Study On The Relationship Of College Students’ Level Of Self-esteem, College Students’ Self-determined Learning Motivation And Academic Procrastination

Objective:To investigate the correlation between academic procrastination and classroom environment as well as self-determined motivation, so as to provide corresponding theory bases both for college students to overcome academic procrastination and form good behavioral habits, and for educators to implement educational intervention in the future.Method:In this research, 500 college students are chosen for a questionnaire survey by utilizing three scales, namely Academic Motivation Scale College Version, i.e. AMS- C, Lay Procrastination Scale, and Self-esteem Scale, i.e. SES, and statistical analysisof the data is conducted.Research results:1. College students’ average self-esteem level M = 26.20,, and there are significant differences in the self-esteem levels between different genders and among different grades(p < 0.05); The average value of the factors for college students’ external motivation is between 13.00 and 14.00, while that for intrinsic motivation is < 13.00, and there are significant differences in each factor between different genders and among different grades(p < 0.05); college students’ average academic procrastination M = 33.37, and there is no significant differences in their academic procrastination between different genders and among different grades(p > 0.05).2.There is a negative correlation between the factors of college students’ self-determined learning motivation and their self-esteem level(p<0.05), which is negatively correlated with academic procrastination(p < 0.05). Therefore, the factors of college students’ self-determined learning motivation are negatively correlated with academic procrastination(p < 0.05);3. When students are at a low level of self-esteem,the type in need of internal stimulation, the type in need of external supervision, and the type with no motivation all have significant influence on the level of academic procrastination(p < 0.05). The regression coefficients B of these three significant variables are 0.401, 0.354 and 0.483 respectively; when students are at a high level of self-esteem, the type pursuing inner achievement, the type in need of internal stimulation, and the type with no motivation all have significant influence on the level of academic procrastination(p < 0.05). The regression coefficients B of these three significant variables are 0.663, 0.460 and 0.671 respectively.Conclusion:1. College students’ self-esteem is at a higher level in China, and male students’ self-esteem level is higher than that of female students, while college junior and senior students have relatively low level of self-esteem; the learning motivation of college students squints towards control regulation, and their learning behavior is inclined to non-self-determination; compared with male students, female students can regulate and arrange learning more effectively; the academic procrastination phenomenon of college students at present is relatively common.2. When individuals lack self-determined learning motivation, their self-esteem level would be low. The more individual intrinsic motivation and external motivation, the higher level of self-esteem;the lower college students’ self-esteem level, the higher degree of procrastination; the higher college students’ self-determined learning motivation level, the more serious the degree of academic procrastination.3.When individuals are at a low level of self-esteem, among their self-determined learning motivations, the predictive powers influencing the procrastination degree are listed as follows in descending order of intensity, the type with no motivation, the type in need of supervision, and the type in need of stimulation. Other factors have no predictive effect on self-determined learning motivation.When individuals are at a low level of self-esteem, among their self-determined learning motivations, the predictive powers influencing the procrastination degree are listed as follows in descending order of intensity, the type with no motivation, the type pursuing achievement, and the type in need of stimulation. Other factors have no predictive effect on self-determined learning motivation.