A Study On The Relationship Between Academic Self-efficacy,Teachers' Self Support And Academic Procrastination Of Senior Primary School Students

Autonomous support refers to people's support for others' autonomy.It is an important concept of self-determinism and an important environmental factor affecting the individual's psychological function.Teachers' autonomous support is an important field in the field of autonomous support research?In teaching,teachers' autonomous support is an external environmental factor affecting students' development,which has a certain impact on students' academic self-efficacy.Bandura(1944)defines self-efficacy as the ability of individuals to implement and successfully challenge specific situations in life in order to take necessary actions?Solomon(1984)believes that academic procrastination is an unnecessary act of postponing academic tasks,which can lead to psychological discomfort of procrastinators?In order to better construct the self-supporting environment of students and teachers,meet the basic needs of students,enhance students' sense of academic self-efficacy,stimulate students' intrinsic learning motivation,and make students more interested in learning,this paper mainly studies three aspects: the sense of academic self-efficacy of senior primary school students,teachers' self-support and academic procrastination.The relationship between them?In this study,437 senior pupils from a school in Baicheng County were selected as the subjects.The relationship between them was measured by using the Teacher Autonomous Support Questionnaire,the Academic Self-efficacy Questionnaire and the Student General Procrastination Scale.To investigate the relationship among academic self-efficacy,teachers' self-support and academic procrastination of senior primary school students?The results show that: the academic self-efficacy of the senior pupils is above the middle level;there is no significant difference in the sense of academic self-efficacy between gender and grade,but there is significant difference in the source of pupils;the self-support of the senior pupils is at a higher level,and the teacher's self-support has no significant difference in grade and origin,but it has.Significant gender differences;academic self-efficacy has a significant predictive effect on academic procrastination;the moderating items of teachers' self-support and academic self-efficacy have a significant negative predictive effect on academic procrastination.Teacher autonomous support significantly moderated the relationship between academic self-efficacy and academic procrastination?...