Middle School Students Parents Upbringing, The Relationship Between Achievement Motivation And Academic Procrastination

In this study, previous research based on the results of their research ideas and assumptions, to591high school students of different grade and gender as the object of study, with a questionnaire to collect the students’academic delay, parenting styles and achievement motivation aspects of the data, and use SPSS13.0statistical software system for data analysis, students explore the parenting styles, achievement motivation and academic relationships between delay mode. The main results of this study are as follows:1. Academic procrastination. Apparent delay of Students of gender and grade differences. Gender differences, the boys of the school to delay the total score was significantly higher than girls score; the grade difference, the first day to two days, no significant changes begin two days of sharp fall in the High School stage has stabilized, a slight increase in third year.2. In the parenting aspects. Authoritarian parents, a way of bringing to two days from the first day significantly increased, after declining steadily; while encouraging the rearing parents from middle school to high school gradually declined steadily to a high school sophomore from a slight rise in the third year.3. In achievement motivation. Achievement motivation of high school students there are obvious differences between grades. In the pursuit of achievement motivation, from first day to two days, no significant changes began to dip when the junior high, high school was no significant change; the motive to avoid failure, from the first day to three days significantly increased, no significant changes to the High School junior, high school senior decline; in the overall achievement motivation, no significant change from the first day to the third year when the rise.4. In secondary school delays and the relationship between parenting styles. Encourage the type of rearing trust, emotional warmth and school-based education means there is a significant delay in the negative; ignore the type of rearing, authoritarian rearing style and type of rearing and spoil there was a significant delay in their studies are relevant.5. Secondary school students with academic achievement motivation, the relationship between delay. Pursuit of academic motivation and success there is a clear negative correlation delay, delay in their academic motivation to avoid failure there was a significant positive correlation with academic achievement motivation in general there was a significant delay in the negative.6. In the field of relationship between achievement motivation.(1) A way of bringing authoritarian parents and students the motivation to succeed was not significantly correlated with students’ motivation to avoid failure is significantly associated with overall student achievement motivation are significantly related.(2) To encourage parents to trust-based education methods and student motivation to succeed is significantly associated with student motivation to avoid failure was not significantly correlated with students’ overall achievement motivation are significantly related.(3) Parental emotional warmth type of rearing and students motivation to succeed is significantly associated with student motivation to avoid failure was not significantly correlated with students’ overall achievement motivation are significantly related.(4) Type of doting parents and students a way of bringing the motivation to succeed was not significantly correlated with students’ motivation to avoid failure is significantly associated with overall student achievement motivation was significantly negatively correlated.(5) Ignore the type of rearing parents and students the motivation to succeed was not significantly correlated with students’ motivation to avoid failure is significantly associated with overall student achievement motivation was significantly negatively correlated.7.Achievement motivation in middle school students, parenting style and academic relations between the delay. Relationship between the three present, and trust to encourage types of parenting styles can directly affect the academic delay, but also through the intermediary role of achievement motivation and indirectly impact achievement motivation. The relationship between the above, a final conclusion can be drawn:first, the child achievement motivation is high, if the parents encourage the use of trust-based rearing, children have less dilatory conduct; second, lower child achievement motivation if the parents blindly trust and encourage a child, the child may have delayed behavior.