淡江大學覺生紀念圖書館 (TKU Library)
進階搜尋


下載電子全文限經由淡江IP使用) 
系統識別號 U0002-1901202022442000
中文論文名稱 大學生失敗恐懼、後設認知策略與學業拖延之相關研究
英文論文名稱 The Relationship between Fear of Failure, Metacognitive Strategies, and Academic Procrastination in College Students
校院名稱 淡江大學
系所名稱(中) 教育心理與諮商研究所碩士班
系所名稱(英) Graduate Institute of Educational Psychology and Counseling
學年度 108
學期 1
出版年 109
研究生中文姓名 鄭雲卿
研究生英文姓名 Yun-Ching Cheng
學號 602690058
學位類別 碩士
語文別 中文
口試日期 2020-01-09
論文頁數 167頁
口試委員 指導教授-李麗君
委員-藍挹丰
委員-陳劍涵
中文關鍵字 大學生  失敗恐懼  後設認知策略  學業拖延  自我調節學習策略 
英文關鍵字 College Students  Fear of Failure  Metacognitive Strategies  Academic Procrastination  Self-regulated Learning Strategies 
學科別分類 學科別社會科學教育學
中文摘要 本研究主要探討臺灣大學生失敗恐懼、後設認知策略與學業拖延現況與三者之間的關係。係以新北市大專校院共582位為取樣對象,採用部份修訂的「大學生學業狀況調查問卷」為研究工具進行研究資料的蒐集。重要研究結果歸納如下:
一、大學生整體而言具有中等程度的失敗恐懼與學業拖延傾向;其中,逾半數以上的大學生具有普通程度以上的失敗恐懼負面情緒與學業拖延傾向。
二、大學生在準備考試與撰寫報告的過程中,整體使用後設認知策略的程度中等偏高。
三、失敗恐懼與學業拖延在不同性別、學校和年級皆無顯著差異。 
四、後設認知策略在不同性別和學校上有著明顯差異,女大學生和一般大學的學生比起男大學生與科技大學學生更常使用後設認知策略。
五、學業拖延與失敗恐懼呈現顯著正相關;學業拖延與後設認知策略呈現顯著負相關,
六、失敗恐懼中的「害怕經驗羞愧與困窘」組成構念為影響學業拖延的主要因素,可以解釋14%的學業拖延情形,正向預測大學生的學業拖延傾向。
七、後設認知策略中的「調節」策略可負向預測大學生的學業拖延傾向,唯解釋力偏低,證明後設認知策略不是學業拖延拖延的關鍵成因。
八、失敗恐懼與學業拖延存在直接關係,並不會因為後設認知策略的使用而間接影響對學業拖延的解釋情形。
英文摘要 The aim of this study was to investigate the extent of and relationship between fear of failure, metacognitive strategies and academic procrastination using 582 college students in New Taipei City as the sample. The data were collected via self-report questionnaire partially revised from the existing measures. The significant results were shown as below:
1.The college students overall have a moderate degree of fear of failure and academic procrastination tendency. Over half of the college students have more than the average level of fear of failure and tendencies to procrastinate academic tasks.
2.The college students overall moderate highly used the metacognitive strategies to study for an exam and to write a term paper.
3.There are no gender, college and grade significant differences in fear of failure and academic procrastination.
4.There are gender and college differences in metacognitive strategies using among Taiwanese college students; the female college students and the undergraduates in general college use more metacognitive strategies than the male college students and the undergraduates in technological university.
5.Academic procrastination has significantly positive correlation with fear of failure, whereas it has significantly negative correlation with metacognitive strategies.
6.The fear experiencing shame and embarrassment, which is one of the constructs of fear of failure accounting for 14% of the variance in academic procrastination is the major predictor of academic procrastination, and positively predicts the academic procrastination tendencies of college students.
7.The regulation in metacognitive strategies can negatively predict the academic procrastination tendency of college students, but the coefficient of determination is low. This result indicates that metacognitive strategies are not the crucial antecedents of the academic procrastination.
8.The fear of failure is directly related to the academic procrastination and there is no effects on the explanation of the academic procrastination because of using the metacognitive strategies.
