The Relationship Between Future Self-continuity And Academic Procrastination In Junior Middle School Students: The Mediation Effect Of Time Management Disposition And Intervention

The junior middle school stage is the most significant process of the teenagers’ self-identity development.At this stage,the pressure students face is mainly academic pressure.When students face heavy academic pressure,it is easy to cause anxiety and physical tension.Students who were good at managing their time conducted their studies and life methodically and had lower anxiety levels,but The Students who were not good at managing their time always felt they didn’t have enough time and worried about not finishing their academic tasks.The most common manifestation of junior middle school students’ lack of time management ability is academic procrastination.When students have high future self-continuity,they are more inclined to connect their current behavior with their future goals,make rational use of time,grasp the present and avoid academic procrastination.In this paper,we first studied the future self-continuity,time management disposition and the relation with academic procrastination,and further explore the mediation effect of the time management disposition and the relationship between future self-continuity and academic procrastination.Finally,to explore the effectiveness of class group counseling with the theme of time management on junior middle school students’ time management ability and academic procrastination.In Study 1,A total of 493 middle high school students were selected as the research objects by questionnaire survey.The relationship between future self-continuity,time management disposition and academic procrastination,as well as the mediating role of time management disposition and various dimensions were investigated.In Study 2,the class group counseling program was designed from the three dimensions of the sense of time value,the sense of time control and the sense of time efficacy in the time management disposition.The 40 students in the experimental group received seven class group counseling interventions,and the 40 students in the control group did not do any intervention.Used 2(Group: experimental group,control group)×2(time: pre-test,post-test).The independent variables was group and test time,and the dependent variables was time management disposition its dimensions,academic procrastination.The specific research results are as follows:(1)There was a negative correlation between junior middle school students’ future self-continuity and academic procrastination.Future self-continuity is positively correlated with time management disposition,while time management disposition is negatively correlated with academic procrastination.(2)Time management disposition and its dimensions played a mediating role between junior middle school students’ future self-continuity and academic procrastination.(3)Through the class group counseling intervention with time management as the theme,the experimental group students’ sense of time value and time monitoring view were improved,thus reducing academic procrastination.