高中阶段是人生中重要的学习阶段，学业拖延不仅会导致学习成绩差，还会导致焦虑、抑郁等负面情绪体验。学业拖延是学生有意推迟开始和完成学业任务的一种适应不良的行为。成就动机作为内在动力，驱动着个体行为，是学业拖延的内在影响因素。应对方式是压力情境和个体之间的中介机制，是有意识、有针对性、灵活的认知和行为努力的过程，以减少压力情境对个体的负面影响，并在维护个体的身心健康方面发挥重要作用。

研究一：探讨高中生成就动机、应对方式与学业拖延之间的关系，采用成就动机量表、中学生应对方式问卷和中学生学业拖延问卷对S市某高中787名高中生进行了问卷调查。研究二：旨在提高高中生应对方式水平和缓解学业拖延的应对方式干预措施，在研究一的基础上，积极应对方式低分组、消极应对方式高分组以及学业拖延高分组被试20人，随机分为两组（实验组10人，对照组10人）。对实验组的被试进行为期8周的应对方式团辅干预。分别在干预前、干预后以及干预后两个月对两组被试进行三次应对方式和学业拖延问卷调查。研究结果表明：

(1)高中生成就动机能显著负向预测学业拖延。成就动机显著正向预测积极应对方式，成就动机显著负向预测消极应对方式；积极应对方式显著负向预测学业拖延，消极应对方式显著正向预测学业拖延。

(2)高中生积极应对方式和消极应对方式分别在成就动机与学业拖延之间起部分中介作用。

(3)经过团体辅导干预后，实验组积极应对方式得分相比前测显著提高，消极应对方式得分与学业拖延得分相比前测显著下降；而对照组前后测不存在显著差异。实验组在积极应对方式上显著高于对照组，在消极应对方式与学业拖延水平上显著低于对照组，表明了团体辅导干预的有效性。

结论：应对方式在高中生成就动机和学业拖延之间起部分中介作用；应对方式团体辅导干预的实施可以提高高中生的积极应对方式，降低消极应对方式，并进一步改善高中生的学业拖延水平，这为提高高中生应对方式及学业拖延水平的改善有一定的积极意义，同时也为应对方式团体辅导方案提供了有效的借鉴。

High school is an important learning stage in life. Academic procrastination will not only lead to poor academic performance, but also lead to negative emotional experiences such as anxiety and depression. Academic procrastination is a maladaptive behavior that students intentionally delay starting and completing academic tasks. As an internal motivation, achievement motivation drives individual behavior and is the internal influencing factor of academic procrastination. Coping style is a mediating mechanism between stressful situations and individuals. It is a process of conscious, targeted and flexible cognitive and behavioral efforts to reduce the negative impact of stressful situations on individuals and play an important role in maintaining individual physical and mental health.

Study 1 : To explore the relationship between achievement motivation, coping style and academic procrastination of high school students. A questionnaire survey was conducted on 787 high school students in a high school in S city by using achievement motivation scale, middle school students ' coping style questionnaire and middle school students ' academic procrastination questionnaire. Study 2 : To improve the coping style level of high school students and the coping style intervention measures to alleviate academic procrastination. On the basis of study 1,20 subjects were randomly divided into two groups ( 10 in the experimental group and 10 in the control group ). The subjects in the experimental group were subjected to an 8-week coping style group intervention. Before, after and two months after the intervention, two groups of subjects were investigated by three questionnaires on coping style and academic procrastination. The results show that :

( 1 ) Achievement motivation of high school students can significantly negatively predict academic procrastination. Achievement motivation significantly positively predicts positive coping style, and achievement motivation significantly negatively predicts negative coping style. Positive coping style significantly negatively predicted academic procrastination, and negative coping style significantly positively predicted academic procrastination.

( 2 ) Positive coping style and negative coping style play a partial mediating role between achievement motivation and academic procrastination.

( 3 ) After the group counseling intervention, the scores of positive coping style in the experimental group were significantly higher than those in the pre-test, and the scores of negative coping style and academic procrastination were significantly lower than those in the pre-test. There was no significant difference in the control group before and after the test. The experimental group was significantly higher than the control group in positive coping style, and significantly lower than the control group in negative coping style and academic procrastination, indicating the effectiveness of group counseling intervention.

Conclusion : Coping style plays a partial mediating role between achievement motivation and academic procrastination in high school students ; the implementation of coping style group counseling intervention can improve the positive coping style of high school students, reduce the negative coping style, and further improve the academic procrastination level of high school students, which has certain positive significance for the improvement of high school students ' coping style and academic procrastination level, and also provides an effective reference for the coping style group counseling program.

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