The Relationship Between Academic Procrastination And Academic Procrastination And Academic Emotion In Primary School Students

One of the special states in student learning is academic procrastination.One of the most important factors that lead to academic procrastination is the students' academic emotions.First,the purpose of this study is to explore the relationship between academic procrastination and academic emotion,and to find teaching strategies in practice.Learning procrastination is defined as an irrational behavior in which learners are constantly delaying the task they need to accomplish when they have enough time and ability to do so.Academic Emotion refers to all kinds of internal experiences,such as pleasure,boredom and anxiety,which are experienced by the individual in the process of teaching and learning.Studies have found that academic procrastination and academic emotion interact with each other.However,most of the current researches are focused on middle school students and college students,and the study of primary school students is rare.This is also an important significance of this study.Second methods:this research through the questionnaire method,select the three to the fifth grade students in a primary school as the research object,the subjects were investigated by Lay 1984 arrangement of general procrastination scale and adolescent academic emotion questionnaire,conduct the research by means of questionnaires and interviews,questionnaires to the class as a unit,the use of SPSS22.0 the questionnaire statistical analysis.Third,results:there is a close relationship between pupils' academic procrastination and academic emotions:two compared with serious academic procrastination and slight delay more negative high arousal and negative low arousal,have less positive high arousal and positive low arousal.Pupils' academic procrastination leads to learning tasks can not be completed on time,and then lead to anxiety and depression;and negative academic emotions can also react to the pupils' academic procrastination,resulting in vicious spiral.The regression coefficient between academic procrastination and academic emotions,positive low arousal,negative high arousal and negative low arousal dimension.Fourth,conclusion:educators can stimulate students' intrinsic motivation and arouse positive academic emotions and cultivate good study habits and other aspects,to help students reduce academic procrastination,promote positive academic emotions.