The Relationship Between Self-efficacy,Academic Emotions,and Academic Procrastination Among Senior Students In Elementary Schools

Academic procrastination refers to the tendency of learners to postpone the completion of their academic tasks.It may result in failures to finish tasks or rushed completion finished just by the deadline.It influences greatly on developments of elementary school students' studies as well as their mental and physical health.Therefore,more and more scholars are paying attention to it.Students' presumption about their own abilities to complete academic tasks and various emotions experienced in academic activities can impact their ways to accomplish academic tasks.Thus,how to help students improve their self-efficacy so as to stimulate their positive academic emotions is a new problem educators have to face.This study aims at investigating the academic procrastination of senior students in elementary schools and exploring the influencing mechanism of self-efficacy and academic sentiment that affect the academic procrastination.Furthermore,it is also designed to analyze the mediating effect of senior elementary school students' academic emotions to self-efficacy and academic procrastination.270 students from Grade 3-5 in an elementary school in Tianjin are chosen as research objects.This study employs a questionnaire and uses the General Self-Efficacy Scale,the Youth Academic Emotions Questionnaire and Procrastination Scale-For student populations as research tools which are separately applied to examine and discuss relational models of self-efficacy,academic emotions,and academic procrastination among senior students in elementary schools.Results:(1)The academic procrastination is below average levels among senior students in elementary schools.There is a significant difference in gender on the academic procrastination among senior students in elementary schools;there is a significant difference in gender on the self-efficacy among senior students in elementary schools.(2)The academic procrastination of senior students in elementary schools has significantly positive correlation with negative academic emotions;the academic procrastination has significantly negative correlation with positive academic emotions.(3)The academic emotions of senior students in elementary schools play a partial mediating effect between self-efficacy and academic procrastination.Conclusions:(1)The negative academic emotions of senior students in elementary schools can positively predict academic procrastination.(2)The self-efficacy and positive academic emotions of senior students in elementary schools can negatively predict academic procrastination.(3)The academic emotions of senior students in elementary schools play a partial mediating effect between self-efficacy and academic procrastination.