本研究旨在檢視正負向完美主義對學習困擾及正負向情感之預測,並檢證反芻思考和因應在完美主義與正負向情感間、或完美主義與學習困擾間之中介效果。本研究針對大學生進行調查研究,共施測941位大學生(426男,515女)。經統計分析後,研究結果顯示(1)正向完美主義對正向情感有顯著預測效果,負向完美主義對負向情感及學習困擾有顯著預測效果;(2)憂思、反思在負向完美主義與負向情感間有部份中介效果;憂思、反思在負向完美主義與學習困擾間有部份中介效果;以及(3)積極因應在正向完美主義與正向情感間有部份中介效果;逃避因應在負向完美主義與負向情感間有部份中介效果、逃避因應在負向完美主義與學習困擾間有部份中介效果。
The purpose of this study was to investigate whether bi-dimensional perfectionism effectively predicts learning difficulties and positive/negative emotions. This study further examined whether rumination and coping mediate the relationship between perfectionism and learning difficulties, or between perfectionism and positive/negative emotions. A sample 941 undergraduate students (426 males and 515 females) were recruited to participate in this study. The statistical methods used to analyze the data were t-test, Pearson product-moment correlation, and hierarchical multiple regression. The results of this study were shown as follows. First, positive perfectionism significantly predicted positive emotion; negative perfectionism significantly predicted learning difficulties and negative emotion. Second, brooding rumination and reflective rumination partially mediated the relationship between negative perfectionism and negative emotion and/or learning difficulties. Lastly, active coping partially mediated the relationship between positive perfectionism and positive emotion; avoidance coping partially mediated the relationship between negative perfectionism and negative emotion; finally, avoidance coping partially mediated the relationship between negative perfectionism and learning difficulties. Implications for further research and practice were discussed.