The Study Of The Relationship Among Academic Self,Everyday Academic Resilience And Academic Procrastination Of Junior High School Students And Its Intervention

Academic procrastination refers to a behavior that individuals are clearly aware of the negative consequences of failing to complete their study plan on time,but still delay the academic tasks that should have been completed,which often leads to negative emotions,such as sense of shame,anxiety and remorse,etc.The long-term academic procrastination will not only do harm to individual’s learning performance,but also bring bad effect to their physical and mental health.Therefore,it is of great theoretical and practical significance to further explore the relevant factors affecting academic procrastination and its intervention.This study selected 739 students from a junior high school in Guangzhou City as participants and used the Adolescent General Academic Self Scale,Everyday Academic Resilience Questionnaire for Middle School Students and Academic Procrastination Questionnaire for Middle School Students as measuring instruments.The aims of the present study are to learn about the overall status and characteristics of junior high school students’ academic procrastination,academic self and everyday academic resilience;to explore the relationship among academic procrastination,academic self and everyday academic resilience of junior high school students;and to intervene the students with high academic procrastination by carrying out eight-week EAR group intervention which takes everyday academic resilience as a new starting point.The conclusions are as follows:(1)The academic procrastination,academic self and everyday academic resilience of junior high school students are in the middle level as a whole.(2)There are significant differences in junior high school students’ academic procrastination in grade and class cadres,but there are no significant differences in gender,parents’ education level and only child or not.There are significant differences in junior high school students’ academic self in gender,class cadres or not,but there are no significant differences in grade,parents’ education level and only child or not.There are significant differences in everyday academic resilience of junior high school students in terms of gender,grade,class cadre and family economic status.(3)Academic self and everyday academic resilience of junior high school students aresignificantly negatively correlated with academic procrastination.While there is a significant positive correlation between academic self and everyday academic resilience.(4)Junior high school students’ academic self can significantly negatively predict academic procrastination and positively predict everyday academic resilience.In addition,in everyday academic resilience,except for the external support dimension,the dimensions of execution,self-efficacy and emotional stability can negatively predict academic procrastination.(5)In everyday academic resilience,execution,self-efficacy and emotional stability play an mediating role between academic self and academic procrastination,respectively.In addition,from the size of the mediating effect,the mediating roles of execution and self-efficacy are more prominent.(6)Based on the "5C" intervention model and combined with Group Dynamics Theory and Emotional ABC Theory,the EAR group counseling intervention of junior high school students can effectively improve the level of everyday academic resilience and decrease academic procrastination.