College Students' Learning Procrastination And Achievement Goal Orientation, The Relationship Between Perfectionism Research

Academic procrastination is a tendency for an individual often or nearly often to delay school tasks, which means to irrationally postpone the start and completion of tasks. Since the1980s, academic procrastination had become an important concerned area in the higher education and the educational psychology. The study of academic procrastination have great success in foreign countries, which shows academic procrastination is very commonly in the college and leads to the negative result on the study record, self-esteem and emotion of the college students. The research aims to investigate the situation of academic procrastination, and to study the relationship among academic procrastination, achievement goal orientation and perfectionism of college students. It accumulates information and provides reference datas for academic procrastination and its related factors. The study provides theoretical basis and new ideas for reducing the academic procrastination of college students.The study which used cluster random sampling method select441effective participants, who are from the Nanjing Science and Engineering University, Nanjing Audit University, Heilongjiang University, Harbin Science and Engineering University (Rongcheng college). The scales include the revised scale of Procrastination Assessment Scale-Students(PASS), Achievement Goal Orientation Scale, Chinese version of Frost Multidimensional Perfectionism Scale. The study had examined the population characteristics of academic procrastination, achievement goal orientation and perfectionism. Finally, combined the three factors to construct the model which effect the college students’academic procrastination factors. The main conclusions are as follows:1. The indicators of reliability and validity of the revised scale of Procrastination Assessment Scale-Students(PASS) are in line with the requirements of psychometrics.2. In all, the level of college students’academic procrastination is not high. And the procrastination of academic task is higher than college students on other tasks’ procrastination.3. There is no significant difference between academic procrastination and other tasks’procrastination in gender, subject categories and the situation of the only child. However the degree of academic procrastination and other tasks have significant differences in different grades. The degree of the academic tasks’procrastination is significant different on the hometown categories.4. It was found that the reasons of procrastination were aversiveness of task, fear of failure, lack of assertion, rebellion, risk-taking, dependency and time management by factor analysis. There were significant differences in gender among fear of failure, lack of assertion and rebellion The male students prefer to the lack of assertion and rebellion, and the female students prefer to the fear of failure. And there is a significant difference in hometown categories between aversiveness of task and lack of assertion, the country students are higher than the city students. And risk-taking has a significant difference between singleton and no n-single ton, it’s higher in non-singleton than the singleton. The reasons of procrastination didn’t have significant difference on grades and subject categories.5. There was significantly different on the performance-approach between the male and the female students.The different grade students have significant difference among performance-approach, mastery-approach and performance-avoid goals. While the subject categories, hometown categories and the situation of the only child have no significant difference on the four dimensions of the achievement goal orientation.6. There was no significant difference between the total score and the every dimension of the perfectionism And there were significant differences on the concern about mistakes, organization, personal standards and doubt of action dimension in gender.The different grade students have significant differences among the perfectionism total score, the dimensions of concern about mistakes and parental expectation.7. There was positive relation among academic procrastination, achievement goal orientation and perfectionis.8. The perfectionism played the complete intermediary role between the every dimension of the achievement goal orientation and the academic procrastination.