| 摘要: | 本研究旨在瞭解大學生的防禦性悲觀、完美主義與學業拖延之現況，以及探討大學生防禦性悲觀、完美主義與學業拖延的相關情形。採用問卷調查法，以便利取樣方式抽取臺北市、新北市、桃園市、新竹縣市之11所大學校院修習通識課或教育學程之大學生，合計845人。研究工具包括「防禦性悲觀量表」、「多向度完美主義量表」與「學業拖延量表」，所得資料以描述性統計、t檢定、單因子變異數分析、Pearson積差相關及多元逐步迴歸等統計方法進行分析。本研究結果如下：
一、大學生防禦性悲觀的分數分布為正偏態；大學生完美主義的分數分布為負偏態；大學生學業拖延的分數分布為負偏態。
二、大學生的防禦性悲觀在性別與年級上皆無顯著差異。
三、男大學生的完美主義高於女大學生；二年級大學生的組織性高於一年級。
四、男大學生的學業拖延程度高於女大學生，在年級上則無顯著差異。
五、大學生的防禦性悲觀與學業拖延無顯著相關。分量表中的防禦性期望與學業拖延有顯著正相關，防禦性反思與撰寫報告情境下的學業拖延有顯著負相關。
六、大學生的完美主義與學業拖延程度有顯著正相關。
七、大學生的防禦性悲觀與完美主義傾向有顯著正相關。
八、大學生的背景變項、防禦性悲觀與完美主義對學業拖延具有顯著的聯合預測力，特別是「防禦性期望」、「父母期望」、「個人標準」、「對行動的懷疑」與「組織性」對於不同情境下的學業拖延皆具有顯著預測力。
最後，本研究針對上述研究結果進行討論，並據此提出具體建議，以供大學生、家長
The main purpose of this study was to investigate the present status of college students’ defensive pessimism, perfectionism, and academic procrastination, and to explore the relationships among these three variables. The research method of this study was questionnaire survey, and the sample size of convenience sampling of 845 students who took general education courses or teacher education programs from 11 public and private universities in Taipei City, New Taipei City, Taoyuan City, and Hsinchu Counties. The research instruments in this study included Defensive Pessimism Questionnaire, Multidimensional Perfectionism Scale, and Academic Procrastination Scale. The collected responses of participants were analyzed by descriptive statistics analysis, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression. The result indicated that:
1.College students’ defensive pessimism was positively skewed distribution, perfectionism was negatively skewed distribution, and academic procrastination was negatively skewed distribution.
2.College students’ defensive pessimism had no significant gender or grade difference.
3.Male college students’ perfectionism was higher than female in statistically significant. The second grade college students’ organization was higher than the first-grade.
4.Male college students’ academic procrastination was higher than female in statistically significant. No significant grade difference was found in academic procrastination.
5.College students’ defensive pessimism was no significantly correlated with academic procrastination. Under all academic circumstances, defensive expectations was significantly positive-correlated with academic procrastination. Under report-writing circumstances, defensive reflection was significantly negative-correlated with academic procrastination.
6.College students’ perfectionism was significantly positive-correlated with academic procrastination.
7.College students’ defensive pessimism was significantly positive-correlated with perfectionism.
8.College students’ subject background, defensive pessimism, and perfectionism were effective predictors toward academic procrastionation, especially “defensive expectation”, “parental expectations”, “personal standards”, “doubts about actions”, and “organization”.
Finally, based on the findings, the suggestions were accordingly provided for college students, parents, educators, counelors and follow-up researchers as references. |
