Study On The Current Situation And Intervention Of The Academic Procrastination Of The Sixth Grade Primary School Students

Academic procrastination will not only affect the student’s progress in completing the learning task,but prolonged procrastination will also reduce the sense of accomplishment,often accompanied by negative emotions such as anxiety,irritability and depression,which is not conducive to students’ learning and growth.Especially for sixth-grade students who are already in adolescence,the impact is even greater.They have large fluctuations in mood,lack of willpower,difficulty in frustration when faced with difficulties,and personality development in the molding phase.Prolonged academic procrastination not only affects students’ learning,but also brings more negative effects to students.This study attempts to improve this situation through group counseling interventions,help students to eliminate disgust,promote positive emotions,and courageously face academic failures and setbacks,increase self-confidence,increase interest in learning,and thereby reduce student procrastination.In this study,the "Student Procrastination Scale" compiled by Lay,a foreign scholar,was used to conduct a questionnaire survey of sixth grade students to understand the current academic status of the sixth grade students,and to use the experimental design of the experimental group and the control group before and after the test.according to the students’the scores on the Procrastination Scale,selecting to include 27%of students with high scores and 40 people as participants.The experimental group and the control group were 20 and group intervention was conducted for the experimental group.The group counseling was 6 times,60-90 minutes each time,and the control group did not perform experimental treatment.At the same time,through the observation method to record the performance of students after each group counseling,adjust and improve the next counseling program to better carry out the next stage of group counseling.After 6 groups of counseling,the students in the experimental group and the control group were again asked to complete the Academic Procrastination Scale.Two months later,after the second test,compare the data produced by the test group and the control group before and after the test to examine the effects of this group intervention.The conclusions of this study are as follows:1.The sixth-grade primary school students academic procrastination is at an intermediate level.In the dimension of fear of failure,boys and girls did not differ in their scores,suggesting that there is no difference between boys and girls in the fear of failure.In the dimension of task aversion and total score of delay,boys and girls score differently,and boys score higher than girls,which indicates that there are more problems in the dimensions of task aversion and academic delays.2.The scores of the experimental group in the Academic Procrastination Scale varied greatly before and after the intervention and there were significant differences.3.Group counseling is effective for the sixth-grade students’ academic procrastination behavior,and the effect can be sustained in the short term.4.Two months later,the group coaching effect of the experimental group and the control group was dynamically tracked.The experimental group and the control group had differences in the total score of delay.The intervention effect was sustainable.