The Mediating Effect Of Self-regulated Learning Between Academic Emotion And Academic Procrastination Among High-grade Students In Primary School

Academic Procrastination is an important area of independent learning research in recent years.Academic Procrastination is a common phenomenon in students' learning process.Academic Procrastination will bring many negative effects,including emotional distress,poor academic performance,life discomfort,etc.,it will have a negative impact on individual physical and mental development.Studies have found that there are many factors that influence academic procrastination.Studies have confirmed that academic procrastination may be caused by self-regulated learning failure,and students' emotional state can significantly predict academic procrastination.So this article mainly want do an investigation on the relationship between academic emotion and academic procrastination and have a further discussion about the mediating effect of self-regulation learning.It will improve the present situation of students' academic procrastination,enhance the adaptability of students' study and life.In this study,524 students from a primary school in Heze were randomly selected to complete measures of academic emotion and academic procrastination and self-regulation learning.The whole study investigated the basic characteristics of self-regulated learning,academic emotion and academic procrastination of upper primary,and further explored the mediating role of self-regulated learning in academic emotion and academic procrastination.The results of this study are as follows:(1)The overall academic emotion of pupils is relatively positive.Boys were significantly higher than girls in terms of positive high arousal academic emotion.There were significant grade differences in positive low arousal emotion,negative high arousal emotion and negative low arousal emotion,among which the negative academic emotion in grade 6 was significantly higher than that in grade 5,while the positive academic emotion was lower than that in grade 5.(2)The self-regulated learning level of high-grade students is relatively high,it shows significant gender and grade differences.In terms of learning strategies,girls are significantly higher than boys.Grade 5 scored significantly higher than grade 6 in other dimensions of learning motivation and learning strategy.(3)Academic procrastination is common among high-grade students in primary school with significant grade and gender differences.The degree of procrastination in grade 6 was significantly higher than that in grade 5.Boys have much more procrastination behaviors than girls.(4)Academic emotion,self-regulated learning and academic procrastination are significantly correlated.(5)The direct effect of academic emotion(positive low arousal emotion,negative low arousal emotion)on academic procrastination is established;self-regulated learning(learning motivation,learning strategy)has a partial mediating effect between academic emotion and academic procrastination.