The Influence Of College Students’ Time Management Disposition On Academic Procrastination:A Study On The Mediating Effect And Intervention Of Learning Immersion Experience

Researchers have increasingly placed a greater emphasis on how to enhance students’ academic excellence,due to the steady rise of teaching and learning reform in recent years.One of the more common problems is academic delay.No researcher has yet investigated the mediating effect of time management tendency on academic procrastination and learning immersion experience,though existing studies on these topics may suggest a correlation.Therefore,the present study focuses on the relationship between academic procrastination,time management tendencies,and learning immersion experience among college students.This study is split into two sections.Study I was to investigate the relationship between academic procrastination,time management tendency and learning immersion experience among college students,1750 questionnaires were randomly distributed in several universities in Nanchang,Jiangxi Province,which contained the Adolescent Time Management Disposition Scale(ATMD),the Adolescent Learning Immersion Experience Questionnaire and the Academic Procrastination Scale(PASS);Study II was an intervention study on time management tendency,with study On the basis of the subjects of Study I,60 voluntarily participating students were selected as intervention subjects to explore whether the correlation between alterations in time management habits and alterations in academic procrastination is evident by means of group counseling.The results shows that:(1)Significant disparities between boys and girls in academic procrastination,time management tendency,and learning immersion experience were observed;boys’ academic procrastination scores were significantly lower than girls’(p<0.01),boys’ time management tendency was significantly higher than girls’(p<0.001),and boys’ learning immersion experience scores were significantly higher than girls’(p<0.001).No noteworthy disparity was found between students from rural and urban areas in terms of academic procrastination(p>0.05);however,a significant divergence was observed in time management tendency and learning immersion experience(p<0.001),with urban students exhibiting significantly higher scores than their rural counterparts(p<0.001).No noteworthy distinction between only children and non-only children was observed in academic procrastination(p>0.05);however,a significant divergence was observed in time management tendencies and learning immersion experience(p<0.001),with only children scoring notably higher than non-only children in both areas(p<0.001).There was no significant difference between academic procrastination,time management tendencies,and learning immersion experience among students of different grades(p>0.05).(2)A significant relationship between academic procrastination,time management tendencies,and learning immersion experience was observed.Academic procrastination had a negative association with time management tendency(p<0.001);academic procrastination was inversely related to learning immersion experience(p<0.001);and time management tendency was inversely associated with learning immersion experience(p<0.001).(3)Regression analysis reveals that college students’ time management tendencies have a negative correlation with academic procrastination and a positive correlation with learning immersion experience.(4)No value of 0 was found in the Bootstrap 95% confidence interval of the indirect effect generated by learning immersion experience,suggesting that the mediating effect between time management tendency and academic procrastination was significant,and that learning immersion experience partially mediated the effect,accounting for 79.73% of the total effect.This indicates that time management tendencies can affect students’ academic procrastination both directly and by influencing their learning immersion experience which in turn can affect their academic procrastination.(5)The time management group counseling program had some intervention effects.After receiving the group counseling intervention,the experimental group showed a significant decrease in academic procrastination and a significant increase in time management tendency compared to the control group,but the difference in the change of academic procrastination in the control group on the pretest and posttest was not significant.In addition,when the follow-up test was administered again two months after the post-test,it was found that the levels of time management tendencies and academic procrastination were not significantly different from the post-test,indicating that the intervention effect was maintained.From these results,we can know that:(1)Female university students were generally more likely to experience academic procrastination than male students,and male students generally had a higher degree of learning immersion experience and time management tendency than female students;whether students were from a town or city did not significantly affect academic procrastination,but urban students had a higher degree of learning immersion experience and time management tendency than town students;the difference in the degree of academic procrastination between only children and non-only children was not significant,but the degree of time management tendency and learning immersion experience were higher for only children than for non-only children.No noteworthy disparities were observed in the amount of academic postponement,time management aptitude,and learning immersion experience between students of different backgrounds.(2)Students’ academic procrastination was negatively related to time management tendency and learning immersion experience,and time management tendency was positively related to learning immersion experience.(3)The mediating effect of learning immersion experience between time management tendencies and academic procrastination was significant.(4)Learning immersion experience partially mediates the relationship between time management tendency and academic procrastination,and time management tendency can affect students’ academic procrastination both directly and by influencing students’ learning immersion experience,which in turn can affect students’ academic procrastination.Based on the above analysis,university students and school authorities should try to take relevant measures together to improve students’ time management tendency,obtain a deeper learning immersion experience,and thus reduce students’ academic procrastination level.