The Influence Mechanism Of Self-Determined Motivation On Procrastination In Junior High School Students' Mathematics Learning

At present,procrastination is becoming an increasingly common phenomenon in students,which has negative influences on academic outcomes.The proposal of active procrastination highlighted the positive effects of procrastination,but current studies have not yet reached a consistent conclusion.Self-determination theory provides a framework for understanding academic procrastination from the perspective of motivation.Both theoretical perspectives and empirical studies show that the degree of autonomy of motivation affects academic procrastination.Recent studies have examined self-determined motivation from a person-centered perspective,making up for the limitations of variable-centered approach.Therefore,this study used both variable-centered approach and person-centered approach,combined cross-sectional design and longitudinal tracking,to systematically analyze the relationship between self-determined motivation and academic procrastination,to test the roles of academic anxiety and metacognitive strategies,and to validate the conceptual construction of active procrastination.Samples of the study come from two junior middle schools in Wuhan and a rural area in Henan Province.The effective samples were 399 and 586.The self-determined motivation,academic anxiety,metacognitive strategies,passive procrastination and active procrastination in mathematics learning were measured by questionnaires.First,the general characteristics of passive procrastination and active procrastination are investigated.Then,a moderated mediation model is constructed on variable-centered approach,and the relationship between self-determined motivation and academic procrastination is explored.Then,the characteristics of self-determined motivation and its impact on academic procrastination are explored on person-centered approach.Finally,a cross-lagged model is used to examine the prediction of motivation and academic procrastination.The main conclusions of this study are as follows:(1)It has not been proved that active procrastination is a type of procrastination different from passive procrastination;active procrastination is not an adaptive learning behavior.(2)Self-determined motivation has a negative effect on academic procrastination;the negative association between self-determined motivation and academic procrastination is mediated by academic anxiety and moderated by metacognitive strategies.In the two sub-studies,the moderating effects of metacognitive strategies are different.(3)There are four types of self-determined motivation:"good quality motivation","high quantity motivation","poor quality motivation" and "low quantity motivation";students of "good quality motivation" and "high quantity motivation" appear less procrastination;the combination of controlled motivation and autonomy motivation affects procrastination.(4)Self-determined motivation and academic procrastination have bidirectional predictive effects.Finally,practical implications,limitations and future directions of the study are discussed.