Research Article
Relationship between Focus-solving Thinking and Academic Procrastination in Junior Middle School Students: A Moderated Mediating Effect
@INPROCEEDINGS{10.4108/eai.23-12-2022.2329140, author={Yinyin Zhang and Zhanbiao Shi and Yuqing Zhang}, title={Relationship between Focus-solving Thinking and Academic Procrastination in Junior Middle School Students: A Moderated Mediating Effect}, proceedings={Proceedings of the 2nd International Conference on Internet Technology and Educational Informatization, ITEI 2022, December 23-25, 2022, Harbin, China}, publisher={EAI}, proceedings_a={ITEI}, year={2023}, month={6}, keywords={junior high school students; focus solving thinking; self control; procrastination in school; psychological capital}, doi={10.4108/eai.23-12-2022.2329140} }- Yinyin Zhang
Zhanbiao Shi
Yuqing Zhang
Year: 2023
Relationship between Focus-solving Thinking and Academic Procrastination in Junior Middle School Students: A Moderated Mediating Effect
ITEI
EAI
DOI: 10.4108/eai.23-12-2022.2329140
Abstract
This paper explores the relationship between focus-solving thinking and academic procrastination of junior middle school students. It proposes a moderated mediation model to investigate the mediating effect of self-control on focus-solving thinking and academic procrastination and the moderating effect of psychological capital. A cluster sampling method was adopted in this study. In 2022, 1006 middle school students were investigated by a general social data questionnaire, focus-solving list, self-control scale, academic procrastination questionnaire and positive psychological capital questionnaire to analyze the influence mechanism of focus-solving thinking on academic procrastination. Self-control partially mediates between focus-solving thinking and academic procrastination, and the mediating effect is moderated by psychological capital. The moderating effect is more significant in junior high school students with a high level of psychological capital.
