大學生時間觀與學業拖延行為之關係：學業控制信念暨自我慈悲的雙路徑中介效果檢驗

Abstract

本研究旨在瞭解不同時間觀、學業控制信念與自我慈悲對於大學生學業拖延行為的影響，並探討學業控制信念及自我慈悲在時間觀與學業拖延行為之中介效果。調查對象為臺灣北中南東部，公私立大專院校大學一年級至四年級817位學生（男生398人，女生419人）。研究工具包括自編「學業拖延量表」、採用「時間觀量表」、自編「學業控制信念量表」與修編「自我慈悲量表」。所得的資料以描述性統計、變異數分析、皮爾森積差相關，以及多元迴歸分析進行統計考驗。 主要研究結果如下：（1）在本研究中，近半數大學生有學業拖延行為的傾向。（2）男性大學生學業拖延傾向高於女性大學生；年級則無顯著差異。（3）過去負向、當下享樂/宿命及未來負向時間觀與學業拖延行為呈正相關；過去正向與未來正向時間觀與學業拖延行為呈負相關。（4）學業內控信念與學業拖延呈負相關；學業外控信念與學業拖延呈正相關。（5）自我仁慈與學業拖延呈負相關；自我批評與學業拖延呈正相關。（6）自我批評與自我仁慈在過去正向時間觀與學業拖延行為間具完全中介效果，多元中介競爭則無顯著差異；學業外控信念部分中介過去負向、當下享樂/宿命，以及未來正向/負向時間觀與學業拖延行為之關係，多元中介競爭結果顯示過去負向、當下享樂/宿命以及未來正向/負向時間觀主要透過學業外控信念路徑，間接影響學業拖延行為。本研究針對以上結果，提出各項建議，供教育輔導實務與未來研究參考。

The purpose of this study is to understand the effects of different time perspective, academic locus of control and self-compassion on academic procrastination among college students, and explore the mediating effect of academic locus of control and self- compassion on time perspective and academic procrastination. The participants were 817 students (398 males and 419 females) from the first and four grades of the public and private universities in the northern, central, southern and eastern parts of Taiwan. All the participants completed the self-made Academic Procrastination Scale, adopted Time Perspective Inventory, self-made Academic Locus of Control Scale and revised Self-Compassion Scale. The data were tested by descriptive statistics, ANOVA, Person correlation analysis, multiple and regression analysis. The main findings of the study are as follows: (1) In this study, nearly half of the college students tend to procrastinate. (2) The academic procrastination tendency of male students was higher than that of female students, but there was no significant difference in grade. (3) Past-negative, present-hedonistic, present-fatalistic and future-negative time perspective were positively correlated with academic procrastination; past-positive and future-positive time perspective and academic procrastination were negatively correlated. (4) Internal academic locus of control was negatively related to academic procrastination; external academic locus of control was positively related to academic procrastination. (5) Self-kindness was negatively related to academic procrastination; self-judgment was positively related to academic procrastination. (6) Self-judgment and self-kindness had a complete mediating effect between past-positive time perspective and academic procrastination, there was no significant difference in multiple intermediary competition; the relationship among past-negative, present-hedonistic, present-fatalistic, future-positive and future-negative time perspective was partial mediated by external academic locus of control, the results of multiple intermediary competition shows that past-negative, present-hedonistic, present-fatalistic, future-positive and future-negative time perspective mainly affect academic procrastination through the path of external academic locus of control. According to the findings of this study, suggestions are provided to schools, counselors and further researches.