本研究從文化心理學的角度，探討努力義務觀對於學業拖延和學業心理困擾之關聯，並檢驗完美主義的中介效果。根據「雙模式成就目標」理論架構，本地學生在追求學業目標時常抱持努力義務觀，亦即將努力用功視為自身應盡的角色義務。本研究認為，高度重視努力價值的學生會要求自己持續努力，因而可能在學業上形成完美主義的傾向。同時，過去研究顯示，完美主義與學業拖延行為以及心理困擾有所關聯。本研究採用問卷法，以台灣大學生為對象（N = 492，女性349人），測量學生的努力義務觀、多向度完美主義、學業拖延與心理困擾（包括憂鬱、焦慮與壓力），以檢驗完美主義的中介效果。結構方程模式分析結果發現：(1) 「努力義務觀」能顯著正向預測「完美主義追求」（β = .802, p < .001），且顯著正向預測「完美主義在意」（β = .661, p < .001）；(2) 「完美主義追求」完全負向中介「努力義務觀」對「拖延」的「逃避」（β = -.315, p < .001）效果；(3) 「完美主義在意」完全正向中介「努力義務觀」對「拖延」的「猶豫」（β = .310, p < .001）與「逃避」（β = .320, p < .001）效果，部份正向中介對「激發與合理化」（β = .098, p = .003）效果；(4) 「完美主義追求」完全負向中介「努力義務觀」對「焦慮」（β = -.188, p < .001）與「壓力」（β = -.090, p < .001）的效果，並且部份負向中介「努力義務觀」對「憂鬱」（β = -.268, p < .001）的效果；(5) 「完美主義在意」完全正向中介「努力義務觀」對「焦慮」（β = .486, p < .001）與「壓力」（β = .419. p < .001）效果，並且部份正向中介「努力義務觀」對「憂鬱」（β = .588, p < .001）的效果。綜上所述，本研究發現本地學生抱持的「努力義務觀」，會透過完美主義的不同面向，以不同方向預測學業拖延與學習時的心理困擾。

From the perspective of culture psychology, this study examined the relationships between students’ Obligation-oriented belief about effort (OBE) with their academic procrastination and psychological distress. The mediating effects of multiple factors of academic perfectionism was also investigated. According to the theoretical framework of the “Dual-mode achievement goals”, when pursuing academic goal, Chinese students often hold OBE, which is to tend to regard making effort to study as their role obligation. The author argued that students who attach great importance to the value of effort will demand continuous effort from themselves. As a result, they may develop a tendency of perfectionism in academics. Meanwhile, many studies have shown that perfectionism is associated with academic procrastination and psychological distress. In this study, the questionnaire method was adopted and a total of 492 Taiwanese undergraduates (349 females) were recruited. Participants’ OBE, academic perfectionism, procrastination, and psychological distress in learning were measured. The results of structural equation modeling showed that: (1) Students’ OBE could significantly positive predict their Perfectionistic strivings (β = .802, p < .001) and Perfectionistic concerns (β = .661, p < .001); (2) Perfectionistic strivings mediated the effect of OBE on Avoidance of procrastination (β = -.315, p < .001); (3) Perfectionistic concerns mediated the effect of OBE on Hesitation (β = .310, p < .001), Arousal and rationalization (β = .098, p = .003) and Avoidance of procrastination (β = .320, p < .001); (4) Perfectionistic strivings mediated the effect of OBE on depression (β = -.268, p < .001), anxiety (β = -.188, p < .001), and stress (β = -.090, p < .001). (5) Perfectionistic concerns mediated the effects of OBE on depression (β = .588, p < .001), anxiety (β = .486, p < .001), and stress (β = .419. p < .001). In sum, the present study found that students' perceptions of OBE could predict various aspects of academic procrastination and psychological distress through the mediations of different aspects of academic perfectionism.

摘要--------------i
Abstract--------------ii
目次--------------iii
表次--------------v
圖次--------------vii
第一章 緒論--------------1
第一節 華人學生的努力信念、學業拖延與心理困擾--------------1
第二節 完美主義之中介--------------1
第二章 文獻探討與研究架構--------------3
第一節 華人學生的努力義務觀--------------3
第二節 完美主義--------------7
第三節 學業拖延與心理困擾--------------13
第四節 努力進步觀--------------19
第五節 研究架構與假設--------------20
第三章 研究方法--------------23
第一節 參與者--------------23
第二節 研究工具--------------24
第三節 研究流程--------------29
第四章 研究結果--------------30
第一節 量表信效度檢驗--------------30
第二節 描述性統計--------------44
第三節 結構方程模式分析--------------46
第四節 小結--------------59
第五章 討論--------------60
第一節 研究結果討論--------------60
第二節 研究限制與建議--------------65
參考文獻 --------------67
附錄一：完整問卷內容--------------80
附錄二：印象整飾與性別對各變項之預測效果--------------86

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