A Study Of Relationship Among Willpower Beliefs,Academic Self-efficacy And Academic Procrastination Of Junior School Students And Intervention Of Willpower Beliefs

Some people believe that their willpower resembles a limited resource that gets easily depleted(limited theory),whereas others believe that their willpower is no limited and can be activated by exerting self-control(no limited theory).Recent research suggests thatself-control depends on willpower beliefs—or implicit theories about willpower.Moreover,this performance difference has been documented across a variety of self-control indices,such as cognitive performance,procrastination,and term grade point average.The present paper proposes that endorsing a limited theory about willpower is related to higher academic procrastination.Viewing willpower as a nolimited resource should help people to successfully strive for their goal.Self-efficacy is an important predictor for academic procrastination and positive academic emotion.The concept of implicit theories—the beliefs people hold about personal attributes.Thisstudy explores the relationship between willpower beliefs,academic procrastination,positive academic emotion and academicself-efficacy.The study implements the course andindividual consultationof willpower beliefs to decrease academic procrastination.Research 1: To suit for middle school students,this research revised scale of the willpower beliefs(Job et al.,2010).After invested 515 middle school students of three different schools with questionnaire,statistical analysis of the reliability and validity showed that the Cronbach's ?coefficient was 0.72 after revised the scale,reliability coefficient was 0.73 after two weeks.Research 2: This research invested 467 middle school students of three different schools to discuss the relationship between willpower beliefs,self-efficacy,academicprocrastination and positive academic emotion.There was no significant differences in gender and whether it is the only child.The belief that willpower was based on a limited resource has positive implications for academic procrastination and has negative implications not only for self-efficacy but also for positive academic emotion.Research results showed that there was significantcorrelation between these variables.The effect that academic procrastination of middle school can be explained bywillpower beliefs about was 21.16%,the intermediary effect was the 15.60% of total effect.The effect that positive academic emotion of middle school can be explained by willpower beliefs was 4.41%,the intermediary effect was the74.30% of total effect.Research 3: There findings pointed to the malleable efficacy of willpower beliefs and the importance of belief confidence in dictating this malleability and in modulating self-control behavior.By designing the curriculum intervention of willpower beliefs and employing it into the junior middle school students were to improve the transformation of willpower beliefs and ultimately reduce the academic procrastination.Willpowerbeliefs were applied into individual consultation in senior middle school students.The results of this paper including:(1)Willpower beliefs were assessed with a 6-item scale.The revise of the scale is suitable to middle school students.(2)The Study 2 tests the hypothesis that alimited theory is associated with higher levels of academic procrastination,indicated by lower self-efficacy and lower positive academic emotion in in a sample of middle school students.Limitedwillpower beliefscan positively predict academic procrastination,academic self-efficacy has intermediary effect between willpower beliefsand academic procrastination.Limitedwillpower beliefscan negatively predict positive academic emotion,academic self-efficacy has completely intermediary effect between willpower beliefsand academic procrastination.(3)The curriculum intervention andindividual consultationof willpower beliefsare effective.The cultivation of no limited theory is important to mental health education of middle school students.