Research On The Relationship Between Academic Procrastination And Self-Control,Academic Emotion And Intervention Of Middle And Elementary School Students

In this study,we analyzed the relationship between academic procrastination,self-control,and academic emotions,and the mediating role of academic emotions in the current situation of academic procrastination,self-control,and academic emotions among middle and upper grade students(grades 4-6)in two elementary school in Hefei.A cognitive-behavioral group intervention program was designed and implemented to improve academic procrastination by combining the relevant theories of cognitive-behavioral therapy.A quantitative analysis research method was used to evaluate the effectiveness of the group intervention program for academic procrastination in middle and upper elementary school students and to explore effective methods and approaches to improve academic procrastination in middle and upper elementary school students.This study will be divided into two components:In Study 1,based on the limited resource theory of self-control and the control-value theory of academic emotion,the Procrastination Scale-Student Version,the Self-Control Scale and the Academic Emotion Questionnaire for Elementary School Students were used to understand the current situation of academic procrastination,self-control and academic emotion among middle and upper elementary school students,and a total of 716 valid questionnaires were returned.The data collected were analyzed by descriptive analysis,correlation analysis and mediated utility analysis using SPSS25.0 statistical software to explore the relationship between academic procrastination,self-control and academic emotion and the mechanism of the role of academic emotion in the relationship between self-control and academic procrastination.Based on previous studies and the results of Study 1,Study 2 aimed to improve self-control and academic emotion,and rationalized the theory of cognitive-behavioral therapy to design a group intervention program with the theme of correcting students’ irrational beliefs and establishing correct cognitive styles through eight intervention sessions,with the aim of reducing students’ academic procrastination behaviors.Students with high levels of academic procrastination in Study 1 were selected as study subjects through screening and voluntary principles,and they were randomly assigned to the experimental and control groups.Among them,the experimental group was given a cognitive-behavioral group intervention,and the control group was not treated.The results of the study showed that:(1)Students in the middle and upper elementary grades have moderate to high levels of self-control and positive academic emotions,moderate levels of negative academic emotions,and moderate levels of academic procrastination;(2)Academic procrastination was significantly correlated with self-control and academic emotion in middle and upper elementary school students;(3)Self-control and academic procrastination were significantly and negatively correlated in middle and upper elementary grades,and had a negative predictive effect on academic procrastination;(4)Negative academic emotions partially mediated the effect of self-control on academic procrastination;(5)A cognitive-behavioral group intervention significantly reduced the level of academic procrastination in elementary school students.The following conclusions were drawn from this study:Academic procrastination is more prevalent,but not severe,among middle and upper elementary school students.Middle and upper elementary school students had moderately high levels of self-control,positive academic affect,and a moderate level of negative academic mood.Self-control can directly and negatively predict academic procrastination,or it can influence negative academic affect to improve academic procrastination.Students with high self-control are able to increase their sense of individual control and value over tasks,which stimulates positive academic emotions and reduces negative academic emotions,leading to a reduction in academic procrastination behaviors.Cognitive-behavioral group interventions that can improve students’ self-control,improve academic emotions,and reduce individual academic procrastination behaviors are effective and feasible,and are important for helping students build self-confidence and promote psychological well-being.