論文目次 目次
第一章 緒論...............................................1
 第一節 研究背景與動機.............................................1
第二節 研究目的...................................................8
 第三節 研究問題...................................................8
 第四節 名詞釋義...................................................9
 第五節 研究範圍與限制............................................12
第二章 文獻探討..........................................13
 第一節 學業拖延及其相關研究......................................13
 第二節 失敗恐懼及其相關研究......................................34
 第三節 後設認知策略及其相關研究..................................45
 第四節 學業拖延與失敗恐懼、後設認知策略之相關研究................54
第三章 研究方法..........................................59
 第一節 研究架構..................................................59
 第二節 研究假設..................................................61
 第三節 研究對象..................................................62
 第四節 研究工具..................................................64
 第五節 資料處理..................................................80
第四章 研究結果與討論....................................81
 第一節 研究對象樣本分布情形......................................81
 第二節 大學生失敗恐懼、後設認知策略與學業拖延之現況..............84
第三節 失敗恐懼、後設認知策略與學業拖延在不同背景變項之差異......97
第四節 失敗恐懼、後設認知策略與學業拖延的相關情形...............105
 第五節 失敗恐懼與後設認知策略對學業拖延的解釋情形...............109
第五章 結論與建議.......................................117
 第一節 研究結論.................................................117
 第二節 建議.....................................................119
參考文獻................................................124
 中文部份........................................................124
 英文部份........................................................128
附錄....................................................137
附錄一 量表使用同意書...........................................137
附錄二 建構內容效度專家名錄.....................................139
附錄三 建構內容效度專家邀請函與專家意見表.......................140
 附錄四 專家效度修正意見彙整表...................................154
 附錄五 預試問卷.................................................160
 附錄六 正式問卷.................................................164

圖表目次
圖次
 圖2-1-1 以失敗恐懼為基礎的拖延迴避模式........................... 17
 圖2-1-2 大學生學業拖延原理....................................... 20
圖2-2-1 三元模式與認知評估物模式之失敗恐懼概念內涵對應關係........ 37
圖3-1-1 研究架構圖............................................... 59
 圖4-5-1 學業拖延路徑模式圖...................................... 111
表次
表2-1-1 國外常見學業拖延量....................................... 22
表2-1-2 國內學業拖延量表........................................ .23
表2-3-1 認知層面的後設認知自我調節............................... 48
表3-3-1 預試樣本年級與性別次數分配表............................. 63
表3-4-1 「學業拖延量表」項目分析結果摘要表.........................69
表3-4-2 「學業拖延量表」因素分析結果摘要表.........................70
表3-4-3 「後設認知策略量表」項目分析結果摘要表....................71
