The Relationship Study Among Teachers’ Expectation Achievement Motivation And Academic Procrastination

Adolescent academic procrastination, which is one of the important indexes for measuring student learning enthusiasm, has been obtained widespread attention in the domestic and international research. Research showed that adolescent academic procrastination was not optimistic. Previous studies showed adolescent academic procrastination and achievement motivation had certain correlation, but the existing studies only considered the explicit level of the achievement motivation, which cannot reveal implicit achievement motivation which individuals formed at early age had an effect on academic procrastination. Besides influencing factors of academic procrastination were studied little, especially teachers’ expectation playing a key role in the growth of middle school students. The study selected the whole middle school students as subjects, and analyzed relationship between teacher expectations, explicit and implicit achievement motivation and academic procrastination.Methods:On the basis of existing research, we put forward our own research ideas and assumptions,417middle school students were taken as the participants, datum on academic procrastination, teacher expectations, explicit achievement motivation and the implicit achievement motivation were collected by using the questionnaire survey method and experimental method. We screened and deleted the invalid questionnaires, and analyzed the data by SPSS17.0.Results:Implicit achievement motivate effect of middle school students was founded, and it was an independent motive system; middle school students’academic procrastination were significant differences in grade and leadership position; teachers’ expectation which middle school students perceived had significant differences in gender and leadership position,. Middle school students’ academic procrastination had significant differences in grade and leadership position. Teachers’expectation, achievement motivation, and academic procrastination were significantly correlated. Achievement motivation played a partial mediating role between teacher expectations and student academic procrastination.