A Study On The Relationship Between Stress Events,Mental Resilience And Academic Procrastination In College Students

Academic procrastination is a conscious and unnecessary behavior that occurs in the academic context.Researchers have found that academic procrastination is common among Chinese college students,which has caused many problems.At present,most studies on academic procrastination are carried out from its internal influencing factors,rather than from external influencing factors.Therefore,it is necessary to further study the specific influencing factors and the mechanism of academic procrastination.Based on bandura’s ternary interactive decision and previous studies,this study constructed an intermediary model of academic procrastination,that is,stressful events can influence academic procrastination,mental resilience can also influence academic procrastination,and mental resilience plays an intermediary role between stressful events and academic procrastination.And college students as the research object,adopting the college students,psychological stress scale scale(RS-11)and academic procrastination scale(PASS)in the first part of the questionnaire investigation,and ultimately recycling questionnaire,413 college students a spss24.0 and process plug-in analysis stressful events,psychological elasticity and the basic features of academic procrastination and the differences in demographic variables,and finally explains the relationship between the three variables,proven resilience in mediating role between academic procrastination and stressful events.The final results of this study show that:1.College students’ academic procrastination and the mean score of 31.16,in the medium level,and academic procrastination in the gender,professional,place of residence,whether there was no significant difference on the only-child factor,the grade,the national(ethnic minority > han),family structure(single parent families > single-parent families),parents educational level,and family exists significant differences on economic factors.2.The mean score of stress events of college students was 34.10,and the mean score of mental resilience was 55.74.There were no significant differences in the factors of gender,grade,major,and singleton between stress events and mental resilience.There are significant differences in ethnic groups(ethnic minority > han),residence(rural > city),family structure(single-parent > non-single-parent family),parents’ educational level,and family economic income.3.There was a significant positive correlation between college students’ stress events and academic procrastination;There was a significant positive correlation between mental resilience and academic procrastination.There was a significant negative correlation between stress events and mental resilience.4.Stress events and mental resilience can effectively predict academic procrastination of college students.Stress events can positively predict academic procrastination,while mental resilience can negatively predict academic procrastination.5.Mental resilience plays a mediating role in the relationship between stressful events and academic procrastination,and its mediating effect accounts for 28.91%.Stressful events have an effect on academic procrastination through mental resilience.According to the results of this study,the researchers put forward the following Suggestions: first,college students should actively improve the quality of some individual internal,and improve their cognitive way,learn to cope with the pressure to take the right way to cope with stressful events,and actively participate in social,establish a good interpersonal relationship network,improve their mental flexibility,so as to reduce the level of academic procrastination;Second,there should be sufficient communication channels in the families of college students,so that they can feel the support and understanding from their families,help them to relieve the pressure from life,and keep their mental resilience at a good level.Thirdly,the school management departments at all levels should actively take various measures to intervene and coach college students.The tutors should not only give students appropriate pressure to urge them to complete their academic tasks,but also guide them to think correctly and cultivate their problem-solving ability.