ABSTRACT
The group with academic procrastination is getting younger. Academic procrastination is related to motivation and has an impact on academic performance. Understanding the relationship between the three has a positive effect on teachers’ education and teaching, and students’ development. Among them, learning motivation can be divided into internal and external motivation. External motivation is more related to external factors of the activity itself, while intrinsic motivation is more related to the activity itself. This study explores the relationship between the three, using elementary school students as the study population. Academic procrastination was found to be adversely correlated with intrinsic motivation, while academic success was positively correlated. Academic procrastination was positively correlated with external motivation, but academic success was adversely correlated. While academic success was not strongly correlated with external motivation. The mediation effect analysis found that academic procrastination played a fully mediating role in intrinsic motivation and Academic performance. This also inspires us to focus more on motivating elementary school students’ intrinsic motivation towards learning, stimulating their interest in learning, and reducing academic procrastination, so that they can achieve better academic performance.
