The Relationship Between Self-forgiveness And Academic Procrastination Among Junior High School Students: The Multiple Mediating Effects Of Emotion

Academic procrastination is an extension of procrastination in learning situations,and it is a behavior that students voluntarily delay starting or completing planned academic tasks despite foreseeing adverse consequences of procrastination.Studies have shown that more than 70% of students admit that they procrastinate in their studies.Self-forgiveness has been shown to be closely related to academic procrastination in previous studies,but its inner impact mechanism needs to be further explored.According to the short-term emotional repair theory,negative affection are an important reason for procrastination,and self-forgiveness is considered to be effective in regulating affection.Clarifying the relationship among self-forgiveness,emotion,and academic procrastination will help to understand the generation and impact mechanism of academic procrastination,and provide a theoretical basis for intervention work.This study used the questionnaire method to investigate,constructed two intermediary models between self-forgiveness and academic procrastination,and examined the roles of positive affection,negative affection,guilt,and shame in them.Study 1,using the "Enright Self-Forgiveness Questionnaire" and "Middle School Students’ Academic Procrastination Questionnaire",conducted a survey of 764 junior high school students to study the current situation and relationship between academic procrastination and self-forgiveness.The results show that the self-forgiveness of junior high school students is at a moderately good level,and there are fewer false self-forgiveness;the degree of academic procrastination is low,and there are significant differences in gender,grade,student origin,and parents’ highest education level,and junior high school students show a strong decrease Desire to procrastinate;Self-forgiveness has a significant negative predictive effect on academic procrastination.Study 2,using the "Enright Self-Forgiveness Questionnaire","Middle School Students’ Academic Procrastination Questionnaire" and "Positive affection and Negative affection Scale",conducted a survey on 712 junior high school students.After filtering out individuals with false self-forgiveness,explore self-forgiveness and academic procrastination,the relationship between positive emotion and negative emotion and the mediating effect of positive and negative emotion.The results show that the positive affection of junior high school students are at the middle-to-high healthy level,and the positive emotion scores of males are significantly higher than those of females;the negative affection are generally at the lower-middle healthy level,and the negative affection of junior high school students are significantly higher than those of lower grades;Positive Sex and negative affection play a partial mediating role in the relationship between self-forgiveness and academic procrastination.Study 3,in order to better understand the role of negative affection in the relationship between self-forgiveness and academic procrastination,shame and guilt,which are also negative affection,were introduced,and the "Enright Self-Forgiveness Questionnaire","Academic Procrastination Questionnaire for Middle School Students","Self-awareness Emotion Scale" conducted a survey of 700 junior high school students.After filtering out individuals with pseudo-self-forgiveness,they explored the relationship among self-forgiveness,academic procrastination,guilt,and shame,and the mediating effects of guilt and shame.The results showed that the overall level of shame among junior high school students was moderate,and the overall level of guilt was relatively high.Women’s levels of shame and guilt were significantly higher than men’s;self-forgiveness was positively correlated with guilt,and negatively correlated with shame.Guilt was negatively correlated with academic procrastination,shame was positively correlated with academic procrastination;shame and guilt played a partial mediating role in the relationship between self-forgiveness and academic procrastination.In summary,this study shows that:(1)Self-forgiveness can not only directly negatively predict academic procrastination,but also predict the level of academic procrastination through emotion;(2)Emotion plays a partial mediating role between self-forgiveness and academic procrastination;(3))guilty individuals may produce approach behaviors to make up for their faults,thereby reducing procrastination.Shamed individuals may develop avoidance behaviors that increase procrastination.This study takes junior high school students as the research object,and understands the formation mechanism of academic procrastination from the perspective of short-term emotional repair theory,which has certain implications for educators to guide junior high school students to form true self-forgiveness,reduce procrastination behavior,and prevent academic procrastination.