The Influence Of Metacognitive Intervention Technology And Cognitive Orientation Group Counseling On College Students' Academic Delay

On the basis of domestic and overseas procrastination theories summarization, this research proposed the mechanism model of the academic procrastination psychology with the metacognition intervention skill as the theoretical core. What’s more, in order to improve the academic procrastination behaviors among the undergraduate students,2 packages of group psychology counseling programs are designed respectively based on the model mentioned above (program 1) and the procrastination theory of cognition-behavior therapy (program 2). With the help of the experimental researches, we verified the rationality of academic procrastination model and also compared the differences between the intervention effects of two programs.In this research, taking class as a unit,20 classes were picked out randomly and hierarchically from Nanjing Institute of Technology. An investigation was carried out about the academic procrastination situation among undergraduate students through Undergraduate Academic Procrastination Questionnaire and Initiative Procrastination Questionnaire. Totally 800 sheets were handed out and 722 sheets back, in which there were 600 useful sheets after eliminating the invalid (partially or casually answered) ones. Then the undergraduate procrastination levels were statistically analyzed by the data processing with spssl7.0 respectively for different genders, different majors and different grades. Next we needed to distinguish initiative procrastination and passive procrastination, which was finished by 2 steps. The first step was to distinguish procrastinators and non-procrastinators, which are defined by the mean point of Undergraduate Academic Procrastination Questionnaire Scale. The student whose point was ≥3 would be defined as a procrastinator, otherwise, defined as a non-procrastinator. The second step was to make a future selection from the procrastinators selected in the first step. Taking the mean point of Initiative Procrastination Questionnaire Scale as the demarcation point, the student whose point was ≥4 would be defined as an initiative procrastinator, otherwise, defined as a passive procrastinator. Finally, from the passive procrastinators, we picked out some students who were voluntary to take part in the group guidance for an interview. The 27 students selected were evenly divided into 3 groups with 9 in each group.2 of these 3 groups were named as experiment group 1 and 2. The 3rd group was treated as control group. Pre-post test was performed to these 3 groups. After a series of statistical analysis, the results are described as below:(1) Procrastination is generally common among the undergraduate students. The procrastinators take a rough percentage of 50%, among which there are about 1/4 initiative procrastinators.(2) There are not obvious differences between girls and boys about procrastination levels. According to the average value, the procrastination level of girls is lower than that of boys about the review dimensionality for examination. But boys have a lower level than girls on the procrastination emotion affect. And the procrastination levels are not much different for different majors. According to the average value, the procrastination levels of science majors are lightly lower than those of liberal arts majors. The most significant differences are happened to the procrastination levels among different grades. Freshmen have the lowest procrastination level which is orderly followed by sophomores and juniors. While the procrastination level difference between sophomores and juniors is not so much.(3) The academic procrastination model is such a good illustration for the forming process of procrastination that the group intervention program designed according has a significant effect.(4) There was a significant effect in both experiment groups. The group guidance of both groups could effectively improve the academic procrastination behaviors and pressure reaction ways of undergraduate students. Generally there wasn’t much difference in the intervention effects on procrastination between experiment group 1 an 2. In the dimensionalities of emotion affect, self-blame and seeking for help, there is obvious difference between 2 experiment groups. In the dimensionalities of homework completion, review for examination, initiative study and problem settlement, there isn’t much difference between 2 groups.