The Relationship Between Cognitive Flexibility And Academic Procrastination Of Junior High School Students: Mediation And Intervention Of Academic Emotion

Academic procrastination is common in junior middle school.It is not only an obstacle for students to complete their study tasks,but also a stumbling block for them to form good study habits.Academic procrastination is closely related to irrational cognition and negative academic emotion.Junior high school students are in the second period of rapid development of cognitive flexibility.Individuals with high cognitive flexibility can change their plans according to changes in tasks or situations.Individuals with low cognitive flexibility have difficulty adapting to changes in situations,which leads to academic procrastination.At the same time,individuals with low cognitive flexibility tend to shift their thinking more slowly and often get stuck in a thought or behavior that doesn’t allow them to handle events more flexibly,thus enhancing the negative academic emotional experience.In addition,negative academic emotion significantly predicted academic procrastination.Therefore,this research takes the junior high school students as the research object,discusses the influence factor which affects the study delay,and further intervenes the junior high school student’s study mood through the writing expression,then improves the study delay behavior,on this basis,the effective mechanism of written expression is further analyzed.In the first study,a questionnaire was used to investigate the relationship among cognitive flexibility,academic emotion and academic procrastination,and the mediating effect of negative academic emotion.A total of 329 middle school students in Lanzhou were investigated with cognitive flexibility scale,adolescent academic emotion questionnaire and academic procrastination questionnaire.The results were analyzed by SPSS software,including descriptive statistics,correlation analysis and process mediation analysis.The results showed that:(1)cognitive flexibility was positively correlated with academic procrastination;(2)cognitive flexibility was positively correlated with negative academic emotion and negatively correlated with positive academic emotion;(3)negative academic emotion was positively correlated with academic procrastination,positive academic emotion is negatively correlated with academic procrastination,(4)negative academic emotion mediates cognitive flexibility and academic procrastination.In the second study,87 junior high school students were given written expression intervention,and the immediate and long-term effects of written expression intervention on negative academic mood and academic procrastination were investigated,study 2 was designed with 3(group:emotional subject group,neutral subject group and blank control group)×3(time:pre-test,post-test and two-week post-test)mixed experimental design,negative academic emotion and academic procrastination were taken as the dependent variables,test time as the internal variables,and group as the inter-subjects variables,29 people in each group.The results showed that:(1)there was no significant difference in negative academic emotion among the three groups,and the scores of the emotional subject group after intervention were significantly lower than those of the neutral subject group and the blank control group,after two weeks,there was no significant difference among the three groups;(2)in academic procrastination,the scores of the three groups were not significant,and the scores of the emotional subject group after intervention were significantly lower than those of the neutral subject group and the blank control group,after two weeks,the score of the emotional subject group was significantly lower than that of neutral subject group and blank control group.Study 3 is a qualitative study.On the basis of study 2,we analyzed two typical cases by case method and found that both cases experienced two stages: first,the stage of exposure to emotion,and second,the stage of self-regulation.The main conclusions of the present study are as follows: negative academic emotions play a mediating role between cognitive flexibility and academic procrastination;writing emotional themes can alleviate the negative academic emotions of junior high school students,and the immediate effect is significant,but the long-term effect was not significant,the writing emotional topic improved the academic procrastination behavior of junior high school students,and the immediate and long-term effect was significant Exposure emotion,cognitive processing and self-regulation are important effective mechanisms of writing expression to interfere with negative academic emotion and academic procrastination.