過去許多研究指出，西方的動機理論無法完善地解釋非西方文化地區的學習心理與行為現象。本研究以華人文化心理學的角度，探討台灣學生的「努力信念」如何透過「時間觀」而預測學業拖延行為。根據「華人成就動機理論架構」，本地學生在面對學業目標時常抱持兩種信念：「努力義務觀」與「努力進步觀」。「努力義務觀」是指：認為努力是身為學生的義務；「努力進步觀」是指：認為努力能增進學業能力。「時間觀」包含五個構念：過去正向時間觀、過去負向時間觀、現在享樂時間觀、現在宿命時間觀，以及未來時間觀。本研究採用問卷法，參與者為臺灣公立高中527位學生（男性237人，女性290人）。驗證性因素分析結果顯示，各量表皆具有良好的信、效度。以結構方程模式檢驗模型架構，結果顯示：（1）「努力義務觀」能正向預測「過去正向時間觀」與「未來時間觀」，且負向預測「過去負向時間觀」與「現在宿命時間觀」；（2）「努力進步觀」能正向預測「過去正向時間觀」、「現在享樂時間觀」與「未來時間觀」；（3）「智力實體觀」能正向預測「現在宿命時間觀」，且負向預測「現在享樂時間觀」；（4）「過去正向」、「過去負向」、「現在享樂」、「現在宿命」時間觀正向預測「學業拖延」，但「未來時間觀」負向預測「學業拖延」；（5）「努力義務觀」透過「時間觀」的總間接中介效果可負向預測「學業拖延」；（6）「學業拖延」負向預測「期中成績」。

Previous researches from the perspective of cultural psychology have pointed out that Western motivation theories could not comprehensively explain the psychological and behavioral phenomena of learning in non-Western cultures. In this study, the author examined how Taiwanese high-school students' effort beliefs could predict their academic procrastination through orientations of time perspective. According to the theoretical framework of Chinese achievement goals, students may held two types of beliefs when pursuing academic goals: "Obligation-oriented belief about effort" (OBE) which is to belief that it is the student's obligation to work hard, and "Improvement-oriented belief about effort" (IBE) which is to belief that working hard will improve academic ability. Furthermore, the time perspective consists of five orientations or dimensions: Past-positive (PP), Past-negative (PN), Present-hedonistic (PH), Present-fatalistic (PF), and Future time perspective (FT). In the present study, the questionnaire method was adopted and 527 participants (237 males and 290 females) of high-school students were enrolled. The results of confirmative factor analysis showed that the reliability and validity of all scales were good. Results of structural equation model showed that: (1) OBE was positively correlated with PP and FT, but negatively correlated with PN and PF; (2) IBE was positively correlated with PP, PH, and FT; (3) Entity theory of intelligence was positively correlated with PF and negatively correlated with PH; (4) PP, PN, PH, and PF could positively predict academic procrastination, whereas FT negatively predicted academic procrastination; (5) Time perspective negatively mediated the effect of OBE on academic procrastination; (6) Students’ tendency of academic procrastination negatively predicted their scores of mid-term exam.

目次

中文摘要---------------------------------------------------------------------------------------i
英文摘要--------------------------------------------------------------------------------------ii
謝誌------------------------------------------------------------------------------------------iv
目次------------------------------------------------------------------------------------------vi
表目次---------------------------------------------------------------------------------------vii
圖目次---------------------------------------------------------------------------------------viii
第一章 緒論-----------------------------------------------------------------------------------1
第一節 努力信念與學業拖延--------------------------------------------------------------------1
第二節 多向度時間觀--------------------------------------------------------------------------3
第三節 努力信念、時間觀與學業拖延之關聯----------------------------------------------------5
第二章 文獻探討-------------------------------------------------------------------------------7
第一節 華人文化下的努力信念------------------------------------------------------------------7
第二節 時間觀--------------------------------------------------------------------------------11
第三節 學業拖延------------------------------------------------------------------------------16
第四節 研究假設與架構-----------------------------------------------------------------------18
第三章 研究方法-----------------------------------------------------------------------------24
第一節 參與者--------------------------------------------------------------------------------24
第二節 研究工具-----------------------------------------------------------------------------26
第三節 研究程序-----------------------------------------------------------------------------32
第四章 研究結果-----------------------------------------------------------------------------33
第一節 信效度檢驗---------------------------------------------------------------------------33
第二節 描述性統計---------------------------------------------------------------------------45
第三節 結構方程模式分析---------------------------------------------------------------------47
第四節 小結----------------------------------------------------------------------------------57
第五章 討論----------------------------------------------------------------------------------61
第一節 研究結果摘述-------------------------------------------------------------------------61
第二節 結果討論-----------------------------------------------------------------------------64
第三節 研究限制與建議-----------------------------------------------------------------------71
參考文獻------------------------------------------------------------------------------------72
附錄一 家長同意書---------------------------------------------------------------------------80
附錄二 問卷----------------------------------------------------------------------------------81

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