表3-4-4 「後設認知策略量表」第一次因素分析結果摘要表...............72
表3-4-5 「後設認知策略量表」第二次因素分析結果摘要表...............73
表3-4-6 「後設認知策略量表」信度分析結果摘要表.....................74
表3-4-7 「表現失敗評估量表」項目分析結果摘要表.....................74
表3-4-8 「表現失敗評估量表」第一次因素分析結果摘要表...............76
表3-4-9 「表現失敗評估量表」第二次因素分析結果摘要表..............77
表3-4-10「表現失敗評估量表」信度分析結果摘要表...................78
表3-4-11正式問卷之組成與各量表向度(分量表名稱)題數與題號....... 79
表4-1-1 正式樣本不同學校年級與性別次數分配表..................... 82
表4-1-2 不同背景變項的研究樣本分布情形摘要表..................... 82
表4-2-1 大學生在「表現失敗評估量表」各題之平均數及標準差........... 84
表4-2-2 大學生在「表現失敗評估量表」整體及各向度的平均數及標準差. 86
表4-2-3 大學生失敗恐懼分布情形摘要表............................. 87
表4-2-4 大學生在「後設認知策略量表」各題之平均數及標準差........... 88
表4-2-5 大學生在「後設認知策略量表」整體及分量表的平均數及標準差. 89
表4-2-6 大學生後設認知策略的使用分布情形摘要表................... 90
表4-2-7 大學生在「學業拖延量表」各題之平均數及標準差...............91
表4-2-8 大學生在「學業拖延量表」整體及不同學業任務的平均數及標準差.92
表4-2-9 大學生學業拖延分布情形摘要表............................. 92
表4-2-10大學生學業拖延型態摘要表................................ 93
表4-3-1 失敗恐懼在不同性別與學校上的獨立樣本t檢定摘要表.......... 97
表4-3-2 失敗恐懼在不同年級上的平均數與標準差..................... 98
表4-3-3 失敗恐懼在不同年級上的單因子變異數分析摘要表............. 98
表4-3-4 後設認知策略在不同性別與學校上的獨立樣本t檢定摘要表......99
表4-3-5 不同性別與學校在「後設認知策略量表」整體及分量表平均數及標準差...................................................... 100
表4-3-6 後設認知策略在不同年級上的平均數與標準差................ 100
表4-3-7 後設認知策略在不同年級上的單因子變異數分析摘要表........ 101
表4-3-8 學業拖延在不同性別與學校上的獨立樣本t檢定摘要表.........101
表4-3-9 學業拖延在不同年級上的平均數與標準差................. ...102
表4-3-10學業拖延在不同年級上之單因子變異數分析摘要表............102
表4-3-11失敗恐懼、後設認知策略與學業拖延在不同背景變項之差異摘要表...................................................... 103
表4-4-1 大學生失敗恐懼、後設認知策略與學業拖延積差相關分析摘要表.105
表4-5-1 大學生失敗恐懼對學業拖延之逐步多元迴歸摘要表............ 110
表4-5-2 大學生後設認知策略對學業拖延的逐步多元迴歸摘要表........ 110
表4-5-3 大學生失敗恐懼與後設認知策略對學業拖延的多元迴歸摘要表.. 111
表4-5-4 大學生失敗恐懼對後設認知策略的簡單迴歸摘要表............ 111
參考文獻 參考文獻
中文部份
王淳(2002)。探討認知、動機、違常人格特質對拖延行為之影響──以習慣觀點之初探研究(未出版之碩士論文)。國立臺灣大學,臺北市。
王麗坤(2010)。大學生失敗恐懼與完美主義、拖延行為的關係(未出版之碩士論文)。河北師範大學,河北,中國。
甘良梅、余嘉元(2009)。大學生學業拖延現狀及原因研究。四川教育學院學報,25(2),1-3。
田育慈(譯)(2013)。不完美的禮物:放下「應該」的你,擁抱真實的自己(原作者:B. Brown)。臺北市:心靈工坊(原出版年:2010)。
江偉豪(2012)。探討大學生學習與作業拖延、自我調整及正向思考(未出版之碩士論文)。國立中山大學,高雄市。
江依芳(2009)。大學生學業拖延模式分析(未出版之碩士論文)。國立成功大學,臺南市。
吳政勳(2018)。負向完美主義、學業自我效能與學業拖延之關係分析(未出版之碩士論文)。國防大學,臺北市。
宋軍(2009)。大學生失敗恐懼的初步研究(未出版之碩士論文)。西南大學,中國。
李烱煌、季力康、江衍宏(2005)。2*2運動成就目標量表之建構效度。大專體育學刊,7(4),61-70。
吳靜吉、程炳林(1992)。激勵的學習策略量表之修訂。測驗年刊,39,59-78。
卓國雄(2016)。運動情境中害怕失敗與2*2成就目標之因果關係驗證。國立臺灣體育運動大學學報,5(1),47-75。
卓國雄、盧俊宏(2005a)。中文版表現失敗評估量表之修訂研究:探索性和驗證性因素分析。大專體育學刊,7(2),111-123。
卓國雄、盧俊宏(2005b)。害怕失敗動機之結構與深層意義。大專體育,76,99-105。 doi: 10.6162/SRR.2005.76.15
金佳瑜(2016)。大學生的防禦性悲觀、完美主義與學業拖延之相關研究(未出版之碩士論文)。中國文化大學,臺北市。
林啟超、謝智玲(2003)。大學生之目標取向、學習策略與學習成就之關係。大葉學報,12(2),123-136。 doi: 10.7119/JDYU.200312.0123
洪慧芳(譯)(2011)。拖延心理學(原作者:J. B. Burka & L. M. Yuen)。臺北市:漫遊者文化(原出版年:2008)。
