The Influence Mechanism Of Class Environment On Middle School Students’ Academic Procrastination

Academic procrastination is very common among students,and research has found that nearly one-third of middle school students have moderate academic procrastination.A large number of previous studies have shown that academic procrastination can cause a series of learning problems for middle school students,such as reduced learning efficiency and reduced academic performance.In addition,some negative emotions associated with procrastination can also have a negative impact on the mental health of middle school students.It can be seen that it is very important to find the influencing factors of academic procrastination,overcome academic procrastination,and develop good learning and living habits.Among the many factors that affect middle school students’ academic procrastination,class environment is particularly important as the place where middle school students spend the longest time studying.With the development and progress of teaching concepts,educational ideas have gradually shifted from "cramming" to cultivating students’ qualities and abilities.Therefore,this study will explore the mechanism of classroom environment on academic procrastination,and focus on the impact of middle school students’ perseverance quality and autonomous learning ability,with a view to providing a theoretical basis for reducing middle school students’ academic procrastination behavior.Based on the ecological environment theory and self-regulated learning model,this study constructs a chain mediated model to examine the simple mediating role and chain mediated role of perseverance and autonomous learning ability in the relationship between class environment and academic procrastination.In this study,1045 students from two middle schools in Henan Province were investigated using my class questionnaire,the Aitken procrastination questionnaire,the 12 item perseverance scale,and the middle school students’ autonomous learning ability questionnaire.The results of this study indicate that:(1)In the gender demographic test,male middle school students have higher perseverance quality than female middle school students.(2)In the test of grade demographic differences,class environment,perseverance,and autonomous learning ability were negatively correlated with grade;Academic procrastination is positively correlated with grade differences.(3)Class environment can negatively predict academic procrastination.(4)Perseverance plays a partial mediating role in the relationship between class environment and academic procrastination,while autonomous learning ability plays a partial mediating role in the relationship between class environment and academic procrastination.(5)Perseverance and autonomous learning ability play a chain mediating role in the relationship between class environment and academic procrastination.Conclusion: Class environment can directly affect academic procrastination,or indirectly affect academic procrastination through perseverance and autonomous learning ability,respectively.In addition,the class environment can also affect the ability of autonomous learning through influencing the quality of perseverance,and then have an impact on academic procrastination.This study examines the mechanism by which class environment affects academic procrastination from the perspective of individual qualities and abilities.The results of the study enrich our understanding of the mechanism by which class environment affects academic procrastination,and have positive implications for reducing academic procrastination among middle school students.