A Study On The Intervention Of Solution-focused Group Counseling On The Academic Procrastination Behavior Of Junior High School Student

Academic procrastination is a kind of academic problem behavior.With the increasing pressure of college entrance and the increasing difficulty of homework tasks,many junior high school students appear the behavior of academic procrastination.The occurrence of this behavior not only affects academic performance,but also may cause negative emotions.Previous studies have found that academic procrastination is closely related to academic self-efficacy and academic emotion,but the roles of academic selfefficacy and academic emotion remain unclear.Some studies have shown that SolutionFocused group counseling can improve students’ academic problem behavior,but whether it has a good intervention effect on academic procrastination behavior is worth further investigation.This study takes junior high school students as the research object,investigates the current situation of academic procrastination behavior,analyzes the relationship between academic procrastination,academic self-efficacy and academic emotion,and discusses whether Solution-Focused group counseling can improve junior high school students’ academic procrastination behavior,and whether the improvement of their academic procrastination behavior is accompanied by the improvement of academic self-efficacy and academic emotion.Thus,it provides practical basis and theoretical basis for improving the academic procrastination behavior of junior high school students.Study 1: Current situation and influencing factors of junior high school students’ academic procrastination behaviorA total of 550 junior high school students from a middle school in Jiaozuo City,Henan Province were measured by questionnaire,including Academic Procrastination Scale,Academic Self-efficacy Scale and Adolescent Academic Emotion Questionnaire.Pearson product difference correlation and one-way variance analysis were used to analyze the correlation and difference between variables,and SPSS PROCESS model was used to study the mediating role.The purpose is to investigate the current situation of academic procrastination of junior high school students and analyze the relationship between academic procrastination,academic self-efficacy and academic emotion.Study 2: The intervention of solution focused group counseling on academic procrastination behavior of junior high school studentsTo investigate the effect of Solution-Focused group counseling on academic procrastination.On the basis of the first study,the high group of students with academic procrastination is selected as the subjects,and the Solution-Focused group counseling is given to them.Twenty homogeneous subjects were randomly assigned to the experimental group and the control group,with 10 in each group.The experimental group received Solution-Focused group counseling intervention(6 times),while the control group did not.The study found:(1)The study procrastination behavior of junior high school students is universal,the report rate is 81.55%,and 8.74% of students often/always procrastinate.The academic procrastination behavior of junior high school students is different from grade to grade,but it is higher in grade one,and there is no difference in gender.(2)Academic procrastination is negatively correlated with academic self-efficacy and positive academic emotion;There was a significant positive correlation between academic procrastination and negative academic emotion.(3)Positive academic emotion and negative academic emotion play a partial mediating role in academic self-efficacy and academic procrastination.(4)After the Solution-Focused group counseling intervention,academic procrastination behavior improved,accompanied by the improvement of academic self-efficacy and positive academic emotions,and the decline of negative academic emotions.