Abstract
The lower grades of primary school are a critical period for children to form learning habits. As a common learning problem at this stage, learning procrastination not only affects children's current learning efficiency and academic performance, but also exerts negative impacts on their long-term learning interest and self-efficacy. Currently, learning procrastination among lower-grade primary school students is prevalent and covert, manifesting as delayed homework completion, procrastination on in-class tasks, insufficient learning concentration and other forms. Based on the Self-Determination Theory, Theory of Planned Behavior and Social Cognitive Theory, this study adopts literature analysis, questionnaire survey and case study to systematically explore the current situation and causes of learning procrastination among lower-grade primary school students, and construct targeted intervention countermeasures.
