Intervention Study Of Mindfulness Training On Middle School Students’ Academic Procrastination

It comes from 2600 years ago the Buddhist works the four foundations of mindfulness by, it is the core of Zen of primitive Buddhism. In the 1970-1980 s, western psychology began to follow the mindfulness, by Kabat Zinn and other scholars introduced and scientific research, gradually improved and integration as one of the most important concepts and techniques of modern psychological therapy. In recent years, mindfulness is gradually becoming one of the emphases and hotspots of psychology.Academic procrastination is a kind of behavior tendency which is produced by the delay in the learning situation, and it is a typical situation. Academic procrastination is an important indicator to measure learner autonomy, and it is an important factor to influence academic performance. At present, the widespread procrastination in the student population has attracted the attention of researchers.Due to the study of the relationship of mindfulness and academic procrastination and its impact on academic procrastination is still not perfect. This study analyzes the mindfulness and academic delay of relevant information and documentation, implementation of experimental design, academic procrastination verification process and in specific delayed the process by combination of the mindfulness group intervention training activities effectively reduce the participants’ level of academic procrastination, to verify the intervention effect of mindfulness.Research1 was designed to investigate the relationship between middle school students’ levels of mindfulness and academic procrastination. Selection of a middle school in Chongqing city first to middle school students 800 people, in Grade 7, 100 people; second, 100 people; third, 100 people; a high, 250 people; senior high school, 150 people; grade, 100 people, to release FFMQ and API. Through data analysis, draw students’ levels of mindfulness scores and academic procrastination score showed a significant negative correlation. The results show that under certain conditions, the students of the higher level of mindfulness, academic procrastination level will be lower.Research2 aimed at through of a test period in 8 weeks mindfulness group intervention training, and to explore its influence on middle school students’ academic procrastination level. Eliminate the invalid questionnaire because of the lack of data, the regular answer and other reasons, finally recovered 664 copies. Through data analysis and screening, selected 14 subjects(8 boys and 6 girls) into the experimental intervention training for a period of 8 weeks of the mindfulness group intervention training. Which, respectively, after the end of the 8 weeks of training and 2 months, on payment of five factor FFMQ and API. Intervention results show that after 8 weeks of the mindfulness group intervention training, subjects of academic procrastination level from the initial is higher than the average level, to 8 weeks of training after, lower than the average level and reached statistical significance. It shows that the 8 weeks of the mindfulness group intervention training can effectively reduce the level of academic procrastination.The training in mindfulness group intervention can in some extent reduce the students’ level of academic procrastination.