The Relationship Between Academic Procrastination And Teacher-student Relationship And Academic Self-efficacy In High-grade Students In Rural Primary Schools

Primary school is in the initial stage of civil life,and after entering primary school,children begin a further journey to society.According to Erickson's theory of psycho-social development,the conflict between diligence and inferiority is the main contradiction that primary school students are in school age to solve.This stage of school is the main place for students to learn to adapt to society,to learn knowledge,to master skills and abilities.If students can complete their learning tasks smoothly at this stage,they will gain a higher sense of academic self-efficacy,which will make students more confident in their future life and work.Otherwise,if students develop the habit of procrastinating in their studies at this stage.It is possible to have a strong sense of inferiority complex and have a negative impact on their future life.As an important relation of students' study and life,whether the teacher-student relationship is harmonious or not will have an important impact on the study and life of primary school students.The teacher's attitude towards the students will affect their performance to a great extent.In normal teaching work,we find that in almost every class,there are a few students who are procrastinating more clearly.Therefore,the purpose of this study is to investigate the teacher-student relationship,academic self-efficacy and academic procrastination.A total of 496 students from three rural primary schools in the southern mountainous area of Jinan City were selected as the subjects of the study.The academic procrastination questionnaire,teacher-student relationship questionnaire and academic self-efficacy questionnaire were used as the research scales.The purpose of this study is to investigate the current academic procrastination,teacher-student relationship,academic self-efficacy level and the relationship between the three among the senior primary school students in rural primary schools,and to explore the mediating role of academic self-efficacy in the teacher-student relationship and academic procrastination.Using SPSS19.0 for data processing and variance analysis,the main conclusions were as follows:1.There was a middle degree of academic procrastination in the junior high school students in rural primary schools.The academic procrastination of grade six students was significantly higher than that of grade five.The difference between academic procrastination and only child was not significant.2.The teacher-student relationship of the junior high school students in rural primary schools was more harmonious.Teacher-student relationship in grade five was better than that of grade six;the only child was more willing to get the support of teachers than non-only child.3.There was a middle degree of the academic self-efficacy in the junior high school students in rural primary schools.The academic self-efficacy of grade five students was significantly higher than that of grade six.The academic self-efficacy of only child was significantly higher than that of non-only child,and the gender difference of academic self-efficacy was not significant.4.The teacher-student relationship was positively correlated with academic self-efficacy,and had a significant negative correlation with academic procrastination;academic self-efficacy had a significant negative correlation with academic procrastination.5.The academic self-efficacy in rural primary schools played a partial mediating role between teacher-student relationship and academic procrastination.The teacher-student relationship was directly related to their academic procrastination,but also indirectly affects their academic procrastination through the academic self-efficacy.