The Influence Of Postgraduates’ Achievement Motivation On Academic Procrastination

The phenomenon of academic procrastination is prevalent among college students, it literallymeans that someone would procrastinate unnecessarily, and cause discomfort psychologically. Thephenomenon of academic procrastination not only results in declining the quality of study and wastingeducation resources, but also brings about negative influence to the Long-range development of our edbiz.The research of the problem focuses more on undergraduates and middle school students currently, butlesser on postgraduates. This research studies the correlativity of achievement motivation、academicburnout and academic procrastination among postgraduates. The purpose of the research lies in developingcognizance of academic procrastination, extending the range of the subjects investigated, attracting moreattention on the postgraduates, so that practical countermeasure will be proposed to increase learningefficiency and healthy development of both physically and psychologically.Based on the analysis of the scientific literature and the careful observation of thesituation. The research has developed the academic procrastination questionnaire forpostgraduates、the academic burnout questionnaire for postgraduates and AMS (AchievementMotivation Scale) as tools to carry out a questionnaire survey among750postgraduates. Thefollowing conclusions are made through statistical analysis of625valid questionnaires:(1)The phenomenon of academic procrastination is highly prevalent amongpostgraduates,60percent of the total postgraduates procrastinate moderately, and80percent ofthem are willing to reduce the procrastination.(2)The level of the procrastination are different on different subjects, also can besequenced as below: reading literature, releasing papers/reports, writing term papers, writingthesis including the opening report, completing tutor’s tasks, participating tasks. In other words,the problem is most serious in reading literature and least in participating tasks.(3)The problem becomes more and more serious, there are less than10percentpostgraduates who do not procrastinate, almost one-third of the postgraduates grow academicburnout, over60percent of them remain in an uncertain condition, and the main performance of the academic burnout is lower sense of achievement.(4)Overall, the achievement motivation of the postgraduates is of medium, and to pursuesuccess is higher than avoid failure.(5)The demographic variables of academic procrastination、 academic burnout andachievement motivation has differences. In the aspect of academic procrastination, sexualdistinctions、grades and work experience have distinctive different impacts. And in the aspect ofacademic burnout, only children and work experience have distinctive different impacts. And inthe aspect of achievement motivation, sexual distinctions、only children and work experience havedistinctive different impacts.(6)Between academic procrastination、academic burnout and achievement motivation,there has been marked correlations. There are positive correlations between academicprocrastination and academic burnout, there are negative correlations between academicprocrastination and achievement motivation, and there are negative correlations between academicburnout and achievement motivation.(7)There are marked calculated effects in both academic burnout and achievementmotivation. The aspiration of achievement has negative calculated effects on academicprocrastination. And there has been positive correlations to academic procrastination from theavoid failure and the academic burnout.(8)The academic burnout has partial intermediary effects on pursue success andacademic procrastination, and have full intermediary effects on the avoid failure and academicprocrastination.