Study On The Relationship Among Academic Emotion,achievement Motivation And Academic Procrastination Of Grade 4-6 Pupils And Intervention Of Achievement Motivation

In order to explore the influence of academic emotion in grades 4-6,this study investigated 927 primary school students in grades 4-6 in Nanchang with the General procrastination Scale(Student Version),Youth Academic Emotion Questionnaire and Achievement Motivation Scale,and a total of 823 valid questionnaires were collected.Based on the conclusions of Study 1,Study 2 conducted an intervention study to enhance the achievement motivation of grade 4-6 students,aiming to investigate whether group tutoring on improve achievement motivation can effectively reduce the degree of academic delay of grade 4-6 students.The present study yielded the following conclusions:(1)The positive academic emotion is higher than the negative academic emotion;in the academic emotion dimension,only the gender difference of positive and high arousal emotion is significant;all the academic emotion dimensions are significantly different from the grade variables.Female positive high arousal mood scores were significantly lower than boys.In positive(high and low arousal)emotions and negative high arousal emotions,the fifth grade students had the highest emotional score,while the sixth grade students had the highest negative low arousal emotional score.(2)The average score of the motivation to pursue success and avoid failure was similar,and there was no significant difference between the achievement motivation and the gender variable,but the achievement motivation of different grades varies significantly.Among grades 4 – 6,the highest levels of achievement motivation and the lowest.(3)Academic delays in grades 4-6 were overall good,but their academic delays showed significant gender and grade differences.Boys are more delayed than girls.Among grades 4-6,the fifth grade had the lowest academic delays and the sixth grade.(4)There is a significant correlation between academic mood,achievement motivation and academic delay.(5)Achievement motivation plays a mediating role in the relationship between negative low academic emotion,positive high academic emotion,and positive low academic emotion and academic delay.(6)Group tutoring with the theme of improving achievement motivation can promote the motivation of pupils ’achievement,and can reduce the degree of students’ academic delay to a certain extent.