A Research On The Influence And Intervention Of Self-efficacy On Academic Procrastination Of Junior High School Students

Self efficacy is an individual’s speculation and judgment about whether he or she has the ability to complete a certain behavior.It is an important factor affecting the physical and mental development of individuals.Academic procrastination is a complex psychological process involving individual cognition,emotion and behavior.It is a behavioral tendency of individuals to delay completing tasks related to their academic activities.Junior high school students are in the period of puberty,which is an important stage of physical and mental development in their life.Exploring the level of self-efficacy of junior middle school students and its impact on academic procrastination is of great significance for improving the physical and mental health and academic development of junior middle school students and promoting the management of middle school education and teaching.This research is divided into two parts: The first part is a questionnaire survey.Using the Self efficacy Scale and the Academic Procrastination Questionnaire for Middle School Students,we conducted a questionnaire survey on 514 students in Grade One and Grade Two of a school in Honggutan New District,Nanchang City,Jiangxi Province.We analyzed the current level of self-efficacy and academic procrastination of junior high school students,and the impact of self-efficacy on academic procrastination,providing theoretical and data support for the follow-up intervention experiment of self-efficacy and academic procrastination.The second part is the intervention experiment before,after and after the trial group control group.The subjects with low self-efficacy were randomly assigned to the experimental group and the control group,including 14 in the experimental group and 14 in the control group.The experimental group received 16 hours of group counseling on self-efficacy for 8 weeks;The control group did not do any intervention.Using the Self efficacy Scale and the Academic Procrastination Questionnaire for Middle School Students,the pre-test and post test were conducted in the experimental group and the control group,and the follow-up test was conducted one month after the intervention.According to the experimental data,the direct intervention effect of self-efficacy group counseling on self-efficacy,the indirect intervention effect on academic procrastination and the sustainability of the intervention effect were analyzed.The main research results are as follows:(1)The level of self-efficacy of junior middle school students is above average;The self-efficacy of male students is higher than that of female students;However,there is no significant difference in junior high school students’ self-efficacy in terms of grade and whether or not they are an only child.(2)The degree of academic procrastination of junior middle school students is lower than average.Among them,the dimension score of delayed plan is the highest and the degree of delay is the most serious;The delay summary dimension has the lowest score and the least degree of delay.Academic procrastination has no significant difference in gender and whether it is an only child or not;However,there are significant differences in grade variables,which show that the academic procrastination of junior two students is higher than that of junior one students.(3)There is a significant negative correlation between self-efficacy and academic procrastination of junior middle school students;Self-efficacy and academic procrastination are also more than medium negative correlation.(4)The self-efficacy of junior high school students has a negative predictive effect on academic procrastination.(5)Group counseling on self-efficacy has a significant direct intervention effect on self-efficacy of junior high school students.The level of self-efficacy of the experimental group was improved,while the level of self-efficacy of the control group did not change significantly.(6)The self-efficacy group counseling has significant indirect intervention effect on academic procrastination of junior high school students.(7)One month after the intervention,the follow-up test results showed that the group counseling of self-efficacy had a significant lasting effect on the intervention effect of self-efficacy and academic procrastination of junior middle school students.