Present Situation Of Junior Middle School Students’ Academic Procrastination And Intervention Analysis

Academic procrastination contains cognition, emotion, behavior etc.many components, belong to multi dimension theory structure. Mainlyreflected in the differences of goal behavior and self cognitive byprocrastinator, and reduce the mission’s importance. Related statistical datashow that about75%students had various degree of academicprocrastination behavior. The domestic and foreign research scholarsgenerally believe that academic procrastination not only effect studentscomplete the mission but also their school achievement, and easy to bringabout undesirable individual emotional experience. Therefore, attract moreand more research scholars’ attention.Throughout the domestic and foreign research literature aboutacademic procrastination, from the1980s scholars started to researchacademic procrastination beyond seas, and had gotten relatively richachievement; but in domestic research about this is very weak, especiallyresearch about junior middle school student still in the initial stage, howeverjunior middle school just study and even an important stage of life, how toreduce academic procrastination phenomenon becomes especially important.Therefore, resent study got through collect and analyze domestic and foreignresearch about academic procrastination phenomenon, take junior middleschool first grade class one students as research object, got through analyzecurrent situation of junior middle school students to preliminaryunderstanding junior middle school students’ academic procrastinationcharacteristic and its affecting factors, in further to provide basis of targetedintervention measures, help students develop good life and learning habit,reduce procrastination behavior incidence rate, promoting academicprogress.Resent study got through literature analysis method, questionnairemethod and interviewing method, based on analyze domestic and foreignliterature, adopted “academic procrastination scale”,“The five factors of personality scale” and “school belonging scale” inquired into students inBaotou25thjunior middle school. According to “academic procrastinationscale” evaluation results, got through group guidance to academicprocrastination students, before end-of-year exams all got through6timesgroup psychological training, one time every two weeks,40min every time.Analyzed these data by T test and variance analysis etc. statistical methods,explored procrastination current situation and characteristic among ourjunior middle school students, reveal the deeper relationship betweenacademic procrastination with personal traits, school belonging, in further toprovide rationalization proposals to education and teaching.The conclusions are as following:⑴Junior middle school students’ academic procrastination at the levelof the middle class, delay summary level was highest, while delay executionlevel was lowest.⑵Most of academic procrastinators were not class leader, the onlychild and live in city.⑶Emotionality had biggest effect on procrastination, whileagreeableness to academic procrastination had backward prediction,academic procrastinators had personal traits of instability and visionary.⑷Each dimension of school belonging all had significant associationwith school achievement.⑸After group guidance intervention, academic procrastinators’procrastination degree obviously reduced, serious academic procrastinationstudents’ school achievement obviously increased.⑹Most of students had relatively high satisfaction degree to groupguidance, and had wish of join again.