The Influence Of Coping Styles On Academic Procrastination In Middle School Students:the Mediating Role And Intervention Of Academic Emotion

Academic procrastination is a kind of irrational behavior that chooses to delay even though it knows it will bring bad consequences.This kind of bad learning state will not only lead to the decline in academic performance,in the prescribed time to complete academic tasks,but also have a negative academic mood,such as burnout,anxiety,helplessness,more serious will also lead to insomnia,the formation of greater psychological stress.At present,it has been proved that coping style is closely related to academic emotion and academic procrastination,and it plays an important role in how individuals deal with stress events,mature and positive coping style can reduce the occurrence of procrastination behavior,positive and stable academic mood can not only ensure the smooth progress of academic activities,but also play a positive role in promoting behavior in the face of problems,avoid academic delays.At present,there are few researches on the relationship among coping style,academic emotion and academic procrastination,and there is no clear explanation on the role of academic emotion in the relationship.To sum up,the main purpose of this study is to explore the effect of coping style on academic procrastination and the mediating role of academic emotion between the two.And try to improve the students’ positive mood and positive coping style through group counseling to alleviate the problem of academic procrastination.In study one,500 students in a middle school in Chengdu were investigated by using the coping style scale,the procrastination rating scale and the adolescent academic mood questionnaire,there were 409 valid questionnaires and the effective recovery rate was 81.8%.By using SPSS.26,this study investigated the status quo of academic procrastination,academic emotions and coping styles of middle school students,and explored the mediating role of academic emotions in the relationship between coping styles and academic procrastination.In study two,30 middle school students whose academic procrastination scores were higher than 4 were selected as the subjects of group intervention.15 subjects were randomly selected to participate in the experimental group,and another 15 subjects to participate in the control group.The experimental group received eight group counseling sessions to improve positive academic mood and positive coping style,while the control group did not receive any experimental treatment for two months.Before and after group counseling,the academic procrastination,coping style and academic mood of the two groups were investigated by questionnaire.The results were as follows:.(1)The degree of academic procrastination of middle school students is not high,in the lower level of the medium,but in the reduction of procrastination behavior,all show a strong desire.Self-factor and task characteristic factor are the main causes of academic procrastination.On the whole,the academic mood is more positive,in the upper-middle level.The coping styles used by the subjects were more problem-solving and patience,and less fantasy and venting.(2)The scores of female students are significantly higher than that of male students,and the scores of grade one are significantly higher than that of grade one.(3)There were significant differences in coping styles between grade and class cadres.The scores of positive coping dimension and negative coping dimension in grade one were higher than those in grade one.The positive coping style score of class cadres was higher than that of non-class cadres.(4)There are significant differences in gender,the negative academic emotion of female students is significantly higher than that of male students,the positive academic emotion of class cadres is significantly higher than that of non-class cadres,and the negative academic emotion is significantly lower than that of non-class cadres.(5)There were significant correlations between academic mood,academic procrastination and coping style.Academic procrastination was negatively correlated with positive coping style and positive academic emotion,and positively correlated with negative coping style and negative academic emotion Positive coping style was positively correlated with positive academic emotion,and negative coping style was positively correlated with negative academic emotion.(6)Positive and low-arousal academic emotions completely mediated the relationship between positive coping styles and academic procrastination,while negative and low-arousal academic emotions partially mediated the relationship between negative coping styles and academic procrastination.(7)Group counseling intervention can improve students’ positive academic mood and positive coping style,and indirectly improve academic procrastination.To sum up,there is a widespread problem of academic procrastination among middle school students.When encountering academic difficulties,students who actively seek help and solve problems are less likely to have procrastination problems,whereas students who actively seek help and solve problems will have academic procrastination problems.Secondly,the positive study emotion can mobilize the positive behavior of students,reduce the problem of academic procrastination.Therefore,according to the results of this study,the following suggestions are put forward:(1)Develop problem-solving coping styles to avoid academic procrastination.(2)Improve students’ positive academic emotions to improve academic procrastination.