A Study On The Relationship Between Personality Traits And Academic Procrastination Taking Three Junior High Schools In Bozhou City As An Example

Academic procrastination refers to that the individual do not completetheir academic tasks within the prescribed time or the beginning of delayingthe academic tasks. Procrastination will not only influence the academicperformance of students, also can make the procrastinator experience anxiety,fear, guilt and other negative emotions. Academic procrastination behaviormay also lead to or enhance procrastination behavior in daily lives or in otherareas, and even influence the individual’s physical and mental health. Thejunior high school stage is one of the most important stages in thedevelopment of a person’s life. For the individual’s growth, it is particularlyimportant whether he can develop the good learning and living habits. Thestudy at home found that, there are more than10%junior high school studentswho have serious academic procrastination behavior. If the academicprocrastination at the junior high school stage is not taken seriously andaggravated, it will not only affect the individual’s learning results, but alsomay lead to more experience of negative emotions. It is more likely to lead tothe formation of stable procrastination behavior in the life and at work afterthey become adults, thereby reducing the efficiency of individuals’ life andwork, and thus affecting their normal life. This study intends to study thepersonality traits of the junior middle school students with procrastinationbehavior, assuming the procrastination behavior is correlated with certainpersonality traits. And to find what personality traits are related to theprocrastination behavior through the questionnaire survey and data analysisand what personality traits can effectively predict the procrastination. Studieshave found that the procrastination of junior high school students is undermedium or lower level in general (M=2.42). The academic procrastination ofthe junior high school students is obviously different in gender, grade, family location and whether they are the class cadres. But there is no significantdifference in whether they are the only child. The personality of the juniormiddle school students of different genders, grades is significantly different inemotionality, agreeableness, openness dimensions, and is also significantlydifferent at whether they are the class cadres, whether they are the only child,but there is no significant difference in the aspect of family location. Theacademic procrastination of the junior high school students is positivelycorrelated with the personality traits of emotionality, prudence, openness. Thejunior high school students’ personality traits of emotionality, agreeablenessand openness significantly predict the academic procrastination. In which theemotionality most impact on the academic procrastination.Among them,agreeableness is reverse prediction of the academic procrastination. In view ofthe above research conclusion, the author of this paper makes an analysis ofthe causes of the academic procrastination and proposes some targetedsuggestions to optimize personality, in order to achieving the purpose ofreducing the academic procrastination by optimizing some personality traitsof easily procrastinating of the individuals.