The Relationship Between Smart Phone Use And Academic Procrastination In Middle School Students And Its Intervention

As a problem of school adjustment,academic procrastination is widespread in the group of students.In addition,research on its aftereffect found that,it could not only lead to students' failing to finishing academic task on time,thus negatively impacting academic achievement or scores,but also it could result in negative emotions,like anxiety,depression and shame,finally negatively impacting people's life quality and physical and mental health.Given the pervasiveness and detriment of academic procrastination in students,it is important to examine the influencing factors of academic procrastination with their mechanism,and offer some scientific method to practical intervention.By now,researchers has explored psychological factors,environmental factors of family and characteristic factors of task of academic procrastination,and they mainly focused on undergraduates,while paid little attention to middle school students,and the influencing factors of academic procrastination was also limited.With the development of mobile technology,mobile phone gradually plays a more and more important role in people's(including middle school students)lives.As a result,relevant researchers paid more attention to the relationship between phone use and middle school students' development and adaption,and it would be an important direction of future researchers to examine the relationship of phone and procrastination with their mechanism in middle school students,as well as taking practical and beneficial interventions on their academic procrastination.In Study One,middle school students were investigated with the questionnaire of phone use,academic self-efficacy and academic procrastination,while the data was analyzed in SPSS 21.0 and SPSS PROPCESS.Specifically,phone use included pragmatic use and symbolic use,while the former could be divided into use of basic function,learning tools,multi-media,information acquisition and social media.In Study Two,quasi-experiments were used to test the effect of self-directed program of group counseling on academic procrastination with 24 participants,12 in the experimental group and the other 12 in the control group.The results showed that:(1)use of learning tools was positively correlated with academic self-efficacy,while negatively correlated with academic procrastination;use of information acquisition was negatively correlated with academic procrastination;symbolic use was negatively correlated with academic procrastination;academic self-efficacy was negatively correlated with academic procrastination;(2)academic self-efficacy played as a partially mediating role in the relationship between use of learning tools and academic procrastination,i.e.,use of learning tools could not only influence academic procrastination directly,but also influence indirectly through academic self-efficacy.(3)use of information acquisition could predict academic procrastination positively,while could not predict academic procrastination significantly.(4)academic self-efficacy played as fully mediating role in the relationship between symbolic use of cell phone and academic procrastination;(5)self-directed group counseling program is useful for lowering the level of academic procrastination of middle school students.Finally,the study discussed the theoretical implications and practical value,and coined the limitations and future direction.