The Study Of Relation Among Medium Vocational Students' Academic Procrastination,Academic Emotions And Group Intervention

Academic procrastination,normally considered as irrational behavior in learning situations,is a widespread phenomenon among students,especially the secondary vocational school students.Procrastination can negatively impact students' learning interest,achievement and emotions.Nowadays the research concerning academic procrastination at home and overseas is mainly about college students'.Meanwhile,the research on academic procrastination and academic emotions comparatively appeared late at home compared with those in foreign countries,and there are less research focused on the impact of emotion on academic procrastination.The present study focuses on the negative meaning of academic procrastination.It has sought to find an efficient way of anti-procrastination and thus to enhance students'positive emotions.By using the procrastination assessment scale specially designed for vocational school students,the status quo and causes of procrastination was investigated in this study.Firstly,it provides the evidence that procrastination is related to emotions,secondly,with the cognitive-behavioral therapy,it mainly focuses on the group intervention of academic procrastination.The study is therefore of great theoretical value and practical significance to improving students' learning.The "General Students Academic Emotions Questionnaire" and the "The Aitken Procrastination Inventory" are the research tools utilized in this study.It applies the experimental method and questionnaire method to make a questionnaire survey among 252 students in Guangzhou Business.Vocational School.In the study,18 secondary vocational school students are selected as the subjects of the group intervention,including nine of them as control group,and the rest as experimental group.The control group will not receive any experimental treatment,while the experimental group will receive a month and a half long cognitive-behavioral intervention(six times in all).Compared the difference between the two groups after the group intervention,the results of the study are as follows:1.Procrastination is prevalent among secondary vocational school students,and compared with top students and slower students,the students of average academic achievement takes up a greater proportion.As for the students in Guangzhou Business Vocational School,the procrastination level is rising from the first grade students to higher grade students.2.Results reveals that gender differences are found in procrastination and that procrastination is affected by family factors.Male students are found more frequent procrastination on academic tasks than female students,and the only-child is more likely to procrastinate than the students who have brothers or sisters.3.High-arousal emotions often appears among vocational school students and there are huge differences between different grades and gender.Male students are significantly lower than female students in high-arousal emotions,while as for the negative-low arousal emotions,male students are significantly in a higher level than female students,and the only-child is significantly in a higher level than the students with brothers or sisters.4.According to the research in Guangzhou Business Vocational School,students'academic procrastination is related with academic emotions.Academic procrastination is positively correlated with negative academic emotions.5.Academic procrastination and the negative academic emotions can be significantly reduced by cognitive behavioral intervention group,and with this method positive emotions of students can be arisen.