The Relationship Between Boredom Tendency,Subjective Well-Being And Academic Procrastination Of Junior High School Students And Its Intervention

When junior high school students face the pressure of high school entrance examination,they tend to be bored when they cannot meet the needs of internal and external stimuli,and then they have difficulty to feel the positive aspects of the meaning of life.They also feel weak and irritable in their studies and show the behavior of academic procrastination.Academic procrastination not only affects the learning progress of junior high school students,but also makes them fall into the influence of negative emotions and aggravate academic procrastination behavior,forming a vicious circle.At this time,the physical and mental health of junior high school students is particularly important.A healthy mental state is conducive to their healthy and happy learning and growth.The purpose of this study is to explore the relationship between boredom tendency and academic procrastination,as well as the role of subjective well-being in the two,and to provide effective educational suggestions for junior high school students to improve subjective well-being and academic procrastination behavior.This paper used quantitative research,qualitative research and group counseling intervention to explore the relationship between the three variables.A total of 600 junior high school students in a city were selected to conduct a questionnaire survey with subjective well-being scale for adolescents,general procrastination scale(GPS)and boredom tendency scale(BPS).The results were analyzed by Nvivo11.0 and spss23.0,and the relationship model of the three was obtained.Then group counseling was used to intervene the students with academic procrastination to improve their subjective well-being.The results show that:(1)The boredom tendency and subjective well-being level of junior high school students are significantly different in gender and grade variables,mainly reflected in the dimension of life satisfaction.There is no significant difference in the happiness dimension of academic procrastination and subjective well-being between different genders.(2)There is a significant correlation between boredom tendency and subjective well-being,academic procrastination,and there is a significant negative correlation between boredom tendency and subjective well-being,life satisfaction;Subjective well-being was negatively correlated with academic procrastination;The boredom tendency of junior high school students is positively correlated with academic procrastination.(3)Subjective well-being partially mediates the relationship between boredom tendency and academic procrastination.(4)Group counseling has achieved good results,and the subjective well-being of junior high school students has been improved,and the academic procrastination behavior has been significantly improved.