A Survey On The Current Situation Of English Academic Procrastination Of Students In A Junior Middle School Student In Guangzhou,Guangdong Province

Academic procrastination will not only lead to poor academic performance,but also have a negative impact on students’ mental health.This study attempts to investigate the current situation of middle school students’ academic procrastination by means of questionnaire and case interview,and verify and explore the relationship between academic procrastination and scaffolding,in order to provide help to improve the situation of middle school students’ academic procrastination.In scaffolding teaching,students can better stimulate students’ previous knowledge and experience,mobilize their learning enthusiasm,assimilate new knowledge into their old knowledge structure and realize meaningful construction through the creation of situation and in a relatively real task environment.Based on the scaffolding teaching in the construction theory,this study explores whether the scaffolding provided by teachers in teaching can alleviate the symptoms of students’ academic procrastination to a certain extent.This study takes 365 middle school students as the research object,taking Aitken Procrastination Questionnaire(Middle School Version)and self-made questionnaire of Investigation on The Response of Junior Middle School Students’ Academic Procrastination to Scaffold Provision as the research tools.This thesis aims to answer the following three questions:(1)What is the overall situation of students’ academic procrastination?(2)What are the influential factors influencing students’ academic procrastination in English?(3)According to the scaffolding theory,how do students react to the scaffolding provided by teachers when arranging learning tasks?The research conclusions are as follows:Firstly,from the overall situation,the phenomenon of academic procrastination of middle school students is very common,and most students have procrastination behavior,although there are fewer students in the high procrastination group than those in the low procrastination group and the medium procrastination group.Secondly,the results show that there are 11 factors affecting students’ academic procrastination,which can be summarized into three levels: students,teachers and environment.Thirdly,although the overall average value of goal-oriented scaffolding is slightly lower than that of process-oriented scaffolding,it can be seen that goal-oriented scaffolding occupies a more important position in alleviating the academic procrastination of English subjects.Finally,the following educational strategies are proposed for academic procrastination according to the research conclusion.As for English teachers: more attention should be paid for boys’ academic procrastination;more attention should be paid for critical period of academic procrastination;different academic guidance should be given;students’ strong willpower should be cultivated;accurate and well-directed evaluation should be offered;personalized and clear targets should be set.As for students: smaller goals should be achieved;excessive perfection shouldn’t be pursued;only one thing can be concentrated;a detailed plan should be made;dialogue and communication should be maintained.As for schools: a rigorous and self-discipline school spirit should be created;joint efforts of families and schools should be paid.Due to the limitations of various objective and subjective conditions,the sample size of this study is not large enough.Further research will be carried out from the aspects of increasing the sample size of different age groups in future research.