The Relationship Between College Students’ Academic Procrastination、Self-efficacy For Self-regulated Learning And Academic Delay Of Gratification

Academic procrastination is a common phenomenon of behavior among the students. Many researchers at home and abroad consider that academic procrastination could hinder finishing the study task on time, at the same time; it could influence the experience of undesirable mood to students. So we must to focus on this common phenomenon. There are few studies about academic procrastination. Therefore, in this article, the college students are the main body of our research. Through the research, this article explored their situation of academic procrastination, and the relationship among self-efficacy for self-regulated learning, academic delay of gratification and academic Procrastination. This study has certain theoretical and realistic significance for improving academic procrastination among students.Three questionnaires used in this study were the Tuckman procrastination scale, self-efficacy for self-regulated learning scale, and the college students’academic delay of gratification scale. There are504students participated in this survey.The author came to the follow conclusions:(1)On the whole, the level of academic procrastination among college students was not high. Only a few students had higher level. There was no gender and subjects (arts and sciences) differences in academic procrastination, and there were the same conclusions in the three sub-scales (procrastination tendency, motivation, attribution). There were no grade differences in academic procrastination and its two factors (procrastination tendency, attribution).But there was a grade differences in procrastination motivation, and the scores of Grade One were significant lower than Grade Two and Grade Three.(2)There was a gender differences in the sense of self-efficacy for self-regulated learning, and female students’ scores were significant higher than male. There were no difference in grade and subjects (arts and sciences).(3)There was a significant gender difference in the academic delay of gratification and in-class academic delay of gratification, but there was a significant gender difference in the outside-class academic delay of gratification, and female students’scores were significant higher than male. There was no significant in subjects (arts and sciences) differences in the academic delay of gratification and its two factors. There was no significant grade difference in the academic delay of gratification and in-class academic delay of gratification, but there was a significant grade difference in the outside-class academic delay of gratification, and the scores of Grade One and Grade Two were significant higher than Grade Three. (4)There was significant negative correlation among self-efficacy for self-regulated learning, the total score of academic procrastination and its scores of three sub-scales.(5)There was significant negative correlation among academic delay of gratification, academic procrastination and its scores of three sub-scales.(6)There was significant positive correlation among self-efficacy for self-regulated learning, its three factors and academic delay of gratification.(7)The self-efficacy for self-regulated learning, academic delay of gratification could predict academic procrastination obviously.(8)The self-efficacy for self-regulated learning influenced on perceived academic procrastination, and academic delay of gratification had mediating effect among them in some way.