonomous learning in recent years. Because there is no objective criteria in the theory of procrastination, so the researchers are more interested in the cause of the delay and its consequences, related intervention measures is also trying to find out the reasons to delay and the relevant factors affecting procrastination, and then apply to increase procrastination.There are two kinds of factors that infect procrastination:Inside and outside factors. Because of changing by one self is difficult to achieve, so try to change the internal factors to reduce the delay is not easy to succeed. But recent studies split the characteristic procrastination and behavior procrastination, and found that the delay is not the result the influence of some factors, but the cause of these factors, even more, these factors have cycle interactions with procrastination. So by changing the external factors to reduce procrastination, and interact with these factors become a new means of intervention.Task specific is the contents of the goal setting theory, goal setting is the important content in the self-adjustment study, including difficulty setting and specific setting. Self-regulation is one of the main factors affecting procrastination, even Stell and Wolters believe procrastination is self adjusting caused failure. So goal setting is one of the important factors affect the delay. But if setting goals by procrastinators themselves from self-adjustment procrastination, that will get into the self-change cycle of failure. therefore according to the way that specific tasks proposed by the teacher after learning, this study hypothesis task specific way by others is a way to increase procrastination.With Experiment one in this paper is using the method of experimental verify whether task specific will impact on procrastination. Statistics of the two groups of subjects in different experimental conditions are the original pen to write and the interference actions which happened along the task. According to the result, task specific truly effect procrastination. Experiment two show whether task specific impact on procrastination at nature condition, which is the task experimented the real learning environment, in a six-week intervention time, six contents reached for students, which are knowing each other, knowing procrastination, clear objectives, specific goals (two times), life planning. The main pattern is specific tasks by others which had played from easy to hard. Coaching results show that specific tasks by others is effective, but has not found the relationship between self-efficacy and procrastination. Speculated that high school students feel good, procrastination is not too big influence on their self-efficacy.Summing up all the results and discussions, present research conduct following conclusion:(1) task specific belongs to a way of self adjusting of goal setting, whether laboratory conditions or natural learning conditions, this way can effect procrastination, and produce better intervention effect.(2) the negative correlation relationship between procrastination and self-efficacy was not verified in this study, so can not tracking the loop between self-efficacy and delay effect, this results may be associated with that high school students feel better, further research needed.