Nghiên cứu hành vi trì hoãn trong học tập của học sinh trung học cơ sở

Tóm tắt

In the contemporary educational landscape, student learning behavior is pivotal for academic success and national development. However, academic procrastination, a growing concern, negatively affects students’ performance and well-being. This study investigates academic procrastination among secondary school students, focusing on key factors: psychological instability, self-regulation, motivation, stress, and peer influence. The research reveals that psychological instability, poor self-regulation, and high stress levels significantly contribute to academic procrastination, while motivation and peer influence have unclear effects. Findings emphasize the need to address psychological well-being, enhance self-regulation skills, and manage stress to reduce procrastination. This study provides valuable insights into addressing academic procrastination among secondary school students.