國中生所知覺到的脈絡因素、完美主義傾向、學業拖延對學業成就之影響

NHUIR > College of Social Sciences > Department of Applied Sociology, The M.A. Program of Sociology > Disserations and Theses(M.A. Program in Sociology) > Item 987654321/28574

Please use this identifier to cite or link to this item: http://nhuir.nhu.edu.tw/handle/987654321/28574

Title:	國中生所知覺到的脈絡因素、完美主義傾向、學業拖延對學業成就之影響
Other Titles:	The Effects of Perceived Learning Environment, Perfectionism and Academic Procrastination on the Academic Achievement of Junior High School Students
Authors:	黃信維 HUANG, XIN-WEI
Contributors:	應用社會學系社會學碩士班賴英娟;張楓明 LAI, YING-CHUAN;CHANG, FENG-MING
Keywords:	教師自主支持;教師心理控制;完美主義傾向;學業拖延;學業成就 teachers' autonomy support;teachers' psychological control;perfectionism;academic procrastination;academic achievement
Date:	2020
Issue Date:	2022-08-08 15:48:04 (UTC+8)
Abstract:	本研究探討國中生所知覺到的脈絡因素、完美主義傾向、學業拖延對學業成就之影響，並針對所建構之模式進行適配度考驗。為了完成本研究之研究目的，本研究使用分層叢集抽樣方式，抽取台灣地區北、中、南三個區域中15所學校、30個班級的國中八年級學生，共計772人，做為本研究之研究樣本。本研究之研究工具包含教師自主支持量表、教師心理控制量表、完美主義量表與學業拖延量表。本研究所蒐集的觀察資料以結構方程模式（SEM）進行統計分析。本研究發現如下：一、本研究所建構之理論模式可以用來解釋所蒐集的觀察資料。二、教師自主支持對適應性完美主義傾向有正向且直接的影響效果。三、教師心理控制對不適應性完美主義傾向有正向且直接的影響效果。四、適應性完美主義傾向對學業拖延具有負向的直接影響效果。五、不適應性完美主義傾向對學業拖延具有正向的直接影響效果。六、學業拖延對學業成就具有負向的直接影響效果。　　本研究依據上述研究結果進行討論，並提出建議作為教學上之實務與未來研究之參考。　　This study investigates the effects of the perceived learning environment, perfectionism and academic procrastination on the academic achievement of junior high school students. A stratified cluster sampling was used in the study, and the participants were 772 eighth grade students. They ard recruited from 30 classes of 15 jounior high school in northern, central and southern Taiwan, respectively. The instruments used in the study included the Teachers' Autonomy Support Scale, Teachers' Psychological Control Scale, Perfectionism Scale and Academic Procrastination Scale. We adopt Structural Equation Modeling（SEM）to analyze the data. Results of this study are summarized as follows: (1)There is adequate fit between the observed data and the theoretical model.(2)Teachers' autonomy support had positive and direct effects on adaptive perfectionism.(3)Teachers' psychological control had positive and direct effects on maladaptive perfectionism.(4)Adaptive perfectionism had negative and direct effects on academic procrastination.(5)Maladaptive perfectionism had positive and direct effects on academic procrastination.(6)Academic procrastination had negative and direct effects on academic achievement.　　Implications for educational practices and future research were discussed.
Appears in Collections:	[Department of Applied Sociology, The M.A. Program of Sociology] Disserations and Theses(M.A. Program in Sociology)

Files in This Item:

File	Description	Size	Format
108NHU00208001-002.pdf		1038Kb	Adobe PDF	121	View/Open
index.html		0Kb	HTML	217	View/Open

Loading...