倪士光、李虹、黃琳妍(2012)。學習拖延的整體化研究視角:傳統與創新。心理發展與教育,5,545-553。
姬健梅(譯)(2011)。不拖延的人生(原作者:P. Steel)。臺北市:先覺出版股份有限公司。
翁儷禎(2000)。點數與標示語對評定量尺反應的影響(II)。國科會專題研究成果報告(編號:NSC 89-2413-H-002-012),未出版。
張紅梅、張志杰(2007)。Tuckman拖延量表在中國大學生中試用結果分析。中國臨床心理學雜誌,15(1),10-12。
張錦坤、陳璐、黃育藝(2009)。大學生學業拖延行為及其預測變量分析。寧波大學學報(教育科學版),31(4),54-59。
張憲卿(2002)。大學生行動控制之研究:學習動機之機轉(未出版之碩士論文)。國立成功大學,臺南市。
許以璇(2016)。自我調節在完美主義與拖延間的角色(未出版之碩士論文)。銘傳大學,臺北市。
陳小莉、戴曉陽、董琴(2008)。Aitken拖延問卷在大學生中的應用研究。中國臨床心理學雜誌,16(1),22-23、76。
陳李綢(1991)。思考模式、學術經驗與認知策略訓練對大學生後設認知與智力的影響。教育心理學報,24,67-90。 doi: 10.6251/BEP.19910601.3
陳欩圻(2010)。大學生完美主義、自我差距、自我效能與課業延宕之關係研究(未出版之碩士論文)。國立彰化師範大學,彰化市。
陳彥慈(2015)。大學生主動拖延、被動拖延與學習倦怠之相關研究(未出版之碩士論文)。國立高雄師範大學,高雄市。
陳品華(2006)。技職大學生自我調整學習的動機困境與調整策略之研究。教育心理學報,38(1),37-50。 doi: 10.6251/BEP.20060518
陳舜文、魏嘉瑩(2013)。大學生學習動機之「雙因素模式」:學業認同與角色認同之功能。中華心理學刊,55(1),41-55。
郭融融(2014)。大學生拖延行為和失敗恐懼的關係:自尊水平的中介作用和團體干預研究(未出版之碩士論文)。廣西師範大學,中國。
淦金堂(2012)。量表編製與SPSS。臺北市:五南圖書出版股份有限公司。
教育部統計處(2019)。大專校院校別學生數【原始數據】。取自https://depart.moe.edu.tw/ed4500/News_Content.aspx?n=5A930C32CC6C3818&sms=91B3AAE8C6388B96&s=9D1CE6578E3592D7
程炳林(1991)。激勵的學習策略之相關研究(未出版之碩士論文)。國立政治大學,臺北市。
程炳林(2000)。國中生認知/意動成份與學習表現之相關研究。師大學報:教育類,45(1),43-59。 doi: 10.29882/JTNUE.200004.0003
程炳林(2002)。大學生學習工作、動機問題與自我調整學習策略之關係。教育心理學報,33(2),79-102。 doi: 10.6251/BEP.20010913
程炳林、林清山(2001)。中學生自我調整學習量表之建構及其信效度研究。測驗年刊,48,1-41。
程炳林、林清山(2002)。學習歷程前決策與後決策階段中行動控制的中介角色。教育心理學報,34(1),43-60。 doi: 10.6251/BEP.20020618.3
黃佳恩(2009)。大學生自我調整效能、學業焦慮與學業拖延──不同學業情境與拖延類型的探討(未出版之碩士論文)。國立屏東教育大學,屏東市。
黃淑貞、張秀卿(2007)。女子競技體操選手害怕失敗動機完美主義之相關研究。真理大學運動知識學報,4,80-87。 doi: 10.29596/BGYY.200706.0007
彭柏翔(2015)。大學生學業動機、行動控制策略與學業拖延之關係研究(未出版之碩士論文)。臺中教育大學,臺中市。
詹淑如(2009)。學習拖延現象探索。教師之友,50(5),18-26。 doi: 10.7053/TF.200912.0018
塗振洋(2005)。拖延行為的研究──量表編製及相關因素之探討(未出版之博士論文)。國立政治大學,臺北市。
樓連娣、龐維國(2012)。大學生學習拖延的紮根理論研究。教育研究與實驗,4,84-88。
蔡幸祖(2016)。大學重考生拖延閒混行為的預測因子:憂鬱、學業自我效能、與因應策略(未出版之碩士論文)。國立臺灣大學,臺北市。
鄧士昌(2012)。工科大學生自我效能感、學習動機與拖延行為的關係。貴州師範學院學報,28(8),62-67。
謝明君(2003)以習慣的觀點探討因應、情緒與拖延行為的關係(未出版之碩士論文)。國立臺灣大學,臺北市。
蕭銘輝、謝智玲(2017)。青少年的父母管教、自我調節學習策略與學業拖延之研究。教育科學期刊,15(2),121-148。 doi: 10.6251/BEP.20020618.3

英文部份
Baker, L. (1994). Fostering metacognitive development. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 25, pp.201-239). San Diego, CA: Academic.
Bartels, J. M., & Magun-Jackson, S. M. (2009). Approach-avoidance motivation and metacognitive self-regulation: The role of need for achievement and fear of failure. Learning and Individual Differences, 19, 459-463. doi:10.1016/j.lindif.2009.03.008
Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. Advances in Instructional Psychology, 1, 77-165.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understnading (pp. 65-116). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination? Learning and Individual Differences, 36, 165-172. doi:10.1016/j.lindif.2014.10.009
