Higher Vocational College Students' Academic Procrastination And Its Relationship With Self-determined Motivation And Impulsivity

Procrastination is common in our daily life, and most researchers believe that it is a negative impact on the individual. In recent years, some researchers began to pay attention to the positive effects of procrastination. And then they had proposed the concept of active procrastination and did some related research on active procrastination and passive procrastination. But we can't have a comprehensive understanding of the connotation of active procrastination. In the learning field, self-determined motivation and impulsivity are the important factors that affect academic procrastination. Therefore, this study aims to explore the relationship among self-determined motivation, impulsivity and different types of academic procrastination, to enrich the field of theoretical and empirical research, thus it provides the corresponding theoretical basis for the future educators to carry out educational intervention and guidance.This study used some questionnaire to examine the 544 students in vocational college included "Self-determined Motivation Questionnaire" revised by Chen Baohua, "Barratt Impulsiveness Scale " revised by Zhou Liang, etc, "College Students' procrastination Questionnaire" compiled by Zhao Wanli and "the Active Procrastination Scale" compiled by Huang Jiaen, aimed to not only investigated the status quo of active procrastination and passive procrastination but also researched the differences between self -determined motivation and impulsivity. And then researched the relationship among academic active procrastination, self- determined motivation, impulsivity and the relationship among academic passive procrastination, self-determined motivation, impulsivity. Finally, according to the two kinds of procrastination behavior, we provided relevant education suggestions. Through a series of statistical analysis, this study obtained the following results:(1)The students who have academic active procrastination accounted for 21.7% of the survey in higher vocational college students while academic passive procrastination accounted for 30.1%. The number of academic passive procrastination was more than academic active procrastination. There were no significant differences between academic active procrastination and academic passive procrastination in gender, grade, profession, class cadre, only child and students from different areas.(2)There were significant differences between academic active procrastination and academic passive procrastinators in internal motivation, external motivation, amotivation, attentional impulsivity, motor impulsivity and unplanned impulsivity of higher vocational college students. There were significant differences between academic active procrastinators and non-procrastinators in the external motivation, but not in other variables.(3)Academic active procrastination of higher vocational college students was positively correlated with internal motivation, negative correlated with amotivation, impulse, and had no significant correlation with external motivation. Attentional impulse had a significant predictive effect on academic procrastination.(4)Academic passive procrastination of higher vocational college students was negatively correlated with internal motivation and impulse, positively correlated with amotivation, and had no significant correlation with external motivation. Unplanned impulsivity, attentional impulsivity, achieved motivation, external regulation had significant predictive effect on academic passive procrastination.(5)Higher vocational college students'impulsivity played a mesomeric role in self-determined motivation and academic procrastination. Unplanned impulsivity played a complete mesomeric role in the relationship between the internal motivation, the amotivation and the academic active procrastination. Unplanned impulsivity played a part of mesomeric role in the relationship between internal motivation and academic passive procrastination. Attentional impulsivity played a complete mesomeric role in the relationship between external motivation, amotivation and academic passive procrastination.