Junior School Students' Academic Procrastination Relationship Of Personality And General Self-efficacy Research

Academic delay refers to the students in learning activities of the wrong reasons, deliberately defer alearning task must be completed and accompanied by the behavioral tendencies of negative emotionalexperience. Academic delay can predict students 'enthusiasm for learning, an important role in students'learning efficiency and the physical and mental development. Domestic academic delay, mostly on thebasis of overseas research has been made more fruitful research results. This study analyzes the junior highschool students' academic delay status quo, and explore the personality of the junior high school students,the general self-efficacy and the relationship of academic procrastination, and then made recommendationsto weaken the junior high school academic delay.In this study, prepared on the basis of existing achievements 《junior high school academicprocrastination questionnaire》, the scale consists of12topics, including the lack of motivation to learn,learning to implementation delays, and learning programs to the lack of three dimensions, using Likert fiveThe rating score, in accordance with the "totally inconsistent with the","Most do not meet","uncertain","Most of the line," fully in line with the five levels are denoted1-5. The higher the score the more seriousacademic procrastination.0.838for the coefficient of internal consistency of the questionnaire,sub-questionnaire internal consistency coefficient between0.690-0.801; split-half reliability of the totalquestionnaire was0.885, the split-half reliability of the sub-questionnaire in between0.628-0.829.This study used self 《junior high school academic delay Questionnaire》, Zou amendments to theChild,《Youth Personality Factor Questionnaire》 and Wang Kang revised《General Self-Efficacy Scale(GSES)》, select Zhengzhou City, Kaifeng City, Hebi City,508junior high school students were testedusing SPSS and AMOS statistical software, academic delays of the junior high school and junior highschool students of personality, and general self-efficacy relationship, the following conclusions:(1)junior high school students' academic delays are significant gender differences and gradedifferences.(2)the personality of the junior high school students there are significant gender differences but no significant grade differences.(3)general self-efficacy of junior high school students there are significant gender differences andgrade differences.(4)junior high school students' academic procrastination and personality, and general self-efficacy hasa significant correlation.(5)junior high school personality and general self-efficacy can predict academic delay of the juniorhigh school students.(6)junior high school students general self-efficacy from the part of the intermediary role betweenpersonality and academic delay.