學業拖延與課業情緒之交互關係：課室目標結構的調節效果

Abstract

本研究之目的在分析高中生的學業拖延與其課業情緒（希望、自豪、無聊、生氣）的交互關係，並檢驗學生知覺的課室目標結構對學業拖延與課業情緒之間關係的調節效果。為達研究目的，本研究採縱貫研究，抽取7所學校共680名高二學生（男生315人，女生365人）為研究樣本，進行兩波段的測量。本研究的發現如下：（1）學業拖延與課業情緒交互效果模式可用來解釋國內高中生的觀察資料，高中生的學業拖延與其課業情緒存在互為因果的關係；（2）學生知覺的課室目標結構可調節學業拖延與課業情緒的關係：課室精熟目標結構組的學生，其學業拖延對正向課業情緒的負向預測力會增強，課室表現目標結構組的學生，其學業拖延對正向課業情緒的負向預測力會減弱；課室精熟目標結構組的學生，其負向課業情緒對學業拖延的正向預測力會減弱，課室表現目標結構組的學生，其負向課業情緒對學業拖延的正向預測力會增強；課室精熟目標結構組的學生，其學業拖延對負向課業情緒的正向預測力會減弱，課室表現目標結構組的學生，其學業拖延對負向課業情緒的正向預測力會增強。本研究根據研究結果提出建議，提供高中教學輔導及未來研究之參考。

The study attempted to analyze the interaction relation between academic procrastination and academic emotions (hope, pride, boredom, and anger) of senior high school students and examine the moderating effect of the classroom goal structure between academic procrastination and academic emotions. Therefore, data collected from a longitudinal study with second grade senior high school students (N = 680, 315boys and 365girls) from seven schools were used to examine these. The results of the present study were summarized as follows: (1) the academic procrastination and academic emotions interaction effect model constructed in this study can be used to well explain the empirically observed data throughout Taiwan. The data analyses showed that there had been interaction relation between academic procrastination and academic emotions. (2) The relations between students’ academic procrastination and academic emotions were moderated by students’ perception of classroom goal structure: students in the guoup of perception of classroom mastery goal structure, the negative prediction of academic procrastination on positive academic emotions would strengthen; students in the guoup of perception of classroom performance goal structure, the negative prediction of academic procrastination on positive academic emotions would weaken; students in the guoup of perception of classroom mastery goal structure, the positive prediction of negative academic emotions on academic procrastination would weaken; students in the guoup of perception of classroom performance goal structure, the positive prediction of negative academic emotions on academic procrastination would strengthen; students in the guoup of perception of classroom mastery goal structure, the positive prediction of academic procrastination on negative academic emotions would weaken; students in the guoup of perception of classroom performance goal structure, the positive prediction of academic procrastination on negative academic emotions would strengthen. Based on the findings of this study, we discussed the implications and proposed suggestions for senior high school teaching and future research.