The Impact of Class Leader Experience on the Academic Psychology of Upper Primary School Students: A Study Based on Self-Efficacy, Self-Control, and Academic Procrastination

Haoyuan Zheng; Xiaoxin Liang; Jiahua Zheng

doi:10.47297/wspiedWSP2516-250003.20250902

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The Impact of Class Leader Experience on the Academic Psychology of Upper Primary School Students: A Study Based on Self-Efficacy, Self-Control, and Academic Procrastination

Volume 9, Issue 2

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The Impact of Class Leader Experience on the Academic Psychology of Upper Primary School Students: A Study Based on Self-Efficacy, Self-Control, and Academic Procrastination
The Impact of Class Leader Experience on the Academic Psychology of Upper Primary School Students: A Study Based on Self-Efficacy, Self-Control, and Academic Procrastination
1.School of Teacher Education, Guangzhou Huashang College, Guangzhou, Guangdong, 51000 China
2.Accounting School, Zhejiang University of Finance and Economics, Hangzhou, Zhejiang, 310018, China
Vol. 9, Issue 2, Pages: 15-19(2025)
Published：19 February 2025
DOI：10.47297/wspiedWSP2516-250003.20250902
Accepted：

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Zheng Haoyuan,Liang Xiaoxin,Zheng Jiahua.The Impact of Class Leader Experience on the Academic Psychology of Upper Primary School Students: A Study Based on Self-Efficacy, Self-Control, and Academic Procrastination[J].Journal of International Education and Development,2025,09(02):15-19.
DOI：

Zheng Haoyuan,Liang Xiaoxin,Zheng Jiahua.The Impact of Class Leader Experience on the Academic Psychology of Upper Primary School Students: A Study Based on Self-Efficacy, Self-Control, and Academic Procrastination[J].Journal of International Education and Development,2025,09(02):15-19. DOI： 10.47297/wspiedWSP2516-250003.20250902.

摘要

Abstract

This study explores the impact of class leader experience on academic psychology in upper primary school students

focusing on self-efficacy

self-control

and academic procrastination. A survey of 312 students

divided into class leader (181) and non-leader (131) groups

shows that class leader experience is positively correlated with self-efficacy and self-control

while negatively correlated with procrastination. Regression analysis indicates that class leader experience predicts higher self-efficacy and self-control

and lower procrastination. Structural equation modeling reveals that the effect on procrastination is direct

rather than mediated by self-efficacy or self-control. These findings suggest that class leader experience influences academic psychology through external responsibility and supervision mechanisms

aligning with social cognitive theory.

关键词

Keywords

references

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