The Relationship Between Perceived Teacher Expectations And Academic Procrastination In High School Students: The Serial Multiple Mediating Effect Of Academic Self-efficacy And Academic Delayed Gratification

The harm of academic procrastination to students is self-evident.Procrastination will not only affect students' performance,but also bring bad emotional experience to students,which will perplex students in their learning and living.Quality education reform in China emphasizes that students should develop subjectivity and autorhythmicity,and emphasizes the phenomenon of students' academic procrastination should be paid attention to.Results of previous researches show that the academic procrastination of high school students in China is not optimistic.The time in high school is an vitally important period in the entire career of learning,but academic procrastination has become the obstacle.Therefore,under the overall circumstance of current educational reform and academic procrastination in high school students,studying the factors and mechanism of action that affect academic procrastination in high school students has important theoretical and practical significance for alleviating the situation of academic procrastination in high school students.In this study,questionnaire survey was used.Taking the academic procrastination questionnaire,the teacher expectation questionnaire,the academic self-efficacy questionnaire,and the academic delay of gratification questionnaire as the research tools,and the high school students of a middle school in Liaocheng City as the research object.After data screening,valid data of 416 students were finally obtained.On the basis of analyzing the status quo and characteristics of academic procrastination in high school students,teacher expectations,academic self-efficacy and academic delay of gratification,the above variables were carried out difference test and correlation analysis,to construct a structural equation model.Ultimately,a relationship: the serial multiple mediating effect of academic self-efficacy and academic delay of gratification between perceived teacher expectations and academic procrastination in high school students was proposedResults of the research show that:(1)academic procrastination in high school students were at the lower-middle level;academic procrastination in high school students was significantly different on gender.Specifically,the procrastination in boys is higher than that in girls.There is significant grade difference in the failure fear dimension of academic procrastination,which is significantly higher in Senior One than in Senior Two and Senior Three,and there is no significant urban-rural difference in academic procrastination in high school students.(2)There was a significant correlation between any two of the four variables.(3)Academic self-efficacy and academic delay of gratification have the serial multiple mediating effect between perceived teacher expectations and academic procrastination.(4)The effect of teacher expectations on academic procrastination is mainly to improve students' academic self-efficacy and academic delay gratification.In this way,teachers can effectively reduce students' academic procrastination behaviors.