Research On The Formation Mechanism Of Undergraduates Academic Procrastination Behavior Based On Theory Of Planned Behavior

Academic procrastination is the behavior of the subject that unnecessarily delays the start or the completion of the academic tasks that must be completed,and is accompanied by psychological and emotional discomfort.Academic procrastination is a very common phenomenon.It not only triggers negative emotions of individuals but also causes a decline in academic performance.In the worst case,it affects the employment of college students and wastes educational resources.It will eventually affect the quality of undergraduate teaching.Therefore,improving college students’ academic procrastination behavior is one of the effective ways to improve the quality of undergraduate teaching,and its importance cannot be ignored.First,based on summarizing the research status at home and abroad,the planned behavior theory is selected to build a theoretical research framework.Secondly,combined with the pre-investigation results of personal interviews and questionnaires,it leads to the prominent beliefs of S University students,aiming to revise the initial theoretical model.Then through research hypotheses,the system integrates the internal and external factors that affect college students’ academic procrastination behavior and proposes measurable variables and related index systems of college students’ academic procrastination behavior.Finally,based on the above research results,a structural equation model of the formation mechanism of college students’ academic procrastination behavior based on the theory of planned behavior is constructed.The questionnaire used is designed following the general questionnaire model and specific application principles of planned behavior theoretical research designed by Ajzen,and is designed with the data obtained from personal interviews as the reference basis for measurable variables.A total of 1372 formal questionnaires were collected through the Internet and paper,and the Cronbach’s Alpha coefficients were all above 0.7;and passed the KMO and Bartlett’s Test,exploratory factor analysis and confirmatory factor analysis tests,which proved that the college students used in this study delayed their studies.The behavior scale has good reliability and validity.In the empirical analysis of college students’ academic procrastination behavior,the descriptive analysis starts from the five dimensions of academic procrastination behavior attitude,subjective norms,perceptual behavior control,behavior intention and actual behavior.Secondly,using independent sample T test and one-way analysis of variance to verify whether demographic variables affect the academic procrastination behavior of college students,and whether there are differences between the various dimensions of academic procrastination.Then,this research uses data analysis tools SPSS 22.0 and AMOS 24.0 to construct the mechanism of college students’ academic procrastination behavior.Finally,the structural equation model is used to analyze and test the relationship between behavioral attitudes,subjective norms,perceived behavioral control,behavioral intentions and procrastination behaviors,and verify the research hypotheses.The research conclusions are as follows:(1)27.04% of the college students surveyed were severely procrastinated;55.32% of college students surveyed were moderately procrastinated,of which only 17.64% were non-delayed or mildly procrastinated.(2)There is no significant difference in academic procrastination behavior between gender and major,and juniors and seniors are more inclined to delay their studies than college students in other grades.(3)Behavioral attitudes,exemplary norms,mandatory norms,external control beliefs,internal control beliefs,and behavioral intentions of academic procrastination all have a significant positive effect on the actual behavior of academic procrastination.(4)External control beliefs and internal control beliefs have a significant positive mediating effect between the procrastination behavior intention and the actual behavior of academic procrastination.Finally,this research is based on the problems identified in the formation mechanism of academic procrastination behavior,starting from the action path of behavior attitude,subjective norms,and perceptual behavior control,and proposes relevant strategies for college student groups and college student managers to improve their academic procrastination.Behavior ultimately achieves the goal of improving the quality of undergraduate education in our country.