A Research On The Correlation Between English Learning Motivation And Academic Procrastination Based On The Students Of A Health Vocational School

Learning motivation is considered to be one of the main important factors in learning English, and a positive motivation contributes crucially to the success of learning, Academic procrastination is a common phenomenon in learning and serious procrastination brings about anxiety and other negative emotions and may affect learning negatively. The objective of this study is to find the answers for the following three questions.(1) What is the picture of English learning motivation of vocational school students?(2) What is the picture of academic procrastination of vocational school students?(3) Is there any correlation between student's English learning motivation and academic procrastination?Questionnaires and semi-structure interviews are two major instruments used in this research. 791 students from different majors in Huangpu Health Vocational School were selected to do two questionnaires: a questionnaire of English learning motivation and the other about Academic procrastination. According to the different results of the correlation between English Learning Motivation and Academic Procrastination Questionnaires, 16 subjects were chosen as the target students for semi-structure interviews to offer more information about the correlation between them.Findings of the research can be summarized as follows:1. Students' general English learning motivation is at a high level. The mean score of intrinsic motivation is higher than that of extrinsic motivation. The former is on a high level, while the latter gets a mediate level. For the 5 components of intrinsic motivation, the highest mean score is self-efficacy motivation, while the lowest is sense of achievement motivation. The mean score of interest motivation and sense of achievement motivation are close to each other, while the other three components,responsibility motivation, self-efficacy motivation and further study motivation are all above 3.2. Among the four components of extrinsic motivation, the highest mean score is function value motivation and the lowest is public images. Both function value motivation and external pressure motivation are above 3.0, which are at a mediate level while both reward & punishment motivation and public images motivation are just a little higher than mediate level.2. Students' academic procrastination gets a mediate level. Among those four components of academic procrastination, weak learning execution is highest, while learning behavior hysteresis is the lowest and the other two is all around 2.5,3. There is moderate negative correlation between general English learning motivation and academic procrastination(r=-0.427, p<0.05). There is moderate negative correlation between intrinsic motivation and academic procrastination(r=-0.431, p<0.05), while the correlation(r= 0.401, p<0.05) between extrinsic motivation and academic procrastination is moderate positive. Among the five components of the intrinsic motivation, sense of achievement, responsibility motivation and further study movement have no correlation with academic procrastination; both interest motivation and self-efficacy motivation have a moderate negative correlation with academic procrastination(r =-0.401, p<0.05),( r =-0.419, p<0.05). Among the four components of extrinsic motivation, reward & punishment motivation and public image motivation have no correlation with academic procrastination while both functional value motivations and external pressure motivations have positive correlation with academic procrastination(r=0.418, p<0.05),(r=0.413, p<0.05).4. The data collected from the interviews further confirm the results of the questionnaires.