A Study On The Current Situation Of Academic Procrastination Of The Senior Students In Primary School In S District Of Chongqing

Primary school is the key stage of cultivating good habits and personality development.Once the habit of procrastination is formed,it will bring a lot of adverse effects on students’ studies,and make students produce negative emotions,which is not conducive to the development of students’ physical and mental health.By investigating the current situation of academic procrastination of high-grade students at primary school in S district of Chongqing,this paper analyzed the main factors that affect the academic procrastination of high-grade students at primary school,and put forward some suggestions to reduce the academic procrastination of high-grade students at primary school,and improve students’ learning efficiency and learning quality.Based on time motivation theory,cognitive behavior theory and recent development zone theory,this study selected 390 students in S district of Chongqing as the survey objects,and used a self-questionnaire survey around the dimensions of plan procrastination,implementation procrastination,remedial procrastination,summary procrastination,and influencing factors to investigate the current situation of academic delay of high-level students.On the one hand,this study observed and recorded 6students’ behavior to find out the external performance of academic procrastination of high-grade students.On the other hand,this study used interview method,and interviewed with 6 teachers and 10 students to analyzed and discussed the current situation,influencing factors and reasons.Then,the results were analyzed by using time motivation theory and cognitive behavior theory,and proposed effective strategies to reduce academic procrastination of high-grade students.Judging from the results,the overall-level of students showed mild procrastination,and the external performance of procrastination focused on inattention and task evasion;The academic procrastination scores ranged from low to high in four dimensions: implementation procrastination,remedial procrastination,plan procrastination and summary procrastination.In addition,there are significantdifferences in gender,grade,class leader and parents’ care for academic procrastination of high-grade students,which are shown as follows: boys are more serious than girls in planning procrastination,implementation procrastination,remedy procrastination and summary procrastination;fifth grade students are more serious than sixth grade students in implementation procrastination,remedy procrastination and summary procrastination.The non-class cadres are deeper than class cadres in planning procrastination,implementation procrastination,remedy procrastination and summary procrastination.Based on the analysis of the results of questionnaire,observation and interview,combined with the influencing factors of high-grade students’ academic procrastination,this study analyzed the reasons of high-grade students’ academic procrastination by using time motivation theory,cognitive behavior theory and recent development area theory.In terms of students,they are weak in self-control and lack of self-restraint;Students’ insufficient understanding of learning tasks.In terms of teachers,the teaching methods are single,and students’ learning effect is not good;the tasks assigned are unreasonable so that students lack the sense of learning achievement;teachers’ rewards and punishments for students’ academic completion are not appropriate.In terms of family,parents don’t care enough about students’ study;parents’ education methods are not appropriate.Based on these,this paper puts forward corresponding suggestions to reduce the academic procrastination of high-grade students from student,teacher,family and school.Student: Strengthening their internal learning motivation to improve their interest in learning;Cultivating their awareness of autonomous learning to improve their ability of self-control.Teacher: Optimizing teaching methods to improve students’ ability of independent learning;Optimizing the design of learning tasks to improve students’ sense of learning achievement;Strengthening learning effect to guide students’ self-management.Parents: Attaching importance to family education,and pay more attention to students’ studies;Adopting democratic education methods to cultivate students’ good learning habits.School: Strengthening the construction of school culture to create a good learning environment;Attaching importance to home school cooperation,and providing guidance for parents’ family education.