A Study On Rumination, Psychological Capital And Academic Procrastination Of College Students

At present,students’ learning efficiency has attracted much attention from the public,and academic delay is the main reason that affects learning efficiency.Compared with primary and secondary school students,the academic procrastination of college students is more serious.According to research,ruminant thinking is divided into negative and positive dimensions,which will affect the individual’s academic procrastination behavior and psychological capital level respectively;However,with different levels of psychological capital,individual academic procrastination behaviors are also different.Therefore,this study aims to explore the relationship mechanism among ruminant thinking,psychological capital and academic delay of college students;In the later period,through the active ruminant intervention training,we explored its influence on negative ruminant and active ruminant thinking,psychological capital and academic delay of college students.This study is divided into two parts.In the first study,450 college students were investigated by questionnaire,and the relationships among ruminant thinking,psychological capital and academic procrastination were explored.In the second study,10 college students were given 6 times of active ruminant thinking intervention training through self-made group intervention program,and the other 10 college students formed the control group.The purpose is to explore new methods that can reduce the negative ruminant thinking of college students,promote the development of positive ruminant thinking and psychological capital,and improve academic delay.The conclusions of this study are as follows:1.The ruminant thinking,psychological capital and academic delay of college students are all at the middle level.2.The psychological capital and academic delay of college students have significant differences in gender and family location.Academic procrastination has significant differences in the only child;There is no significant difference between psychological capital and academic delay in major,grade and parents’ education level.Ruminant thinking has no significant difference in all demographic variables.3.Positive ruminant thinking of college students is positively correlated with psychological capital and positively predicts psychological capital.It is negatively correlated with academic procrastination and negatively predicts academic procrastination.Negative ruminant thinking is significantly negatively correlated with psychological capital,and negatively predicts psychological capital;It is positively correlated with academic procrastination and positively predicts academic procrastination.Psychological capital is negatively correlated with academic procrastination and negatively predicts academic procrastination.4.Psychological capital plays a partial mediating role between ruminant thinking and academic delay.5.Through comparative experiments,it is verified that the intervention scheme designed by this study can effectively reduce the negative ruminant thinking of college students,improve the positive ruminant thinking and psychological capital level,and promote the improvement of academic delay.On the basis of this study,some educational suggestions are put forward to promote college students’ ruminant thinking and psychological capital development,and to control academic procrastination.