高中生自我設障、拖延行為、時間管理 與學業表現關係之研究

A Study of the Relevance among High School Students' Self-handicapping, Procrastination, Time management and Academic performance

林坤燦(Kun-Tsan Lin)

指導教授 ： 張鈿富

國立暨南國際大學/教育學院/教育政策與行政學系/博士(2013年)

https://doi.org/10.6837/NCNU.2013.00123

摘要

論文摘要
本研究之主要目的在瞭解高中學生之時間管理行為、學業拖延行為、學業自我設障行為與學業成績之關連性。本研究係以臺灣地區公私立高中學生為母群體，以分層隨機抽樣方法，選取1042位學生為正式樣本，並分別施以「高中學生拖延行為量表」、「高中學業自我設障行為量表」、「時間管理行為量表」。最後以SPSS 14.0 for Windows及Amos 16.0統計軟體進行驗證式因素分析、t考驗、單因子變異數分析、積差相關分析、結構方程模式等統計方法進行分析。本研究結果發現如下：
一、 高中學生時間管理行為量表、學業自我設障行為量表、學業拖延行為量表驗證性因素分析模式具有良好的適配度指標，均具有合理適配的建構效度；
二、 在高中學生週一至週五，以上課與考試占花費時間比例最高；高中學生週六與週日，以睡覺占花費時間比例最高；
三、 女高中生會有較高的計畫與安排、時間管理機制、目標設定與評估得分；三年級較一年級高中學生之計畫與安排得分高；高中學生在計畫與安排、對讀書時間的態度會因社經地位而有顯著差異；
四、 東部地區的高中學生時間管理行為要較西部地區學生要佳，而學業自我設障行為與學業拖延行為則以西部地區的高中學生較多；
五、 高中學生時間管理行為分別與學業自我設障行為、拖延行為間存在顯著負相關；高中學生學業自我設障行為與學業拖延行為兩變項間存在顯著正相關；高中學生時間管理行為則與學業成績間存在顯著正相關；高中學生學業自我設障行為與學業拖延行為則分別與學業成績間存在顯著負相關；
六、 高中學生學業拖延行為、學業自我設障行為可以分別顯著負向預測時間管理行為、以及學業成績，而時間管理行為則會顯著正向預測學業成績；
七、 時間管理行為於學業自我設障行為與學業成績間存在完全的中介效果；時間管理行為於學業拖延行為與學業成績間存在完全的中介效果。
最後，本研究將對教育行政人員、教師、家長以及高中學生提出提昇時間管理行為、學業成就、以及減少拖延行為、學業自我設障行為的相關建議。
關鍵詞：自我設障;拖延行為;時間管理;結構方程式

關鍵字

自我設障 ； 拖延行為 ； 時間管理 ； 結構方程式

並列摘要

Abstract
The purpose of this study is to explore the relationships among the time management behavior, academic self-handicapping, academic procrastination, and academic performance of high school students. A total of 1200 students randomly selected from public and private high schools in Taiwan responded to a set of instruments, including the Academic Procrastination Scale, the Self-Handicapping Scale, and the Time Management Scale. For testifying the correlation, we used SPSS 14.0 for Window and Amos 16.0 to validate the processes of t-test, one-way ANOVA, product-moment correlation, and structural equation modeling.
The conclusions are as follows:
1. The construct validity of the Self-Handicapping Scale, the Academic Procrastination Scale, and the Time Management Scale are well proven.
2. Among high school students, the highest portion of their time on weekdays was spent on studying and testing while on weekends most of their time was spent on sleeping.
3. High school girls have better attitude on planning, time management, goal setting, and evaluation than boys. Grade twelve students do better than Grade ten students. Social status also has a significant impact on time management and planning.
4. High school students in Eastern part of Taiwan have better time management than those in Western part of Taiwan. High school students in Western part of Taiwan have more problems with academic self-handicapping and academic procrastination.
5. High school students’ time management behavior has a significant negative correlation with academic self-handicapping and academic procrastination. There’s a significant positive correlation between academic self-handicapping and academic procrastination as well as between time management and academic performance. There’s a significant negative correlation among academic self-handicapping, academic procrastination, and academic performance.
6. High school students’ academic procrastination and academic self-handicapping behavior respectively predict negative impacts on time management and academic performance while time management behavior better predicts positive impacts on academic performance.
7. Time management behavior exists as a mediator between academic procrastination and academic performance. This study shows academic procrastination negatively effects academic performance.
Finally, based on the results of this study, this research results will provide suggestions for administrators, teachers, parents and high school students for decreasing academic self-handicapping, academic procrastination and improving time management and academic performance.

Keywords: Self-handicapping;Procrastination;Time management;Structure equation modeling

並列關鍵字

Self-handicapping ； Procrastination ； Time management ； Structure equation modeling

參考文獻

參考文獻

一、中文部分

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