The Relationships Among Future Time Perspective, Academic Self-efficacy And Academic Procrastination In College Students

Academic procrastination is quite common in college students, which reducesacademic achievement. Meanwhile it makes them suffer from some negativeemotions such as stress and anxiety. Therefore, we have an urgent need to find waysto solve the problem of academic procrastination. Academic procrastination is aphenomenon that students cannot accomplish learning tasks in time, which results inemotional disturbance for example anxiety and inferiority. Future time perspectivemeans a kind of personality trait which contains individual cognition of time,emotional and behavioral trend. It is essentially a kind of possible awareness of us inthe future. Academic self-efficacy is an evaluation and subjective judgment to checkwhether students could complete tasks by abilities and skills. It is essentially themotivation that affects their learning behaviors.The author adopts many professional measure tools such as ProcrastinationAssessment Scale-Students (PASS) by Solomon and Rothblum(1984), AcademicSelf-efficiency Questionnaire by Liang Yusong and Zhou Zongkui.（2000）, CollegeStudents’ Future Time Perspective Questionnaire by Song Qizheng and HuangXiting(2003). The aims are to reflect the impact to academic procrastination by futuretime perspective and academic self-efficacy in order to solve this problem. The authorselects804college students in Shan Dong Jiao Tong University, Qi Lu University ofTechnology, Shan Dong University of Traditional Medicine, and Shan Dong YingcaiUniversity. We explored the current situation, characteristics and relationshipsbetween future time perspective, academic self-efficacy and academic procrastinationby correlation analysis, variance analysis, etc. The thesis concludes that:1. College students have moderate degree of academic procrastination. Whenthey prepare their tests, the procrastination is most heavily. During management andparticipation of learning, it becomes minor. The difference in major is significant,while it is not in sex. The major difference of junior students is nearly significant. Junior students in liberal arts are less significant than junior students in science andengineering. The interactions between sex and major, major and grade are quitesignificant.2. College students have high level of academic self-efficacy; in addition it ismore significant in girls than in boys. The difference in grade and major is notsignificant. The interaction between sex, grade and major is not significant.3. College students have high level of future time perspective. It is significant inmajor but not significant in sex. Students in liberal arts have higher lever of thisperspective than students in science and engineering. It is significant among sex andmajor, major and grade, and the interaction of the three points.4. Academic procrastination has negative correlation with future timeperspective score, behavioral commitment, future efficacy, far-reach goal orientation,future image and purpose consciousness. It is negative predictive with future timeperspective score, learning ability self-efficacy, and learning manner self-efficacy.Academic self-efficacy could well negatively predict academic procrastination. Thereis a significant positive correlation in score of academic self-efficacy, future timeperspective, behavioral commitment, future efficacy, far-reach goal orientation andfuture image. Academic self-efficacy could also well predict future efficacy factor,far-reach goal orientation factor and future image factor.5. Academic self-efficacy plays part intermediary role in future time perspectiveand academic procrastination. That means academic procrastination could beinfluenced directly by future time perspective or indirectly by academic self-efficacy.