The Affects Of Self-efficacy And Academic Emotions On Academic Procrastination In Pupils

Academic procrastination appears in academic situations, which representation is theprocrastination of the academic tasks correlated with uncomfortable feelings. Relevant studiesindicate that procrastinators usually have bad feelings, such as anxiety and depressed. Thedirect consequence of procrastination is unpleased academic achievement, and the worseresult is mental illness. Based on early literatures and experiences, there are academicprocrastinations in pupils too.In this study500pupils were chose. Then General Self Efficacy Scale, AcademicEmotion questionnaire and Procrastination Scale-Students were tested. After analyzed the data,this study has six conclusions.(1) The degree of pupils’ academic procrastination is low and general, which is the sameas junior middle school students’ and below university students’. The sex difference issignificant, and it shows that boys’ is lower than girls’.(2) The self-efficacy degree is high. It shows significant grade difference and sexdifference. The sixth grade’s degree is the highest, and boys’ degree is higher than the girls’.(3) The degree of positive academic emotion is high, and the negative academic emotionis low. There are significant grade and sex difference in positive academic emotion. The fifthgrade’s degree is the highest, and the boys’ degree is higher than the girls’.(4) Different degree of academic procrastination is accompanied with different degree ofself-efficacy and academic emotion. Low academic procrastination is related to highself-efficacy, high positive academic emotions, and low negative academic emotions.(5) This study found a significant positive correlation between self-efficacy and positiveacademic emotions, and negative correlation with negative academic emotions. And this studyalso found a significant negative correlation between self-efficacy and academicprocrastination. Positive academic emotions are significant negative correlated to academicprocrastination. Negative academic emotions are significant positive correlated to academicprocrastination.(6) Academic emotions are partial mediators in the relationship between self-efficacy andacademic procrastination, which means that self-efficacy can not only affect academicprocrastination directly, but also can indirectly affect academic procrastination through themediators academic emotion.