Study On Relationships Among Academic Procrastinationanddelayedgratification, Academicself-Efficacyofcollege Students And Group Intervention Ofacademicprocrastination

The academic procrastination is a kind of elusion adaptation, and is a great waste of resources of time, and may bring pressure to procrastinators. If the pressure is accumulated over a long period it can affect the physical and mental health. Review of relative literatures found that the academic self-efficacy and the academic delayed gratification were the pivotal influencing factors of academic procrastination, but a full analysis of the relationships among the three above variables had not been involved. Therefore, this study aimed to survey present situations of the college students’academic procrastination and academic delayed gratification, academic self-efficacy; and also to explore the relationships among the three above variables; and to execute the group intervention on academic procrastinators.Research 1:472 college students in total studying in Guangxi Zhuang autonomous region were surveyed through conducting Procrastination Assessment Scale-Students(PASS) revised by Xue-Jing Guan (2006),and Academic Delay of Gratification Scale,(ADOGS) by Ling-hua Liu (2010) and also Academic Self-efficacy Questionnaire by Zong-kui Zhou and Yu-song Liang (2000),in order to research the present situations of college students’ academic procrastination and academic delayed gratification, academic self-efficacyResearch 2:Relationships among the academic procrastination and the academic delayed gratification and the academic self-efficacy were explored in order to provide basis for the following intervention.Research 3:The group intervention was conducted on 40 academic procrastinators in order to explore measures to reduce academic procrastination.The major findings were as follows:(1)The academic procrastination was common among college students;and concerning to different academic tasks, the academic procrastination were in different levels. And most college students expected to reduce their academic procrastination in a high degree. In terms of the level of academic procrastination, there were significant differences among different grades and sophomore got significantly higher score than senior; in terms of the expectation of delaying academic procrastination, there were also significant differences between different gender, and the female students had a higher expectation than male students. But there were no significant differences either in different subjects (art and science) or in different family locus, or in singleton or non-singleton students.(2)College students’overall academic delayed gratification was not in a high level. There were significant differences in demographic variables, like in grade and the status of being singleton or non-singleton. Non-singleton students got higher scores than singleton students in dimension of classroom academic delay of gratification and academic delay of gratification and freshman got lower score than junior and senior. While there were no significant differences in terms of gender, subject and family locus.(3)College students’overall academic self-efficacy was in a middle level. There were significant differences in demographic variables, like in gender and in grade. Female students got higher scores than male students in dimension of study ability self-efficacy and the academic self-efficacy, and senior get higher sores than sophomore. While there were no significant differences in terms of subject, status of being singleton or non-singleton and family locus.(4)The academic procrastination and the academic delay of gratification, the academic self-efficacy was closely related. The academic procrastination was in significant negative correlation with the academic self-efficacy. The academic procrastination was in significant negative correlation with the academic delay of gratification. The academic delay of gratification was in significant positive correlation with the academic self-efficacy.(5)The academic delay of gratification played an intermediary role in the relationship between the academic self-efficacy and academic procrastination.(6)Group intervention can reduce the academic procrastination effectively.