五大人格特質與學業拖延之相關：以正念為調節變項

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Title:	五大人格特質與學業拖延之相關：以正念為調節變項 The Relationship between Big Five Personality Traits and Academic Procrastination: Exploring Mindfulness as a Moderating Variable
Authors:	王盈璇
Contributors:	心理輔導學系
Keywords:	五大人格特質學業拖延正念 Big Five Personality Traits Academic Procrastination Mindfulness
Date:	2024
Issue Date:	2024-06-24 15:56:05 (UTC+8)
Abstract:	本研究目的在探究五大人格特質與學業拖延之關係，及正念調節五大人格特質與學業拖延間之關係情形。本研究使用相關法予以探究，及使用問卷法蒐集資料，參與者為國內18至24歲大學生，並透過臉書、IG 等社交平台，以便利取樣方式徵求符合資格之參與者進行線上問卷施測，共施測 349 份問卷，刪除 19 份無效填答結果後，最後得有效填答結果為 330份。研究工具包含中文版「Mini-Markers五大人格量表」、「學業拖延量表」，及「止觀覺察注意量表」。在統計分析上，使用描述統計、階層回歸分析等統計方式進行資料分析。研究結果顯示：（一）開放性與學業拖延呈現顯著負相關；（二）嚴謹性與學業拖延呈現顯著負相關；（三）外向性與學業拖延呈現顯著負相關；（四）友善性與學業拖延呈現顯著負相關；（五）情緒穩定性與學業拖延呈現顯著負相關；（六）正念未呈現調節開放性與學業拖延之相關；（七）正念高者，嚴謹性與學業拖延負相關高於正念低者；（八）正念未呈現調節外向性與學業拖延之相關；（九）正念未呈現調節友善性與學業拖延之相關；（十）正念未呈現調節情緒穩定性與學業拖延之相關；（十一）正念與學業拖延呈現顯著負相關。最後，基於本研究的結果，研究者針對本研究之結果提出相關討論與建議，俾供未來的實務工作與研究參考。 This study aimed to examine the relationship between the Big Five personality traits and academic procrastination, and mindfulness moderate the relationship between Big Five personality traits and academic procrastination. A correlational design was employed, and data were collected through self-report questionnaires. The participants consisted of university students aged 18 to 24 in Taiwan. Convenience sampling was utilized to recruit eligible participants through popular social media platforms such as Facebook and Instagram. A total of 349 questionnaires were distributed, and after excluding 19 invalid responses, the final analysis included 330 valid responses. The research instruments used were the Chinese version of the "Mini-Markers Big Five Inventory," the "Academic Procrastination Scale," and the "Mindful Attention Awareness Scale." Descriptive statistics and hierarchical regression analysis were employed for data analysis. The study yielded the following results: (1) Openness exhibited a significant negative correlation with academic procrastination. (2) Conscientiousness exhibited a significant negative correlation with academic procrastination. (3) Extraversion exhibited a significant negative correlation with academic procrastination. (4) Agreeableness exhibited a significant negative correlation with academic procrastination. (5) Emotional stability exhibited a significant negative correlation with academic procrastination. (6) Mindfulness did not moderate the relationship between openness and academic procrastination. (7) Among individuals with high mindfulness, conscientiousness exhibited a stronger negative correlation with academic procrastination compared to individuals with low mindfulness. (8) Mindfulness did not moderate the relationship between extraversion and academic procrastination. (9) Mindfulness did not moderate the relationship between agreeableness and academic procrastination. (10) Mindfulness did not moderate the relationship between emotional stability and academic procrastination. (11) Mindfulness exhibited a significant negative correlation with academic procrastination. Based on the findings, the researchers provide substantial suggestions for future practical interventions and research based on the present study.
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