Research On The Relationship Between Peer Acceptance,Achievement Motivation And Academic Procrastination Of Grade 3-6 Primary School Students

The researchers find that 40 to 60 percents of the students have moderate or severe procrastination.Most of the people who suffer from procrastination think that procrastination is bad,harmful and stupid.Academic procrastination will not only affect the physical and mental health of the primary school students,but also bring much negative influence to their study and life.In recent years,there are corresponding researches on the peer relationship versus the individual academic procrastination,the quality of the peer relationship versus the achievement motivation and the achievement motivation versus the academic procrastination,but researches on the relationship among the peer acceptance,the achievement motivation and the academic procrastination of the primary school students are rarely reported.In this thesis,we choose grade 3-6 primary school students as the research objects and study the influence that the achievement motivation and the peer acceptance have on the academic procrastination.Besides,we try to find out whether or not the achievement motivation has the mediating effect between the peer acceptance and the academic procrastination.In the first reaearch of this thesis,the students from one Primary School in Huining County,Baiyin City,Gansu Province are choosen in class unit.The choosen students are in 3-6 grades and in total has a number of 420.Based on the primary school students personal information questionnaire,the academic procrastination questionnaire and the peer nomination questionnaire,the relationship between the peer acceptance and the academic procrastination the grade 3-6 primary school students are studied.The results indicate that there lies a certain degree of academic procrastination in the grade 3-6 primary school students.The overall level of the academic procrastination is in the middle at a low level.There are significant differences in academic procrastination among the primary school students in terms of gender and grade.No significant differences are found in academic procrastiantion among the primary school students in terms of whether or not they are single child,whether or not they are class cadres and their self-rating of academic achievements.The negative dimension of the peer acceptance of the primary school students has a significant positive predictive effect on academic procrastination.In the second research of this thesis,the research objects are the same as those employed in the first research.Based on the academic procrastination questionnaire,the peer nomination questionnaire and the achievement motivation questionnaire,the relationships among the peer acceptance,the academic procrastination and the achievement motivation of the grade 3-6 primary school students are studied.By performing correlation analysis between the two dimensions of the peer acceptance and the academic procrastination,and between the two factors of achievement motivation and the academic procrastination repectively,the results show that both the negative dimension of the peer acceptance and the motivation of pursuing success are correated with the academic procrastination.In order to find out whether or not the motivation of pursuing success has a mediating effect between the negative dimension of the peer acceptance and the academic procrastination,the corresponding structural equation model is established。The result indicates that the motivation of pursuing success has no mediating effect between the negative dimension of the peer acceptance and the academic procrastination.The research results indicate that,for the grade 3-6 primary school students,the negative dimension of the peer acceptance has a significant positive correlation with the academic procrastination,and the motivation of pursuing success has a significant positive predictive effect on the academic procrastination.The motivation of pursuing success has no mediating effect between the negative dimension of the peer acceptance and the academic procrastination.