Cao, L. (2012a). Examining ‘active’ procrastination from a self-regulated learning perspective. Educational Psychology, 32(4), 515-545. doi:10.1080/01443410.2012.663722
Cao, L. (2012b). Differences in procrastination and motivation between undergraduate and graduate students. Journal of the Scholarship of Teaching and Learning, 12(2), 39-64.
Chien, C. L., & Huang, L. L. (2010, July). The social representations of students’ rights and obligations in Taiwan. Paper presented at the 10th International Conference on Social Representations, Tunis, Tunisia.
Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of “active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245-264. doi: 10.3200/SOCP.145.3.245-264
Conroy, D. E. (2000). Using performance failure appraisals to conceptualize and assess fear of failure (Unpublished doctoral dissertation). The University of Utah, Utah.
Conroy, D. E. (2001). Progress in the development of a multidimensional measure of fear of failure: The performance failure appraisal inventory (pfai). Anxiety, Stress and Coping: An International Journal, 14(4), 431-452. doi:10.1080/10615800108248365
Conroy, D. E., & Elliot, A. J. (2004). Fear of failure and achievement goals in sport: Addressing the issue of the chicken and the egg. Anxiety, Stress, and Coping, 17, 271-285. doi: 10.1080/1061580042000191642
Conroy, D. E., Willow, J. P., & Metzler, J. N. (2002). Multidimensional fear of failure measurement: The performance failure appraisal inventory. Journal of Applied Sport Psychology, 14, 76-90. doi:10.1080/10413200252907752
Corkin, D. M., Yu, S. L., & Lindt, S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective. Learning and Individual Differences, 21, 602-606. doi:10.1016/j.lindif.2011.07.005
Corno, L. (1986). The metacognitive control componets of self-regulated learning. Contemporary Educational Psychology, 11, 333-346.
Ferrari, J. R. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, self-awareness, and time limits on “working best under pressure ”. European Journal of Personality, 15, 391-406. doi:10.1002/per.413.abs
Ferrari, J. R. (2004). Trait procrastination in academic settings: An overview of students who engage in task delays. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds), Counselling the procrastinator in academic settings (pp. 19-27). Washington, DC: American Psychological Association.
Ferrari, J. R., Keane, S. M., Wolfe, R. N., & Beck, B. L. (1998). The antecedents and consequences of academic excuse-making: Examining individual differences in procrastination. Research in Higher Education, 39(2), 199-215.
