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作者(中文):郭婕妤
作者(外文):Guo, Jie-Yu
論文名稱(中文):家庭成就導向心理控制、心理抗拒及學業拖延的關係:內控人格特質的調節效果
論文名稱(外文):The Relationships among Achievement-oriented Psychological Control, Psychological Reactance and Academic Procrastination: The Role of Internal Control
指導教授(中文):劉政宏
指導教授(外文):Liu, Cheng-Hong
口試委員(中文):邱發忠
黃博聖
口試委員(外文):Chiu, Fa-Chung
Huang, Po-Sheng
學位類別:碩士
校院名稱:國立清華大學
系所名稱:教育心理與諮商學系
學號:106096521
出版年(民國):110
畢業學年度:109
語文別:中文
論文頁數:64
中文關鍵詞:家庭成就導向心理控制學業拖延心理抗拒內控人格特質
外文關鍵詞:Achievement-oriented Psychological ControlPsychological ReactanceAcademic ProcrastinationInternal Control
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大學生普遍有學業拖延的困擾,這個議題備受社會關注。大學生的學業拖延行為,可能和其父母採用「家庭成就導向心理控制」的教養方式有關,但是過去關於「家庭成就導向心理控制」的研究,多聚焦在探討此類教養方式和子女心理問題的關係,較少檢驗家庭成就導向心理控制是否和學業拖延等成就行為有關。在此基礎上,本研究想要去探討家庭成就導向心理控制和大學生學業拖延間的關係與機制,並了解其間的關係與機制,是否會因為大學生的內控人格特質而有所差異。依據過去文獻,本研究首先假設家庭成就導向心理控制和學業拖延之間,存在著正向關係,而心理抗拒是此正向關係間的中介變項;接著,本研究假設內控人格特質對家庭成就導向心理控制和學業拖延間正向關係會產生調節效果。為了檢驗以上假設,本研究採問卷調查法,以319名大學生為對象,蒐集其自陳式家庭成就導向心理控制、心理抗拒、內控人格特質,和學業拖延的資料。研究結果顯示:
(一)家庭成就導向心理控制無法直接預測大學生的學業拖延。
(二)心理抗拒在家庭成就導向心理控制與學業拖延間,有顯著的中介作用,亦即家庭成就導向心理控制會透過心理抗拒,對學業拖延產生負向影響。
(三)家庭成就導向心理控制透過心理抗拒,對學業拖延產生的間接效果,會受到內控人格特質的調節。對於內控人格特質較高的大學生來說,越是感受到高家庭成就導向心理控制,越會增加心理抗拒,並增加學業拖延;對內控人格特質較低的大學生而言,前述的間接路徑仍然存在,不過效果會變得較微弱。
The issue of academic procrastination is a common problem among college students and has received pretty much attention from the community. The academic procrastination of college students may be related to their parents' parenting style such as "achievement-oriented psychological control", but previous studies have rarely examined whether this parenting style is related to academic procrastination. On this basis, we aim to investigate the relationship and mechanism between achievement-oriented psychological control and academic procrastination. Based on past literature, we hypothesized that there is a positive relationship between achievement-oriented psychological control and academic procrastination, and psychological reactance is the mediation variable that causes this positive relationship. We also aimed to explore whether the internal control moderates the positive relationship between achievement-oriented psychological control and academic procrastination, and elucidate possible underlying processes. In this study, 319 college students were recruited. We used survey method to collect information on their self-reported achievement-oriented psychological control, psychological reactance, internal control, and academic procrastination. The results of the study revealed that:
(1) ..Achievement-oriented psychological control was not negatively associated with academic procrastination.
(2) Psychological reactance mediates the relationship between achievement-oriented psychological control and academic procrastination. That is, achievement-oriented psychological control exerts a negative impact on academic procrastination through psychological reactance.
(3) The indirect effect of achievement-oriented psychological control on academic procrastination through psychological reactance is also moderated by internal control. Specifically, for college students with a high level of internal control, the more they perceive achievement-oriented psychological control, the more they increase academic procrastination by increasing psychological resistance. While for college students with a low level of internal control, there is still a path of indirect effect, but the effect will become weaker.
摘要--------------------------------------------------------i
Abstract---------------------------------------------------ii
誌謝------------------------------------------------------iii
目錄-------------------------------------------------------iv
表目錄------------------------------------------------------v
圖目錄-----------------------------------------------------vi
第一章 緒論--------------------------------------------------1
第一節 研究背景與動機-----------------------------------------1
第二節 研究目的與問題-----------------------------------------5
第二章 文獻探討----------------------------------------------6
第一節 家庭成就導向心理控制與學業拖延--------------------------6
第二節 家庭成就導向心理控制、心理抗拒及學業拖延----------------10
第三節 內控人格特質的調節效果--------------------------------14
第三章 研究方法---------------------------------------------18
第一節 研究架構---------------------------------------------18
第二節 研究對象---------------------------------------------19
第三節 研究程序---------------------------------------------20
第四節 研究工具---------------------------------------------21
第四章 研究結果---------------------------------------------28
第一節 描述性統計及各變項之相關-------------------------------28
第二節 主要研究結果------------------------------------------29
第五章 討論與建議--------------------------------------------37
第一節 研究結果的意涵----------------------------------------37
第二節 理論與實務意涵----------------------------------------40
第三節 研究限制與未來研究建議---------------------------------42
參考文獻----------------------------------------------------44
附錄:正式問卷----------------------------------------------57

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