人的行為是目標導向的，而完美主義者常為目標與現實之間的差異飽受困擾。由於目標的追求是一種自我調節的歷程，藉此本研究希望瞭解台北高中生的完美主義與自我調節現況，並從自我調節歷程－訊息接受與評估能力、啟動改變能力以及計畫實行能力探究不同完美主義類型者的目標追求行為的差異，藉此提供教育與輔導單位適當的建議。本研究採問卷調查法進行，以7所台北高中共518名高中生為研究樣本，研究工具包括「完美主義量表」與「自我調節量表」，以獨立樣本t檢定、單因子變異數分析、Pearson積差相關等方法進行統計分析。
	本研究的主要發現有：
一、完美主義類型有學業成績上的差異，卻無性別上呈現差異。
二、自我調節能力無性別上的差異，卻在不同學業成績上呈現差異。
三、適應性完美主義者的自我調節能力最佳，非完美主義者的自我調節能力最弱，又非完美主義者和適應不良完美主義者的自我調節能力無顯著差異。
四、適應性完美主義者與適應不良完美主義者在自我調節能力上的「訊息接受與評估能力」以及「啟動改變能力」無差異，卻在「計畫實行能力」上有顯著差異
五、非完美主義者與適應性完美主義者的自我調節能力隨著越高的標準而提高，可是當兩者的目標與現實差距越大，且個人過度關注在失誤上時，其自我調節能力隨之降低。
六、適應不良完美主義者在自我調節歷程上以「計畫實行能力」為最弱；當追求的目標與現況的差距越大，且個人不斷聚焦在失誤上時，其自我調節能力會變得變得越弱。

Human behavior is organized around goals. Perfectionists always suffered from the perceived discrepancy between goal and performance. Self-regulation is a process of continuously monitoring progress toward a goal; hence the primary concern of this study is to examine the goal chasing behavior of perfectionist from the frame of self-regulation. The self-regulation in this study refers to the ability of receving and information evaluating, the ability of triggering change, and the ability of implementing plan. A sample of 518 high school students completed a battery of questionnaires including Perfectionism Scale and Self-regualtion Scale. Implication of this study and proposals for future research are proposed for education and counseling unit. Findings of this study stated below:

1.	There is no gender difference found in type of perfectionists, yet different academic performance has a significantly different type of perfectionists. 
2.	There is no gender difference found in self-regulation, yet different academic performance has a significantly different ability to self-regulate.
3.	The ability to self-regulate of adaptive perfectionist is found to be the best, non-perfectionist to be the poorest, yet the ability to self-regulate found no difference between non-perfectionist and maladaptive perfectionist.
4.	There is no difference found between adaptive perfectionist and maladaptive perfectionist on the ability of receiving and evaluating information, yet significant difference found on the ability of implementing plan.
5.	The higher the standard of non-perfetionist and adaptive perfectionist, the ability to self-regulate is found to be better. However, when both type of perfectionists perceive larger discrepancy and over concern on their mistakes, the ability to self-regulate is getting poorer.
6.	The ability of implementing plan of maladaptive perfectionist is found to be the weakest on the process of self-regulation. When they perceive larger discrepancy and over concern on their mistakes, the ability to implement a plan is getting poorer.

目錄
第一章  緒論
第一節、研究背景與動機 	1
第二節、研究目的與研究問題	5
第三節、名詞釋義	6
第二章  文獻探討
第一節、完美主義及相關研究	8
第二節、自我調節的相關探討	17
     第三節、完美主義與自我調節失敗相關研究	28
第三章  研究設計與實施
第一節、研究架構	33
第二節、研究對象	34
第三節、研究工具	36
第四節、實施程序	50
第五節、資料處理	51
第四章  研究結果
第一節、台北高中生背景資料分布情形	52
第二節、不同背景變項的台北高中生完美主義現況分析	53
第三節、不同背景變項的台北高中生之自我調節能力現況分析	58
第四節、不同完美主義類型的整體自我調節能力的差異分析	62
第五節、不同完美主義類型的完美主義表現與自我調節能力之相關分析	69
第五章  研究結果討論與建議
第一節、研究結果討論	74
第二節、研究建議	79
參考文獻
    一、中文部分	83
    二、西文部分	85
附錄
    一、預試問卷	91
    二、正式問卷	95

表次
表2-2-1  自我決定論的動機型態及其調節過程	24
表3-2-1  預試樣本資料統計表	35
表3-2-2  正式樣本資料統計表	36
表3-3-1 「完美主義量表」項目分析結果摘要表	38
表3-3-2 「完美主義量表」因素分析結果摘要表	40
表3-3-3 「完美主義量表」信度分析結果摘要表	41
表3-3-4  完美主義量表中原本預計刪除的題項	41
表3-3-5 「自我調節能力量表」項目分析結果摘要表	44
表3-3-6 「自我調節能力量表」因素分析結果摘要表	46
表3-3-7 「自我調節能力量表」信度分析結果摘要表	47
表3-3-8  自我調節量表正式問卷中刪除的題項	48
表3-3-9  預試後的問卷修改題項	49
表4-1-1  背景資料分布統計表	52
表4-2-1  台北高中生的完美主義現況分析	54
表4-2-2  完美主義量表之分量表分析摘要	55
表4-2-3  台北高中生完美主義類型摘要分析	55
表4-2-4  不同完美主義類型的完美主義表現	56
表 4-2-5  不同性別的完美主義類型現況摘要	57
表4-2-6  不同學業成績的完美主義類型現況摘要	57
表4-3-1  台北高中生的自我調節能力現況分析	59
表4-3-2  自我調節能力量表之分量表分析摘要	60
表4-3-3  不同性別的自我調節能力現況摘要	61
表4-3-4  不同學業成績的自我調節能力現況摘要	61
表4-4-1  不同完美主義類型的自我調節能力現況摘要	62
表4-4-2  不同完美主義類型在自我調節能力上的訊息接受與評估能力現況摘要	65
表4-4-3  不同完美主義類型在自我調節能力上的啟動改變能力現況摘要	66
表4-4-4  不同完美主義類型在自我調節能力上的計畫實行能力現況摘要	67
表4-5-1  非完美主義者的完美主義表現與自我調節能力的積差相關分析摘要表	70
表4-5-2  適應性完美主義者的完美主義表現與自我調節能力的積差相關分析摘要表	71
表4-5-3  適應不良完美主義者的完美主義表現與自我調節能力的積差相關分析摘要表	72
 
圖次
圖2-2-1 自我調節的回饋迴路	19
圖2-2-2 階段性目標與自我調節歷程的關聯性	20
圖2-2-3 目標與方法的系統圖	23
圖2-3-1 面對未達成的目標時的放棄歷程	31
圖3-1-1 研究架構圖	33
圖4-4-1 不同完美主義類型的自我調節能力	63
圖4-4-2 不同完美主義類型在不同學業成績下的自我調節能力	64
圖4-4-3 不同完美主義類型的訊息接受與評估能力	65
圖4-4-4 不同完美主義類型的啟動改變能力	66
圖4-4-5 不同完美主義類型的計畫實行能力67

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