A Study On The Relationship Between Academic Graduation And The Relationship Between Academic Emotion And Achievement Goal

Academic procrastination is a kind of irrational bahavior in the academicsituations, which includs three features. First, students have the intention to carry outtasks,but their bahavior performance violate their intention; Second, it is usual toproduce the result that doesn’t meet the requirments;Third, it can make procastinatorssuffer some negative emotions, such as anxiousness and disturbing emotion and so on.Solomon，Rothblum(1984) considered that academic procarstionation is not onlyrelated to study habits and time arrangement but also connects with the interation ofbahavior, congnition and affection.Academic procrastionation exists commonly among junior and senior shoolstudents, which cause much negative influence to students’study and growing. Atpresent, researches concerned academic procrastionation in domestic and abroadbasically focus on unversity students and few can apply to junior and senior schoolstudents. Meanwhile, researches that discuss how cognition and affection influentsacademic procrastionation are fewer. Therefore, to help junior and senior schoolstudents overcome irrational academic procrastination and form good study habits,this study aims at inverstigating junior and senior school students’ procrastinationstatus and reasons through revising academic procrastination scale and discussing therelationship among procrastination, academic emotion and achievement goals. Thisstudy will help to predict positively to decrease students’ procratination, at the sametime, it will provide some psychological basis for educator to implement interventionmeasures in the future.810junior and senior school students from two middle schools and two highschools in Kun Ming were selected as the objectives. This study that mainly usedliterature review and questionnaire survey with the tool of Aitken ProcrastinationInventory(revised version),Procrastination Assessment Scale-Students(revisedversion), Achievement goal orientation scale and Academic emotions questionnairedrawed a conclusion as following:1. Revised Chinese version of Aitken Procrastination Inventory and Procrastination Assessment Scale-Students had high internal consistency reliabilityand good construct validity. API included two dimensions: negative study attitude andlack of study plan; PASS included eight dimensions: aversiveness of task, risk一taking, fear of failure, rebellion against control, lack of confidence,time arrangement,lack of assertion and dependence.2. Academic procrastination existed commonly among junior and senior schoolstudents, which had moderate to high level and was impacted by the factors in gender,grade, school and family. The level of academic procrastination of boys was higherthan girls; The level of ordinary school students was higher than key school; Thelevel of junior school students was lower than senior school students; The level ofstudents who were in harmonious parent-child relationship and democratic familieswas lower than tense parent-child relationship and indulged families.3. All students had high acceptance rate to eight procrastination reasons, inwhich rebellion against control, lack of confidence, fear of failure were the majorreasons. The procrastination reasons of junior and senior school students weresignificatn different in gender, grade and school. Boys’ grades in aversiveness of task,risk一taking and rebellion against control are higher than girls, ordinary schoolstudents had higher grades in lack of confidence, time arrangement and dependencethan key school students. Different grades had significant differences in aversivenessof task, lack of confidence and time arrangement.4. Different academic procrastination reasons were related with academicprocrastination level, in which aversiveness of task, difficult to make decisions andrisk-taking had the highest relation level.5. Junior and senior school students experienced more high arousal emotions,which had significant differences in gender,grade and school. Girls high arousalemotions were more than boys, but in low arousal emotions, boys’ relaxing emotionand tiring emotions were more than girls. Key school students had more positiveemotions and less negative emotions than ordinary students. Senior studentsexperienced more positive high arousal emotions and negaitve low arousal emotionsthan junior students. Positive low arousal emotions had downward trend along withthe rise of grade among junior students, but it wasn’t significant different among senior students.6. The achievement goals of junior and senior school students were multi-goals,not sigle goal, in which mastery-avoid goal had highest grades, next isperformance-approach goal and mastery-approach goal. The four dimension ofachievement goals had significant differences in gender, grade and school. Girls hadhigher grades than boys in mastery-approach goal, mastery-avoid goal andperfornance-avoid goal. Key school students had higher grades than ordinary studentsin mastery-approach goal, mastery-avoid goal and perfornance-avoid goal. Juniorstudents had higer grades than senior students in mastery-approach goal.7. Junior and senior school students’ positive emotions were negatively related toacademic procratination level and negative emotions were positively related toacademic procratination. Positive emotions could predict academic procratinationnegatively and negative emotions could predict academic procratination positively.Mastery-approach goal were negatively related to academic procratination andperfornance-avoid goal were positively related to academic procratination.Mastery-approach goal could predict academic procratination negatively andperfornance-avoid goal could predict academic procratination positively.8. Junior and senior school students’ academic emotions played a partialmediator factor role in the relationship between achievement goal and academicprocrastination. Achievement goal could not only affect academic procratinationdirectly, but also affect it through academic emotions.