請用此 Handle URI 來引用此文件：
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/4063完整後設資料紀錄
| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 雷庚玲(Keng-Ling Lay) | |
| dc.contributor.author | Hsing-Tsu Tsai | en |
| dc.contributor.author | 蔡幸祖 | zh_TW |
| dc.date.accessioned | 2021-05-13T09:20:25Z | - |
| dc.date.available | 2016-08-25 | |
| dc.date.available | 2021-05-13T09:20:25Z | - |
| dc.date.copyright | 2016-08-25 | |
| dc.date.issued | 2016 | |
| dc.date.submitted | 2016-08-22 | |
| dc.identifier.citation | 邱一峰(1996) 。 「國中生憂鬱傾向及其相關因素之研究:性別、年級、家庭狀況、鬱卒、憂鬱與尋求幫助、自殺傾向之關係」 。 （未發表之碩士論文） 。 台北：國立政治大學。
吳季珊(2006) 。 「努力本質觀對華人青少年憂鬱情緒之預測力」 。 （未發表之碩士論文）。台北：國立臺灣大學心理學研究所。 李庚霖、區雅倫、陳淑惠、翁儷禎(2009) 。 [臺灣地區中老年身心社會生活狀況長期追蹤調查] 短版 CES-D 量表之心理計量特性 。 中華心理衛生學刊， 22(4) ，384-410。 國立台灣大學(2015) 。 國立台灣大學學則。臺北市：國立台灣大學教務處。 教育部(2007) 。 重編國語辭典修訂本。取自 http://dict.revised.moe.edu.tw 教育部(2005) 。 教育部統計處。取自: http://www.edu.tw/statistics/index. aspx。 檢索日期: 2015 年， 10月。 教育部(2001) 。 大學教育政策白皮書。 臺北市：教育部。 陳姵瑱(2005) 。 「偏頭痛與緊張型頭痛患者在人格傾向、生活瑣事、認知評估、因應策略與情緒的特徵」。 （未發表之碩士論文） 。新北市：輔仁大學。 最高行政法院裁判全文，89年度判字第3559號。（民89年12月14日）。 最高行政法院裁判全文，90年度判字第851號。（民90年5月18日）。 蔡亦凡(2015) 。 教務處方案成共識：「連續」二一三一折衷面對學生成績。 (戴紹恩)。 台大意識報。取自： http://cpaper-blog.blogspot.tw/2015/01/blog-post_96.html。 檢索日期：2016年，1月。 劉以潔(2015) 。 拿下菁英的眼鏡──學生會提案廢除二一三一退學制。 (戴紹恩)。 台大意識報。取自：http://cpaper-blog.blogspot.tw/2015/01/blog-post_47.html。 檢索日期：2016年，1月。 Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). Hopelessness depression: A theory-based subtype of depression. Psychological review, 96(2), 358. Aiken, L. S., West, S. G., & Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions: Sage. Aldwin, C. M., & Revenson, T. A. (1987). Does coping help? A reexamination of the relation between coping and mental health. Journal of personality and social psychology, 53(2), 337. Alexander, E. S., & Onwuegbuzie, A. J. (2007). Academic procrastination and the role of hope as a coping strategy. Personality and Individual Differences, 42(7), 1301-1310. Amirkhan, J. H. (1990). A factor analytically derived measure of coping: The Coping Strategy Indicator. Journal of personality and social psychology, 59(5), 1066. Association, A. P. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®): American Psychiatric Pub. Austenfeld, J. L., & Stanton, A. L. (2004). Coping through emotional approach: a new look at emotion, coping, and health‐related outcomes. Journal of personality, 72(6), 1335-1364. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory: Prentice-Hall, Inc. Bandura, A. (1988). Self-efficacy conception of anxiety. Anxiety research, 1(2), 77-98. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148. Bandura, A. (1997). Self-efficacy: The exercise of control: New York: Freeman. Bandura, A., & McClelland, D. C. (1977). Social learning theory. Bandura, A., Ross, D., & Ross, S. A. (1963). Imitation of film-mediated aggressive models. The Journal of Abnormal and Social Psychology, 66(1), 3. Baum, A., Fleming, R., & Singer, J. E. (1983). Coping with victimization by technological disaster. Journal of Social Issues, 39(2), 117-138. Baumeister, R. F., Vohs, K. D., DeWall, C. N., & Zhang, L. (2007). How emotion shapes behavior: Feedback, anticipation, and reflection, rather than direct causation. Personality and Social Psychology Review, 11(2), 167-203. Beck, A. T. (1963). Thinking and depression: I. Idiosyncratic content and cognitive distortions. Archives of general psychiatry, 9(4), 324. Beck, A. T., & Alford, B. A. (2009). Depression: Causes and treatment: University of Pennsylvania Press. Billings, A. G., & Moos, R. H. (1981). The role of coping responses and social resources in attenuating the stress of life events. Journal of behavioral medicine, 4(2), 139-157. Bolger, N., & Zuckerman, A. (1995). A framework for studying personality in the stress process. Journal of personality and social psychology, 69(5), 890. Bouffard-Bouchard, T. (1990). Influence of self-efficacy on performance in a cognitive task. The Journal of Social Psychology, 130(3), 353-363. Burns, L. R., Dittmann, K., Nguyen, N.