Junior High School Achievement Goal Orientation, Study The Relationship Between Academic Procrastination And Academic Achievement

Based on summary of research on concept, delay the achievement goal orientation and academic theory, structure, measuring tools, research and development and so on, with a two middle school in Tianjin city students as the research object, using the " achievement goal orientation scales "," academic delay scales " as the research tool, measuring at the present stage junior high school students’ achievement goal orientation, academic procrastination level, on the various dimensions of achievement goal orientation, academic procrastination relationship between each dimension and academic research. This study uses the AMOS7.0Structure Validity inspection of each scale, the use of SPSS17.0for descriptive statistics and reliability analysis, and then uses the SPSS17.0for t-test, correlation analysis. The results show that:(1) the overall goal orientation in the middle level of junior high school students achievement, in which mastery approach goal orientation and performance approach goal orientation relative to highlight, performance-avoidance goal times, mastery avoidance goal was not obvious.(2) delay at the middle level of junior middle school students overall academic, the plan is insufficient relatively prominent dimensions.(3)mastery-approach goal and plan is insufficient, negative emotional experience, low self-efficacy is significantly negative correlation between; mastery avoidance goal orientation and delayed execution, low self-efficacy dimensions significant positive correlation. Mastery-approach goal orientation and delayed execution, performance approach goal orientation and negative emotional experience significant negative correlation.(4) the academic achievement and mastery-approach goal orientation had a significant positive correlation, and performance approach goal orientation, achievement avoidance goal, performance-avoidance goal orientation correlation is not significant. Academic achievement and low self-efficacy had negative correlation with plan dimensions, lack of positive correlation significantly. Associated with delayed execution, lack of willpower, negative emotional experience no significant relationship.