Feeling of Academic Success, Learning Adaptability and Academic Procrastination of the College Students Major in P.E.
One thousand and twenty-four college students (mean age 20.74 years, SD = 1.10) major in P.E. were investigated in this study to examine the prediction effect of the feeling of academic success, learning adaptability to academic procrastination. The resul
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Feeling of Academic Success, Learning Adaptability and Academic Procrastination of the College Students Major in P.E. Da-Peng Zhu
Abstract One thousand and twenty-four college students (mean age 20.74 years, SD ¼ 1.10) major in P.E. were investigated in this study to examine the prediction effect of the feeling of academic success, learning adaptability to academic procrastination. The results suggested that male P.E. college students’ academic procrastination level is significant higher than that of female, but lower than female on the wish to decrease academic procrastination; there are no significant difference on grades, but gender difference on some factors; there are significant relationship between the college students’ feeling of academic success and academic procrastination; learning adaptability and academic procrastination, the positive learning adaptability has significant relationship with low academic procrastination, and the negative learning adaptability has significant relationship with high academic procrastination. Keywords College students in P.E. • Feeling of academic success • Learning adaptability • Academic procrastination
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Introduction
Feelings of academic success refers to the positive feeling of satisfaction, gladness, and pride when people conscious that they are close to, achieve, or exceed to their aspiration on academic. The feelings of academic success consist of cognition and emotion factors, it lie on the difference between one’s aspiration and actual performance, and also be influenced by other’s appraise and the environment.
D.-P. Zhu (*) Department of Health Science, Wuhan Institute of Physical Education, Wuhan, Hubei, China e-mail: [email protected] S. Zhong (ed.), Proceedings of the 2012 International Conference on Cybernetics 231 and Informatics, Lecture Notes in Electrical Engineering 163, DOI 10.1007/978-1-4614-3872-4_30, # Springer Science+Business Media New York 2014
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D.-P. Zhu
Yang (2004) [1] found that female students had significant higher feelings of academic success than males; and there also had significant grade effect on feelings of academic success, the students grade one had higher feelings of academic success than the students grade three. Yang (2009) suggested that positive class atmosphere, positive home environment, high aspiration and positive attribution influenced the feelings of academic success directly [2]. Learning adaptability means “the tendency to conquer difficulty to get better academic performance” [3]. Tian (2004) suggested that learning adaptability refers the students’ ability of adjusted their physical and mental to keep balance with the environment based on the variance of the learning condition (attitude, method and environment). So the learning adaptability consisted of self-regulation (learning motivation, learning ability, and method) and adaption to the learning environment (teaching model, adaption level to environment) [4–6]. Some researches (Feng 2002; Xu 2004) showed influence factors on learning adaptability consisted
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