A Study On The Influence Of Self-determination Learning Motivation To Academic Procrastination Among Junior School Students

Academic procrastination is a common phenomenon in learning,it refers to the gap of learning planning and implementation in thelearning process. Its external performance is a kind of irrationalbehavior, which is used to rushing to complete the task of learningbecause of an unreasonable use of time, including not only thedelay to finish the homework, but also a delay on learning activitiesplan, remedial and summary. After analyzing the domestic andforeign studies on the academic procrastination, this study usedtwo questionnaires mainly to investigate 622 students in the juniorschool, One is learning self-regulation questionnaire, the other isacademic procrastination questionnaire, in order to survey juniorhigh school students’ academic procrastination tendency and thewillingness of reducing academic procrastination, analyze thedifferences among demographic variables, and explore therelationship of the junior school students’self determinedlearning motivation and academic procrastination. The resultsshow:(1)The junior middle school students’academic procrastination isexisted universally,but not serious generally. The delay executing isthe most severe. The junior school students’will of reducing procrastination is relatively strong.(2)The male middle-school students’academic procrastinationare significantly more severe than the female. Academicprocrastination behaviors present the rising tendency as gradeincreasing. Urban students’delay-plan is more severe than ruralstudents. The boarding middle-school students’academicprocrastination are more severe the no-boarding ones, expectdelay-summary. More positive impact which comes from parents’workstyle, the more harmonious parent-child relationship andteacher-student relationship became, the less academicprocrastination the middle-school students have.(3)The overall development of junior school students’internalization of extrinsic motivation levels is high, the identityadjustment is main.(4) The female middle-school student’identity adjustment andrelative autonomy index is higher than the male middle-schoolstudent. Junior school students’self-determined learningmotivation levels show a downward trend as the gradeincreasing,expect relative autonomy index. Rural middle-student’smotivation level was significantly higher than the urban. Themotivation level of the no-boarding middle-school student was alittle higher than the boarding,but not significantly.(5) Junior school students’self-determination study motivationand academic procrastination correlates significantly. Juniorschool students’autonomic regulation and relative autonomy indexand academic procrastination have a significantly negativecorrelation. External regulation and delay execution correlates positively, control regulation and delayed recovery, delayedsummary and academic procrastination have a significantlynegative correlation.