Intervention Research On Academic Procrastination Of Senior One Students

In this study,706 senior high school students in Shenyang were investigated with questionnaires.The results show that there is no significant difference in the total score of procrastination and the scores of each dimension between boys and girls in grade one of senior high school,which is the same as that of predecessors.Starting from the two main causes of Procrastination-task aversion and fear of failure,this paper conducts a course intervention study in two randomly selected parallel classes without statistical differences,so as to enhance students’interest in learning,enhance their sense of self-efficacy,enhance their ability to resist frustration and cultivate their self-discipline quality.In view of the two major causes of academic procrastination,task aversion and fear of failure,courses were designed to cope with setbacks reasonably,enhance the well-being experience,enhance self-efficacy and control emotions reasonably.After the intervention of the experimental program,the total score of procrastination and the scores of all dimensions in the experimental class decreased significantly compared with those before the intervention,and there were significant differences.After eight weeks of intervention training,there were significant differences in total procrastination scores and dimensions between the experimental class and the control group.In the delayed posttest,the total score of delays in the experimental group decreased first and then increased.The results show that the intervention curriculum designed in this study effectively reduces the level of Academic Procrastination of students,but lacks some sustained effects.This study provides a theoretical and practical basis for the subsequent intervention of mental health curriculum for academic procrastination,but also provides new inspiration for how to improve the delayed effect of mental health curriculum intervention.