大學生主動拖延、被動拖延與學習倦怠之相關研究

The Relationship among Active Procrastination, Passive Procrastination and Academic Burnout of College Students

本研究目的在於探討大學生在主動拖延、被動拖延與學習倦怠的現況與相關情形。臺灣的大專院校學生為主要研究對象，採用分層叢集抽取573位受試者進行調查研究。研究工具包含主動拖延量表、被動拖延量表以及學習倦怠量表。所得數據採用單因子變異數分析、單因子多變量變異數分析、積差相關、典型相關、多元迴歸等統計方法進行分析，主要研究發現如下:1.大學生的主動拖延屬於中高程度；大學生的被動拖延屬於中等程度；大學生的學習倦怠屬於中低程度。2.不同性別、年級大學生在學習倦怠上並無顯著差異。3.大學生在主動拖延的「意圖選擇拖延」、「期限前完成任務的能力」之程度愈高，其「學習倦怠」傾向可能愈低。大學生在被動拖延的「低自我效能」與「慣性拖延」之程度愈高，其「學習倦怠」的傾向就愈高；而被動拖延的「負向情緒」程度愈高，愈可能有「情緒耗竭」的傾向。大學生在主動拖延的「期限前完成任務的能力」之程度愈高，在被動拖延的「低自我效能」、「慣性拖延」傾向可能就愈低。4.主動拖延與被動拖延可有效地預測學習倦怠。本研究根據研究結果，提出建議以供大專院校教育人員、諮商輔導工作者作為參考。

The purpose of the study was to investigate the relationship among active procrastination, passive procrastination and academic burnout of college student in Taiwan. In accordance with this purpose, Active Procrastination Scale, Passive Procrastination Scale and Academic Burnout Scale were used to collect the data. The research sample was consisted of 573 college students. To identify the relationships among three variables, the obtained data was analyzed by one-way ANOVA, MANOVA, Pearson product moment correlation, Canonical correlation, and Multiple enter regression analysis. The results indicated that male college students exhibited more preference for pressure, intentional decision to procrastinate and outcome satisfaction than female. Analysis also revealed that there are significant correlations among active procrastination, passive procrastination and academic burnout. Furthermore, active procrastination and passive procrastination were significant predictors of academic burnout. Consequently, academic burnout was discovered to be associated with active procrastination and passive procrastination. Based on the findings of the research, suggestions and recommendations are addressed for educators in colleges, counseling professionals and future studies.