Study On The Relationship And Intervention Between Academic Stress,Psychological Fatigue And Academic Procrastination In Junior Middle School Students

Academic procrastination is the behavioral tendency of learners who have the intention to complete a learning task in a learning situation but do not complete it within the specified time or complete it but delay the start time and develop negative emotions.It is influenced by several factors,among which academic stress and psychological fatigue are important influencing factors.Studies have shown significant correlations between academic procrastination and two variables,academic stress and psychological fatigue,among junior high school students,but few existing studies have discussed the relationship between these three variables.Therefore,this study aims to understand the current situation of academic stress,psychological fatigue and academic procrastination among junior high school students,analyze the relationship between academic stress,psychological fatigue and academic procrastination,and use group intervention to improve academic stress,relieve psychological fatigue and reduce academic procrastination behaviors among procrastinating junior high school students,in order to help students change irrational beliefs,reduce psychological fatigue,develop good time management skills and improve procrastination behaviors.This study will provide theoretical guidance and practical help for educators in helping students change irrational beliefs,reduce psychological fatigue,develop good time management skills,and improve procrastination behavior.To this end,this study will be conducted through two parts.In Study 1,the current situation of academic stress,psychological fatigue and academic procrastination among junior high school students,and the relationship between the three variables were explored by questionnaire survey method.Students from two junior high schools in Suqian were selected as the subjects,and 358 valid questionnaires were returned.The results of data analysis showed significant correlations among the three variables.Specific findings indicated that.（1）In general,academic stress and psychological fatigue of junior high school students are at moderate levels,and academic procrastination is at moderate to low levels.（2）Academic stress is significantly and positively correlated with academic procrastination and has a significant positive predictive effect on academic procrastination.（3）Academic stress and psychological fatigue have a significant positive correlation and a significant positive predictive effect on psychological fatigue.（4）Psychological fatigue was significantly and positively correlated with academic procrastination and had a significant positive predictive effect on academic procrastination.（5）Psychological fatigue partially mediated the relationship between academic stress and academic procrastination in junior high school students.Based on this result,Study 2 used a cognitive-behavioral intervention program for academic procrastination for the intervention,and 30 subjects were finally identified through screening and voluntary principle,including 15 in the experimental group and 15 in the control group.The experimental group received the group intervention once a week for 8 weeks,while the control group did not receive any intervention.Data analysis revealed that the overall situation of academic stress and academic procrastination of the experimental group members improved after the group intervention compared to the control group.Specific findings indicated that.（1）After the group intervention,subjects in the experimental group were compared with those in the pre-intervention and control groups,and significant decreases in psychological fatigue,academic stress levels,and academic procrastination were found.（2）There were no significant differences in the levels of psychological fatigue,academic stress,and academic procrastination among subjects in the control group before and after the intervention.（3）Group interventions for junior high school procrastinators were effective in reducing the levels of psychological fatigue,academic stress and improving procrastination behaviors of procrastinating junior high school students.（4）By decreasing the level of psychological fatigue and reducing the level of academic stress of junior high school student procrastinators,it can effectively reduce the academic procrastination behaviors of junior high school students.