A Comparative Study Of Urban And Rural Pupils' Learning Procrastination Differences

Learning procrastination refers to the idea that the procrastination behavior of students in the learning situation.It refers to that the students have the intention to complete the learning task,but delay the start of the task or drag during the completion of the task.,causing the learning task to be completed in a deadline or not completed within the specified time.Learning procrastination only exist in learning situations or learning-related situations,mainly including delays in study assignments,xam review,homework preparation,and study habits.Learning procrastination often result in terrible emotional experiences,which not only affect learning eff-iciency and academic performance,but also are not conducive to the cultivation of good learning habits.Based on the domestic and international procrastination questionnaires,this study combines the actual learning situation of pupils in China to prepare a questionnaire for primary school students'learning rocrastination.The students from Grade 3 to Grade 6 of Wuhan H Elementary School and Xiaogan B Elementary School are surveyed.Investigation on the current situation of pupils'learning procrastination in different areas of urban and rural areas and interviews are conducted on ten primary school teachers in different areas of urban and rural areas to understand the procrastination in student learning,analyzeing the reasons of urban and rural primary school students'learning procrastination,and propose corresponding educational strategies to alleviate urban and rural pupils,especially Township pupils'learning procrastination.The SPSS24.0 was used for descriptive analysis and differential significance analysis of the data obtained from the questionnaire to compare the differences in the learning procrastination of pupils in different urban and rural areas in different genders,grades,academic performance,class cadres and independent children.Different primary school groups in different areas of urban and rural areas are learning to delay the differences in specific dimensions(normal homework,holiday homework,review preparation,and independent arrangements).Through analysis and comparison,the following main research conclusions are drawn:On the whole,the learning procrastination of pupils in townships and towns are more serious than those of urban primary school students,and there are significant differences.In terms of gender,the degree of learning procrastination in both township pupils and urban pupils are boys>girls,and there are significant differences.The specific performance is the township primary school boys>township primary school girls>urban primary school boys>urban primary school girls.At the grade level,the grade differences in the degree of academic procrastination of township pupils are shown as sixth grade>fifth grade>third grade>fourth grade,and there is no significant difference.The grade difference of urban primary school students'academic procrastination is characterized by the third grade>sixth grade>fifth grade>fourth grade,and there are significant differences.In terms of academic achievement,the degree of academic procrastination of township pupils and urban pupils was consistent,with excellent grades>moderate grades>poor grades,and significant differences.In the case of class cadres,the degree of academic procrastination of pupils and urban pupils is consistent,and there are significant differences between non-class cadres and class cadres.The specific performance is for non-class cadres in township primary schools>township primary school cadres students>urban primary school non-class cadres students>urban primary school cadres students.In the case of whether it is an only child,the academic procrastination of township pupils is expressed as the only child>non-only child.The degree of academic procrastination of urban pupilsis expressed as non-only children>only children.There is no significant difference in whether schoolchildren in urban and rural areas are procrastinating whether they are single-children.In the specific dimension of learning procrastination,the degree of learning procrastination of pupils in urban and rural areas is reflected in the review preparations>holiday assignments>independent arrangements>homework.Specific to different student groups,in terms of normal homework,students with poor grades in urban primary schools have the most serious delays in learning,and the only ones in township pupilshave the most serious delays in learning.In the three aspects of holiday homework,review preparation and self-scheduled arrangements,students from townships and urban pupils have the most serious delays in learning.The study found that the factors affecting the learning procrastination of urban and rural pupils mainly include self-efficacy,success and failure attribution,time management,task internal and family education,teacher-student relationship,and class environment.On this basis,this study proposes the basic countermeasures to alleviate learning procrastination,increasing successful experience and improving self-efficacy;rational;attribution and success,positive self-suggestion;fostering self-regulation ability,effectively managing time;inspiring task interest,alerting to academic burnout And optimizing family parenting style;cultivating healthy teacher-student relationship;improving class management system.Coordinate the power of schools,teachers,parents and students to help pupils effectively reduce learning procrastination and develop good study habits.