The academic procrastination of physics majors seriously affects the cultivation of high quality physics talents. Studying the influence of physics learning interest and physics self-efficacy is important for us to analyze the causes of academic procrastination of college students majoring in physics. Based on a survey of 208 physics majors and correlation and structural equation analysis, this paper studied the mechanism of the influence of physics learning interest and self-efficacy on academic procrastination. The results showed that: (1) more than 40% of physics majors have serious academic procrastination, and more than 70% want to reduce their academic procrastination; (2) Physics learning interest has no direct effect on academic procrastination, but it can indirectly affect academic procrastination through physics self-efficacy; (3) Physical self-efficacy directly and negatively affects academic procrastination. Therefore, some suggestions are put forward for the teachers and students of physics majors to reduce their academic procrastination.

In order to gain a deeper understanding of the relationship between undergraduate students' identity with their physics major and their academic achievement, this research employed a physics identity scale developed by Hazari et al. to survey 225 physics students at School X. The results indicate that the overall physics identity of the students in the school is at a general level. In terms of differences in demographic variables, gender has a significant impact on physics identity, while grade has no significant effect. In terms of the relationship between physics identity and academic achievement, there was no significant correlation between physics identity and academic achievement overall. For the high identity group, there was no significant correlation between physics identity and academic achievement, while the general identity group showed a weak positive correlation (r=0.190, p<0.05), and the low identity group showed a significant negative correlation with academic achievement (r=-0.394, p<0.05). Based on these findings, relevant suggestions and countermeasures are proposed, with the aim of laying the foundation for exploring the models and pathways for cultivating physics major talents in higher education institutions.