The Study Of Relationships Among Negative Perfectionism, Self-esteem And Academic Procrastination And It’s Intervention In College Students

Academic procrastination—the intentional delay in the beginning or completionof important and timely academic activities(Schouwenburg,2004, Rosenthal&White,2004)—is a procrastination perform on the academic task or learning situations.While the negative impact of long term delay not only exist in external consequencessuch as decreased learning, lost opportunities but also may accompanying internalsubjective discomfort. The discomfort may manifest as anxiety, guilt, regret, despair,or self-blame. Due to these significant negative aspects, researchers have studiedprocrastination and have proposed various cognitive, emotional, and personalityvariables as possible predictors. This study aims to investigate the status of collegestudents’ perfectionism, self-esteem and academic procrastination, and analysis therelationship between them. Then provide a theoretical basis and practical guidance forthe education workers in colleges to help students change their irrational beliefs,increased self-confidence and reduced academic procrastination throughing the groupintervention. Therefore, this research is divided into two parts:Research one, the research adopts the questionnaire survey method."Procrastination Assessment Scale-student","The Chinese Frost MultidimensionalPerfectionism Scale " and "Rosenberg Self-esteem Scale" were be used to investigatethe status of perfectionism, self-esteem and academic procrastination for342collegestudents in jiangxi normal university, and analysis the relationship between them.The results show that:(1) On the whole, the college students have the medium level perfectionismtendency, higher levels of self-esteem, and lower levels of academic procrastination.(2) There is significant correlation between negative perfectionism, self-esteem,and academic procrastination. Negative perfectionism can predict academicprocrastination positivly, and predict self-esteem negatively.(3) There is negative correlation between self-esteem and academicprocrastination, and self-esteem can predict academic procrastination significantly.(4) College students’ self-esteem as a mediator of their negative perfectionismand academic procrastination plays a partial intermediary role.Research two, the research aims to provide a theoretical basis and practicalguidance for the education workers in colleges to help students change their irrationalbeliefs, increased self-confidence and reduced academic procrastination throughing the group intervention and improve the validity of group intervention. On the basis ofResearch One and individual apiration,30participants were selected into the study.These participants were divided into two groups,15participants were theexperimental group and the others were the control group. The experimental groupparticipants were accepted for8weeks’ group intervention, and the control group doesnot accept any intervention. In the end of the intervention, using the scales evaluatethe experimental group participants’ group intervention effect.The results show that:(1) Compare with the control group participants, the experimental groupparticipants that accepted8weeks’ group intervention have a lower level of negativeperfectionism, higher levels of self-esteem, and lower levels of academicprocrastination.(2) There was no significant difference for perfectionism, self-esteem andacademic procrastination of the control group participants in the before and after test.(3) Carrying out group intervention can effectively reduce the negativeperfectionism tendency, of college students, raise self-esteem, improve the academicprocrastination behaviors of procrastinatiors in college students.(4) Throughing reduce the negative perfectionism tendency and improve the levelof self-esteem, can effectively improve the academic procrastination behaviors.