A Study On The Relationship And Intervention Of Junior High School Students’ Personal Justice World Belief,Perceived Teacher Support,and Academic Procrastination

Academic procrastination is one of the main problems faced by contemporary junior high school students.The negative consequences and emotional problems caused by procrastination affect students’ learning efficiency and physical and mental health development.Therefore,the study of students’ academic procrastination behavior is helpful to reduce the occurrence of students’ academic problems.Academic procrastination is influenced by a variety of factors.Studies have shown that with the increase of Personal belief in a just world,adolescents will have a more correct attitude towards learning,and academic procrastination will occur less.Perceived teacher support can help students improve their enthusiasm for learning and reduce academic procrastination.Therefore,this study aims to explore the current situation and relationship among junior high school students’ Personal belief in a just world,perceived teacher support and academic procrastination.Based on this,we can intervene junior high school students’ Personal belief in a just world by means of group counseling,and then indirectly improve their perception of teacher support and reduce academic procrastination.To this end,this study is carried out from the following two aspects:The first study is the current situation and relation study.725 junior high school students were selected as the research objects.Tools such as Personal belief in a just world Scale,Perceived Teacher Support Questionnaire and Middle School Student Procrastination Scale were used to understand the overall status quo of junior high school students’ academic procrastination,Personal belief in a just world and perceived teacher support,and to explore the relation among the three.The second study is an intervention study,With Personal belief in a just world as the variable of intervention,the group assisted intervention was carried out for 8 weeks for junior high school students with high academic procrastination,and the effects of the intervention were evaluated and tracked one month after the end of the intervention.The main conclusions are as follows: ation,and significantly positively predictes perceived teacher support,and perceived teacher support significantly negatively predictes academic procrastination.The perceived teacher support of junior high school students plays a part of intermediary role between the Personal belief in a just world and academic procrastination.(5)The group intervention of junior high school students’ Personal belief in a just world can effectively improve junior high school students’ Personal belief in a just world,indirectly improve their perceived teacher support level and improve academic procrastination.