The Investigate On Academic Self-efficacy Intervention Group Counseling For College Students’ Academic Procrastination

Learning self-efficacy is an academic ability belief, it is the evaluation of confidence level whether an individual could finish the learning tasks with the good use of the ability and skills they have already learned, it is the individual to control their own learning behavior and improve their academic performance ability of subjective judgment. It is consisted by learning self-efficacy and self-efficacy.Many researchers at home and abroad have shown that self-efficacy and academic procrastination showed a significant negative correlation relationship, so to improve the individual’s academic self-efficacy is to reduce college students’ academic procrastination effective intervention strategies. This study used convenience sampling method, recruited 24 students with learning delays, divided them into training group and non-training group. Training group will be trained six times in three weeks, group guidance focuses on improving learning self-efficacy. Before the group guidance, after the group guidance and three weeks after the group guidance, survey the learning self-efficacy scale, active-passive delay scale and then data independent samples t-test, and the result is as follows:(1) before and after the group guidance, there are active and passive procrastination tendency for individuals to learn self-efficacy scale passive and active academic procrastination scale scores after the intervention compared with the pre-intervention vary widely, there is a significant difference.(2) Track the training group after three weeks, active and passive procrastination tendency for individuals to learn self-efficacy scale passive and active academic procrastination scale scores were basically the same, there is no significant difference, indicating that the effect of the intervention can be sustained.(3) Learning self-efficacy group counseling for academic procrastination Students intervention significantly, especially for passive individual delay effect is more significant, and the results can be sustained in the short term. Conclusion: After group guidance, there is a tendency for individuals to delay than passive with active individuals delays in improving the delay line is more significant, and group counseling for the subjects of learning two tendencies of self-efficacy scores have improved significantly.