The Influence Of Self-handicapping On Academic Procrastination Of Junior Middle School Students:A Moderated Mediation Effect Model

Taking 502 middle school students from Mudanjiang City of Heilongjiang Province and Shangqiu City of Henan Province as the research objects,this paper studies the relationship among self-handicapping,academic procrastination,self-efficacy and perceived social support in junior high school students,focusing on the mediating role of self-efficacy in the relationship between self-handicapping and academic procrastination and the moderating role of perceived social support,discusses the influence mechanism of self-handicapping on academic procrastination of junior high school students,The Self-handicapping scale,Academic Procrastination Scale,Self-efficacy scale and Perceived Social support scale were used to conduct field tests,and build the mediation effect of a regulation model,using SPSS22.0 for data processing and analysis,the research conclusion are as follows:On the whole,junior middle school students’ self-handicapping is at a low level,academic procrastination is at a medium low level,self-efficacy is at a medium high level,and understanding social support is at a high level.There are significant differences in some demographic variables of each variable.There are significant correlations among self-handicapping,academic procrastination and self-efficacy among junior middle school students.Self-efficacy plays a partial mediating role between self-handicapping and academic procrastination,that is,self-handicapping can directly affect academic procrastination,and self-efficacy can indirectly affect academic procrastination.Perceived social support plays a moderating role in the first half of the mediating model of self-handicapping through self-efficacy on academic procrastination in junior high school students.