An Investigation And Intervention Study Of The Types Of Senior High School Students’ Chemistry Academic Procrastination Based On Personality Traits

Academic procrastination is widespread.Traditional concepts holds that academic procrastination is negative and maladaptive.However,researchers found that academic procrastination has a positive side after the intensive study.In the face of time pressure,active procrastinators who make use of procrastination to generate strong motivation have the ability to complete tasks on time while achieving satisfactory results.Active procrastination can effectively manage negative emotions and has gradually become the focus of academic procrastination research.At the same time,a large number of studies have shown that academic procrastination is closely related to personality factors.Therefore,this study will not only investigate the types of chemical procrastination and personality traits of senior high school students but also explore the relationships of them.Aiming at the neurotic dimension of personality traits,this study uses rational emotional behavior therapy to intervene the problem of chemical academic procrastination in senior high school students.The author hoping to guide teachers and students correctly understand chemical academic procrastination and put forward feasible suggestions which can direct high school students with different personality traits to overcome chemical academic procrastination and improve chemical performance.This study consists of five parts.Firstly,the introduction mainly introduces the proposal of the problem,the research status at home and abroad,the research problem,the research significance,the overall research train of thought and the research method.Secondly,the literature review defines the core concepts of procrastination,academic procrastination,active procrastination,chemical academic procrastination,etc.And it elaborates the types,measurements and influencing factors of academic procrastination.Thirdly,the investigation study uses questionnaire method to investigate the types of chemistry academic procrastination of senior high school students based on personality traits.This study reveals the relationship between different types of chemical academic procrastination and chemistry achievement of senior high school students,as well as the predicted types of chemical academic procrastination of high school students with different personality traits.It will provide a theoretical basis for the following intervention experiment.Fourthly,the intervention study combines with the characteristics of chemistry subject and aims at different personality traits.The study uses rational emotional behavior therapy to carry out effective intervention experiments on the chemistry academic procrastination of senior high school students,which provides some references and suggestions for the improvement of senior high school students’chemistry study.Fifthly,the conclusion and reflection summarize the previous research conclusions,put forward reasonable educational suggestions,and carry on the reflection and the prospect.The conclusions of this study are as follows,Conclusion of this investigation:(1)The total average score of procrastination in chemistry studies of senior high school students is lower than the midpoint score of the scale.In three different types of procrastination,non-procrastinators accounts for 65.3%,passive procrastinators accounts for 23%,active procrastinators accounts for 11.7%.Compared with the college students who have been studied,the degree of procrastination is lower,which may be related to the pressure that senior high school students are facing in the college entrance examination.(2)The degree of senior high school students’ chemistry academic procrastination is significantly different in grade,gender and teacher’s positions as class supervisors while there is no significant difference in elective subjects,only child and class cadres.The level of active procrastination is only significantly different in gender.(3)In the Big Five personality traits,senior high school students who score lower on the neuroticism dimension,higher on the conscientiousness dimension and the agreeableness dimension have lower levels of chemical academic procrastination and better academic performance;And the senior high school students who scored lower on the neuroticism dimension,higher on the conscientiousness dimension and the openness dimension have higher levels of active procrastination and better academic performance.(4)There are significant differences in neuroticism and preciseness among the five personality traits in different types of procrastination.However,there is no significant difference in the other three dimensions.After the test,in the neuroticism dimension,non-procrastination is equal to active procrastination,and both of them are less than passive procrastination.In the dimension of preciseness,non-procrastination is equal to active procrastination,and both of them are greater than passive procrastination.In addition,there are significant differences in chemistry academic performance of senior high school students who are in different types of procrastination.After the test,It can be obtained that non-procrastination is equal to active procrastination which is grater than passive procrastination.Conclusion of intervention study:(1)The implementation of the self-designed experimental program of senior high school students’ chemical academic procrastination can significantly reduce the degree of senior high school students’ chemical academic procrastination,improve the level of active procrastination,and effectively improve the problem of senior high school students’ chemical academic procrastination.However,it can not significantly improve the chemistry performance.(2)There are teachers who use rational emotional behavior therapy to guide adverse emotions,it will reduce the degree of senior high school students’ chemical academic procrastination,however there is no significant effect on the level of active procrastination.(3)Compared with the low and medium neuroticism,the high neuroticism more need teachers who use rational emotional behavior therapy to guide their adverse emotional.Based on personality traits,this study conducted a investigation and intervention study on the types of chemical academic procrastination of senior high school students,which provided some references and suggestions for improving senior high school students’ chemical academic procrastination,and improving their academic performance.This study combined with subject teaching to expand the research of positive academic procrastination.