The Influence Of High School Students’ Achievement Motivation On Academic Procrastination:the Mediating Effect Of Coping Style And Its Intervention Research

High school is an important learning stage in life.Academic procrastination will not only lead to poor academic performance,but also lead to negative emotional experiences such as anxiety and depression.Academic procrastination is a maladaptive behavior that students intentionally delay starting and completing academic tasks.As an internal motivation,achievement motivation drives individual behavior and is the internal influencing factor of academic procrastination.Coping style is a mediating mechanism between stressful situations and individuals.It is a process of conscious,targeted and flexible cognitive and behavioral efforts to reduce the negative impact of stressful situations on individuals and play an important role in maintaining individual physical and mental health.Study 1 : To explore the relationship between achievement motivation,coping style and academic procrastination of high school students.A questionnaire survey was conducted on 787 high school students in a high school in S city by using achievement motivation scale,middle school students ’ coping style questionnaire and middle school students ’ academic procrastination questionnaire.Study 2 : To improve the coping style level of high school students and the coping style intervention measures to alleviate academic procrastination.On the basis of study 1,20 subjects were randomly divided into two groups(10in the experimental group and 10 in the control group).The subjects in the experimental group were subjected to an 8-week coping style group intervention.Before,after and two months after the intervention,two groups of subjects were investigated by three questionnaires on coping style and academic procrastination.The results show that :(1)Achievement motivation of high school students can significantly negatively predict academic procrastination.Achievement motivation significantly positively predicts positive coping style,and achievement motivation significantly negatively predicts negative coping style.Positive coping style significantly negatively predicted academic procrastination,and negative coping style significantly positively predicted academic procrastination.(2)Positive coping style and negative coping style play a partial mediating role between achievement motivation and academic procrastination.(3)After the group counseling intervention,the scores of positive coping style in the experimental group were significantly higher than those in the pre-test,and the scores of negative coping style and academic procrastination were significantly lower than those in the pre-test.There was no significant difference in the control group before and after the test.The experimental group was significantly higher than the control group in positive coping style,and significantly lower than the control group in negative coping style and academic procrastination,indicating the effectiveness of group counseling intervention.Conclusion : Coping style plays a partial mediating role between achievement motivation and academic procrastination in high school students;the implementation of coping style group counseling intervention can improve the positive coping style of high school students,reduce the negative coping style,and further improve the academic procrastination level of high school students,which has certain positive significance for the improvement of high school students ’ coping style and academic procrastination level,and also provides an effective reference for the coping style group counseling program.