The Relationship Of Academic Procrastination, Academic Self-efficacy And Learning Motivation Among University Students

Academic procrastination is a behavior which means the individual always unnecessarilydelay learning tasks, and produce the sense of psychological discomfort in the process ofprocrastination. It is affected by many factors, including academic self-efficacy and learningmotivation. Learning motivation is the internal dynamics to inspire individual learningactivities，academic self-efficacy is an important mediating factors in the motivationalprocesses.Studies have shown that there is a significant correlation between any twovariables--college students’ academic procrastination academic self-efficacy and learningmotivation. But few existing studies are to explore the relationship between the threevariables belonging to the same learning areas. In view of this, the research investigates thecurrent academic procrastination situation of college students in a university, select700students as the respondents, and use the research methods combining the questionnaire surveywith case intervention, in order to explore the relationship of academic procrastination,academic self-efficacy and learning motivation among the university students, and conduct acase study to the students of high level of academic procrastination from the perspective ofthe intermediary variables to verify the relationship between the three variables.After investigation and analysis，the study draws the following conclusions:(1)The research found that80.9percent of college students has academicprocrastination behavior in the process of completing their learning task, and the seriousprocrastinators is a minority, and in every learning tasks, more than50percent of collegestudents have reported moderate or above level of procrastination.(2)This research also found that92.2percent of college students expects to change theiracademic procrastination behavior, and in every learning tasks, more than70percent of thecollege students belongs to the moderate or above degree of those who want to changes theprocrastination behavior.(3)The research found that college students’ academic procrastination is no significantdifference in the gender and professional variables, and is significant difference in the gradevariable, and sophomore, junior and senior students’ level of academic procrastination arehigher than freshmen. (4)The research found that college students’ academic self-efficacy is no significantdifference in the grade variable, and is significantly different in the professional variables andgender variables. Further analysis found that liberal arts students’ academic self-efficacy issignificantly higher than the science and engineering students, girls’ academic self-efficacylevels is slightly lower than boys.(5)The research found that students’ learning motivation was no significant difference inthe gender variable, while is significantly different in the grade and professional variables.Further analysis revealed that freshman students’ learning motivation levels are higher thanjuniors, seniors, and science and engineering students’ motivation level is slightly lower thanliberal arts students.(6)This research verified the correlation of academic procrastination, academicself-efficacy and learning motivation between two variables among university students, theresults showed that college students’ academic motivation and academic procrastination issignificantly negative correlation, and academic procrastination and academic self-efficacy issignificantly negatively correlated, and learning motivation and academic self-efficacy issignificantly positively correlated.(7)The research found that academic self-efficacy makes partially mediates betweenacademic procrastination and learning motivation, which means that part of the impact oflearning motivation of academic procrastination is through the intermediary variableacademic self-efficacy.(8)The results of the case research showed that the case interventions can significantlyimprove the participants’ academic self-efficacy, and effectively improve their academicprocrastination behavior.