The Diagnosis And Clinical Research On Students’ Academic Procrastination In Meta-cognitive Intervention Technique

Objective: Based on previous researches, this study attempts to discuss the psychologicalmechanism and intervention methods of Students’ Academic Procrastination, and proveswhether Meta-cognition Intervention Technique can intervene it effectively, then the resultsprovide the appropriate reference for the study and treatment of Students’ AcademicProcrastination.Methods: The study intervenes eight clients of Students’ Academic Procrastination inMeta-cognition Intervention Technique which develops by Professor Jin Hongyuan fromLiaoning Normal University. It takes the scores of Procrastination AssessmentScale—Students(PASS) and Symptom Checklist90(SCL-90) as the standards of the curing.Moreover, it uses the self-made Subjective Satisfaction Level Scale (SSLS) and Intensity ofTypical Emotional Experiences Scale(ITEES) as the indicators of multiple-baseline design.The design includes the same issue of different clients and different issues of the same client.Results: The scores of PASS are decreased significantly and the scores of SCL-90aremuch lower than demarcations after scientific intervention. Multi-baseline figures showsubjective satisfaction of learning process of clients A, B, C and D improved significantly,and intensity of typical emotional experience situation of clients E, F, G and H are reduced.There is no recurrence evidence in1,2and6months after intervention.Conclusion: The psychological mechanism of Students’ Academic Procrastination is avicious cycle of negative subconscious conditioned emotional reaction. Meta-cognitionIntervention Technique can effectively improved the clients’ negative emotions, so that it cancure Students’ Academic Procrastination efficiently. The results after intervention show thatthe clients can take the initiative to use meta-cognitive intelligence, and there is no evidenceof recurrence.