A Reserch On The Relationship Among Psychological Resilience,Academic Emotion And Academic Procrastination Of Migrant Middle School Students And Educational Strategies

Academic procrastination mainly refers to the irrational behavior that learners choose to delay time when they know the urgency of the task and do not start to complete the task.In recent years,more and more scholars have studied academic procrastination,but few have studied the group of migrant middle school students.Compared with non-migrant middle school students,migrant middle school students suffer more unfair treatment and discrimination.Therefore,under this background,the study of academic procrastination of migrant middle school students is carried out.It is hoped that more people will pay attention to the life,learning and growth of migrant middle school students and reduce their academic procrastination.In this study,429 migrant middle school students were surveyed by adolescent psychological resilience scale,adolescent academic emotion scale and middle school students academic procrastination scale to study the relationship between them.The results show that:(1)The level of academic procrastination of migrant middle school students is in the middle level,and the level ofpsychological resilience and academic emotions are generally above average.(2)TThere are significant gender differences in total academic procrastination scores,negative attitudes and behavioral retardation dimensions of mobile middle school students,and significant grade differences in behavioral retardation dimensions.There are significant gender differences in family support and interpersonal coordination dimensions of psychological resilience of mobile middle school students,significant grade differences in goal focus dimension,significant marginality in grade in family support and interpersonal coordination dimension.There are no significant differences in gender and only child among the four dimensions of academic emotion of mobile middle school students,and there are significant grade differences in the positive high arousal dimension.(3)There is a significant negative correlation between psychological resilience and academic procrastination in migrant middle school students;there is a significant positive correlation between resilience and positive academic emotions in migrant middle school students,and a significant negative correlation with negative academic emotions;there is a significant negative correlation between positive academic emotions and academic procrastination in migrant middle school students;and there is a significant positive correlation between negative academic emotions and academic procrastination in migrant middle school students.(4)Academic emotion partially mediates the psychological resilience and academic procrastination of migrant middle school students.