初中生学业拖延与学业自我效能感关系研究

Study on the Relationship between Academic Procrastination and Academic Self-efficacy of Junior Middle School Students

Study on the relationship between academic procrastination and academic self-efficacy of junior middle school students will not only help better understand the influence mechanism but also help improve the learning and mental health of junior middle school students. Using Academic Procrastination Questionnaire for Junior Middle School Students and Academic Self-efficacy Questionnaire， along with cluster random sampling， this study selected 500 junior middle school students from two junior middle schools in X City. The findings reveal that: first， as a whole， the academic procrastination among junior middle school students was below average level. Academic procrastination among junior middle school students is characterized by their low performance， slow learning behavior， and lack of learning plans， as well as the least possibilities of bad state of learning. Second， their learning behavior self-efficacy was superior to their learning ability self-efficacy. Third， there was significant negative correlation between academic procrastination and academic self-efficacy. Fourth， in self-efficacy to learning ability ( SELA) ， two main factor effects were significant， lack of implementation plans and inadequate implementation， and in case of inadequate implementation， the lack of planning and the poor state of interaction were significant. Fifth， four main factor effects of academic procrastination were significantly different in self-efficacy to learning behavior (SELB) . There were significant differences in interaction between inadequate implementation and lack of planning， inadequate implementation and poor performance， lack of planning and behavior of hysteresis， lack of planning and poor state. Conclusions drawn from this study are as follows: first， the academic procrastination of junior middle school students mainly embodied the insufficiency of learning performance and slow learning behavior. As a whole， the academic procrastination among junior middle school students was better， but special attention should be paid to the lack of learning plans. Second， learning behavior self-efficacy was superior to their learning ability self-efficacy. Third， there was significant negative correlation between the academic procrastination and academic self-efficacy. Fourth， junior high school students' SELA was mainly affected by such factors as lack of performance and lack of planning. Fifth， junior high school students' SELB was greatly influenced by the four factors and their interaction of academic procrastination.