Study on the Psychological Causes and Educational Intervention of Academic Procrastination among Primary and Secondary School Students in the Digital Age

Abstract

Against the backdrop of the "double reduction" policy and the digitalization wave, academic procrastination among primary and secondary school students has taken on new, more insidious and complex forms, posing an urgent educational challenge. This study, based on a psychological perspective, reveals three new characteristics of academic procrastination in the digital age: "switching," "information overload," and "entertainment compensation." The underlying causes are analyzed from three perspectives: cognitive and motivational, emotional and personality, and environmental and behavioral interactions. Cognitively, fragmented information impairs executive function, while immediate rewards undermine long-term learning motivation. Emotionally, task aversion, perfectionism, and low self-efficacy drive digital avoidance behaviors. Environmentally, device temptations, online peer influences, and misconceptions about family supervision all work together to undermine self-regulatory defenses. The study further constructs a three-dimensional intervention system: "student-centered-school-supported-family-collaborative." Through strategies such as cognitive training, innovative task design, and family digital literacy development, the study aims to help students develop learning self-discipline and psychological resilience in the digital age. Research shows that digital academic procrastination is the product of the interaction between individual psychology and technological environment. Its intervention needs to go beyond single behavioral correction and turn to systematic learning ecological reconstruction to provide theoretical and practical references for improving young people's digital citizenship literacy.