The Influence of Learning Procrastination Among Junior High School Students on Their Academic Self-Efficacy

Abstract

This study aims to explore the impact of academic self-efficacy among junior high school students on learning procrastination. With the progress of China's educational reform, educational concepts have changed. Unlike the traditional teaching methods in the past, students' autonomous learning ability has become the focus of attention. Academic self-efficacy is a major factor determining the outcome of autonomous learning, which affects students' confidence and motivation in self-study. However, in reality, some students have bad habits, such as procrastinating in their studies. These bad habits have had a negative impact on students' academic performance. This study starts with academic self-efficacy and learning procrastination, explores the relationship between the two, and puts forward corresponding suggestions for the learning habits of junior high school students. The research reveals a significant negative correlation between academic self-efficacy and learning procrastination, suggesting that students with a lower belief in their academic abilities are more likely to delay their studies. Consequently, this paper proposes that effective intervention should shift from simple behavioral correction to the cultivation of students' internal self-efficacy. A collaborative approach involving schools, families, and individual students is recommended to systematically enhance academic confidence and promote proactive learning habits.