Investigation And Intervention Of Academic Procrastination Study Of Junior Middle School Students In A School In Luzhou

For young people,learning is their most important social practice,which leads to the adverse effects of academic procrastination in many ways.The academic procrastination not only directly hinders the academic development,but also affect the mental health and personality formation of the youth.During junior high school,self-consciousness flourished and was regarded as a key node for habit formation and psychological maturity.For young junior high school students,if the tendency to delay is not stopped early and allowed to develop,delay may become a way of coping with them,and its adverse effects will be far-reaching.In general,the problem of academic procrastination for junior high school students deserves our attention.Based on reviewing past domestic and abroad studies about academic procrastination systematically,this study selects the revised edition for middle school students of API(Aitken Procrastination Inventory),SES(Self-esteem Scale),SESRLS(Self-efficacy for Self-regulated Learning Scale),and DMSC-S(Adolescent Dual-Model of Self-control Scale)to carry out a questionnaire survey over 641 junior high school students in a middle school in Luzhou city,Sichuan province.First of all,we are aimed at understanding the current circumstances over the academic procrastination of junior high school students.Second,we want to inspect the plausible internal mechanism of self-efficacy for self-regulated learning and self-control as the mediation variation of self-esteem and academic procrastination.Finally,we will design a mental health course according to the student’s actual situation,and we will compare the pre-test and post-test data of experimental group and control group to evaluate the intervention effect of the course.The concrete conclusions of the research are as follows:(1)The overall picture of the academic procrastination of junior high school students is not obvious(M=2.14),but some of our junior high school students have a high level of procrastination(11.54%).There are significant differences in the academic procrastination of junior high school students in demographic variables such as grade,class cadres’ experience,whether they live and study,whether their parents are divorced,and there are no significant differences in demographic variables such as gender,household registration location and whether they are only children.(2)In the junior high school student group,academic delay was significantly positively related to the ‘poor control’ in the dual system of self-control,and significantly negatively related to the ‘good control’ in the dual system of self-control as well as self-esteem and self-efficacy for self-regulated learning.(3)For junior high school students,the ‘poor control’ in the dual system of self-control and self-efficacy for self-regulated learning has a chain mediation effect in the relationship between self-esteem and academic procrastination.(4)Group dynamics-based mental health course can effectively reduce academic procrastination for junior high school students,and the intervention program has a sustainable effect.