Flavell, J. H. (1979). Metacognition an cognition monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. doi:10.1037//0003-066X.34.10.906
Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire (Unpublished doctoral dissertation). Carleton University, Ottawa, Canada.
Haghbin, M., McCaffrey, A., & Pychyl, T. A. (2012). The Complexity of the relation between fear of failure and procrastination. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30(4), 249-263. doi: 10.1007/s10942-012-0153-9
Haycock, L. A., McCarthy, P., & Skay, C. L. (1998). Procrastination in college students: The role of self-efficacy and anxiety. Journal of Counseling and Development, 76, 167-178. doi: 10.1002/j.1556-6676.1998.tb02548.x
Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43, 1519-1530. doi:10.1007/s10942-012-0153-9
Jadidi, F., Mohammadkhani, S., & Tajrishi, K. Z. (2011). Perfectionism and academic procrastination. Procedia Social and Behavioral Sciences, 30, 534-537. doi:10.1016/j.sbspro.2011.10.104
Lazarus, R. S. (1999). Stress and emotion: A new synthesis. New York: Springer.
Mascolo, M., & Fischer, K. (1995). Developmental transformations in appraisals for pride, shame, and guilt. In J. P. Tangney & K. Fischer (Eds.), Self-conscious emotions: The psychology of shame, guilt, embarrassment, and pride (pp. 64-113). New York: Guilford.
McGregor, H. A., & Elliot, A. J. (2005). The shame of failure: Examining the link between fear of failure and shame. Personality and social psychology bulletin, 31(2), 218-231. doi:10.1177/0146167204271420
Milgram, N. A. (1987). The many faces of procrastination: Implications and recommendations for counselors. Retrieved from ERIC database. (ED290103)
Motie, H., Heidari, M., & Sadeghi, M. A. (2012). Predicting academic procrastination during self-regulated learning in Iranian first grade high school students. Procedia-Social and Behavioral Sciences, 69, 2299-2308.
Özer, B. U., Demir, A., & Ferrari, J. R. (2009). Exploring academic procrastination among Turkish stuents: Possible gender differences in prevalence and reasons. The Journal of Social Psychology, 149(2), 241-257. doi: 10.3200/SOCP.149.2.241-257
Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning.In D.H. Schunk & B. J. Zimmerman (Eds). Motivation and self-regulated learning: Theory, research and applications (pp. 111-139). New York: Routledge.
Park, S. W., & Sperling, R. A. (2012). Academic procrastinators and their self-regulation. Psychology, 3(1), 12-23. doi:10.4236/psych.2012.31003
Patrzek, J., Grunschel, C., & Fries, S. (2012). Academic procrastination: The perspective of university counselors. International Journal for the Advancement of Counselling, 34, 185-201. doi:10.1007/s10447-012-9150-z
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470. doi:10.1016/S0883-0355(99)00015-4
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaert, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation. (pp. 451-502). San Diego, Clif: Acacemic Press.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. doi:10.1007/s10648-004-0006-x
Pintrich, P. R., & Johnson, G. R. (1990). Assessing and improving students’ learning strategies. New Directions for Teaching and Learning, 42, 83-92. doi:10.1002/tl.37219904209
Pintrich, P. R., Smith, D. A. F., Garcia, T. & McKeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionaire (MSLQ). MI: National Center for Reasearch to Improve Postsecondary Teaching and Learning.
Pintrich, P. R., Smith, D. A. F., Garcia, T. & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813. doi:10.1177/0013164493053003024
Pintrich, P. R., Wolters, C. A., & Baxter, G. P. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. C. Impara (Eds.), Issues in the measurement of metacognition (pp. 43-97). Lincoin, NE: Buros Institute of Mental Measurements.
Rothblum, E. D. (1990). Fear of failure: The psychodynamic, need achievement, fear of success, and procrastination models. In H. Leitenberg (Ed), Handbook of social and evaluation anxiety (pp. 497-537). Boston, MA:Springer.
