Predicting Academic Buoyancy in English Majors: The Roles of Academic Procrastination and Performance
Abstract
majors from J University. A structured questionnaire was used to obtain data on academic procrastination, performance, and buoyancy. Subsequently, descriptive statistics, correlation analysis and multiple regression analysis were used to test the relationship between variables and
predictive power among variables. Result: Correlation analysis indicated a significant negative relationship between academic procrastination
and buoyancy. However, multiple regression analysis revealed that the three dimensions of procrastination did not demonstrate significant
independent predictive effects. Conversely, the dimensions of academic performance showed substantial predictive power. Academic performance emerged as the strongest predictor, while learning context and motivation intensity also exerted significant positive effects on buoyancy.
Conclusion: The results show that for English majors, academic buoyancy is mainly cultivated through successful learning experience, optimal adaptation to the learning environment and stable learning motivation, not just by reducing procrastination. Therefore, educational intervention should shift from simple behavior modification to comprehensive psychological buoyancy training, focusing on dynamic monitoring,
differentiated support.
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DOI: http://dx.doi.org/10.70711/neet.v4i6.9528
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