A Study Of The Correlation Between Academic Procrastination And Academic Emotions And Group Inervention

Academic Procrastination is widely existed in universitystudents,and cannot be neglected.Chronic academic procrastinationappears to be a troubling problem,leads to such negative impacts asfalling learning interest,underperforming achievements tc.Previousstudies have shown that procrastination positively correlates withnegative emotions such as anxiety,depression etc.Relatively late inChina,the studies of academic procrastination and academicemotions is becoming the focus in the field of pedagogicpsychology,most of the studies mainly describe and analyse theboth,but the comprehensive empirical studies and intervention studiesabout their relations need to be concerned.Emphasized the negativemeaning of academic procrastination, this study got rid of the situationthat rational procrastination was considered as a strategy.This paperproved that academic procrastination significantly correlates withacademic emotions,and on that basis,adopting cognitive-behavioraltherapy,group intervention mainly focused on decreasing academicprocrastination,and minoring in regulating academicemotions.Therefore, aimed to inquire into the effective ways todecreasing academic procrastination,reducing negative academicemotions,and promoting positive academic emotions,this paper hastheoretical and practical significance extremely.In this study,questionnaires and experimentation are the mainmethods.340university students were investigated by AitkenProcrastination Inventory（API）and The General Academic EmotionQuestionnaire for College Students （GAEQ）,and according theresults,26of them were selected as the participants of groupingintervention,12for experimental group which accepted groupintervention for two months,14for control group which accepted nothing.Before and after group intervention,the two groups wereseparately investigated by questionnaires about academicprocrastination and academic emotions.The study results show:(1)Academic procrastination rises from freshmen to juniorstudents,this difference is significant between freshmen andsophomore,freshmen and junior students.The degree of academicprocrastination of the only-child is significantly higher than thenot.Aademic procrastination has no significant differences insexes,majors and regions.(2)Three dimensions of university students academicemotions(negative-high arousal,negative-low arousal,positive-higharousal)have significant differences in grades, but positive-low arousalemotions not.Negative-low arousal emotions increases and positiveemotions decreases along with the rising of grade. Consideringnegative-low arousal emotions,boys is significantly higher than girls,theonly-child is significantly higher than the not.But in the dimension ofpositive-high arousal emotions, boys is significantly lower than girls,theonly-child is significantly lower than the not.And academic emotionshas no significant differences in majors and regions.(3)There is significant correlation between academicprocrastination and academic emotions in universitystudents.Significantly,academic procrastination positively correlatesnegative academic emotions,and negatively correlates positiveacademic emotions.(4)Cognitive-behavioral group intervention can significantlydecrease university students academic procrastination.(5))Cognitive-behavioral group intervention can significantlyreducing negative academic emotions and promoting positiveacademic emotions.