Schouwenburg, H. C. (1992). Procrastinators and fear of failure: An exploration of reasons for procrastination. European Journal of Personality, 6, 225-236. doi:10.1002/per.2410060305
Schouwenburg, H. C. (1995). Academic procrastination: Theoretical notions, measurement and research. In J. R. Ferrari, J. L. Johnson, & W. G. McCown (Eds), Procrastination and task avoidance: Theory, research, and treatment (pp. 71-96). New York: Plenum Press.
Schouwenburg, H. C. (2004a). Procrastination in academic settings: Gernal introduction. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds), Counselling the procrastinator in academic settings (pp. 3-17). Washington, DC: American Psychological Association.
Schouwenburg, H. C. (2004b). Procrastination on counseling the procrastinatior. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counselling the procrastinator in academic settings (pp. 197-208). Washington, DC: American Psychological Association.
Schraw, G., Wadkins, T., & Olafson, L. (2007). Do the thing we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99(1), 12-25. doi:10.1037/0022-0663.99.1.12
Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmermana & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd, pp. 125-151). New York: Routledge.
Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631-649). San Diego, CA: Academic Press.
Schunk, D. H., & Zimmerman, B. J. (2003). Self-regulation and learning. In W. M. Reynolds & G. E. Miller(Eds.) Handbook of psychology. Vol. 7: Educational psychology (pp. 59-78). Hoboken, NJ: Wiley.
Senécal, C., Koestner, R., &Vallerand, R. J. (1995). Self-regulation and academic procrastination. The Journal of Social Psychology, 135(5), 607-619.
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509. doi:10.1037//0022-0167.31.4.503
Slaney, R. B., Rice, K. G., &Ashby, J. S. (2002). A programmatic approach to measuring perfectionism: The almost perfect scales. In G. L. Flett, & P. L. Hewitt (Eds.) Perfectionism: Theory research, and treatment. (pp. 63-88). Washington, DC: American Psychological Association.
Sperling, R. A., Howard, B. C., Staley, R., & DuBois, N. (2004). Metacognition and self-regulated learning constructs. Educational Research and Evaluation: An International Journal on Theory and Practice, 10(2), 117-139. doi:10.1076/edre.10.2.117.27905
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94. doi: 10.1037/0033-2909.133.1.65
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51, 36-46. doi:10.1111/ap.12173
Sternberg, R. J. (1985). Beyond I.Q: A triarchic theory of human intelligence. New York: Cambridege University Press.
Tice, D., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The cost and benefits of dawdling. Psychological Science, 8, 454-458. doi:10.1111/j.1467-9280.1997.tb00460.x
Tuckman, B. W. (1991). The development and concurrent validity of the procrastination scale. Educational and Psychological Measurement, 51, 473-480. doi:10.1177/0013164491512022
Van Eerde, W. (2000). Procrastination: Self-regulation in initiating aversive goals. Applied Psychology: An International Review, 49(3), 372-389. doi: 10.1111/1464-0597.00021
Van Eerde, W. (2003). A meta-analytically drived nomological network of procrastination. Personality and Individual Difference, 35, 1401-1418. doi:10.1016/S0191-8869(02)00358-6
Weiner, B. (1986). Attribtion, emotion, and action. In R. Sorrentino & E. Higgins (Eds.), Handbook of motivation and cognition: Foundations of social behavior (pp. 281-312). New York: Guilford.
Wolters, C. A. (2003a). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179-187. doi:10.1037/0022-0663.95.1.179
Wolters, C. A. (2003b). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189-205. doi:10.1207/S15326985EP3804_1
Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2005). Assessing academic self-regulated learning. In K. A. Moore & L. H. Lippman (Eds.) What do children need to flourish: Conceptualizing and measuring indicators of positive development (pp.251-270). New York: Springer.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91. doi:10.1006/ceps.1999.1016
Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49-63). New York: Routledge.
論文使用權限
  • 同意紙本無償授權給館內讀者為學術之目的重製使用,於2020-02-10公開。
  • 同意授權瀏覽/列印電子全文服務,於2020-02-10起公開。


  • 若您有任何疑問,請與我們聯絡!
    圖書館: 請來電 (02)2621-5656 轉 2486 或 來信