-L., & Mitchelson, J. K. (2000). Academic procrastination, perfectionism, and control: Associations with vigilant and avoidant coping. Journal of social Behavior and personality, 15(5), 35. Cannon, W. B. (1915). Bodily changes in pain, hunger, fear, and rage: An account of recent researches into the function of emotional excitement: D. Appleton and company. Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: a theoretically based approach. Journal of personality and social psychology, 56(2), 267. Chemers, M. M., Hu, L.-t., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55. Cheng, C., Lau, H.-P. B., & Chan, M.-P. S. (2014). Coping flexibility and psychological adjustment to stressful life changes: A meta-analytic review. Psychological bulletin, 140(6), 1582. Chien, C., & Cheng, T. (1984). Depression in Taiwan: epidemiological survey utilizing CES-D. Seishin shinkeigaku zasshi= Psychiatria et neurologia Japonica, 87(5), 335-338. Chun Chu, A. H., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of' active' procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245-264. Curran, P. J., Bauer, D. J., & Willoughby, M. T. (2004). Testing main effects and interactions in latent curve analysis. Psychological Methods, 9(2), 220. Dawson, J. F., & Richter, A. W. (2006). Probing three-way interactions in moderated multiple regression: development and application of a slope difference test. Journal of Applied Psychology, 91(4), 917. Deci, E. L., & Ryan, R. M. (2000). The' what' and' why' of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268. Ekman, P., Friesen, W. V., & Ellsworth, P. (1972). Emotion in the human face: Guide-lines for research and an integration of findings: guidelines for research and an integration of findings: Pergamon. Ellis, A., & Knaus, W. (1977). Overcoming procrastination: How to think and act rationally in spite of life's inevitable hassles. New York: Institute for Rational Living. Endler, N. S., & Parker, J. D. (1990). Multidimensional assessment of coping: a critical evaluation. Journal of personality and social psychology, 58(5), 844. Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14-27. Ferrari, J. R., Parker, J. T., & Ware, C. B. (1992). Academic Procrastination: Personality. Journal of social Behavior and personality, 7(3), 495-502. Flett, G. L., Blankstein, K. R., & Martin, T. R. (1995). Procrastination, negative self-evaluation, and stress in depression and anxiety Procrastination and Task Avoidance (pp. 137-167): Springer. Folkman, S. (2010). 1 Stress, Health, and Coping: An Overview. The Oxford handbook of stress, health, and coping, 3. Folkman, S., & Lazarus, R. S. (1980). An analysis of coping in a middle-aged community sample. Journal of health and social behavior, 219-239. Folkman, S., & Lazarus, R. S. (1985). If it changes it must be a process: study of emotion and coping during three stages of a college examination. Journal of personality and social psychology, 48(1), 150. Folkman, S., & Lazarus, R. S. (1988a). Coping as a mediator of emotion. Journal of personality and social psychology, 54(3), 466. Folkman, S., & Lazarus, R. S. (1988b). Manual for the ways of coping questionnaire: Consulting Psychologists Press. Folkman, S., & Lazarus, R. S. (1988c). The relationship between coping and emotion: Implications for theory and research. Social science & medicine, 26(3), 309-317. Folkman, S., & Moskowitz, J. T. (2004). Coping: Pitfalls and promise. Annu. Rev. Psychol., 55, 745-774. Freud, A. (1937). Ich und Die Abwehrmechanismen: Leonard and Virginia Woolf at the Hogarth Press, and the Institute of Psycho-analysis. Freud, A. (1992). The ego and the mechanisms of defence: Karnac Books. Freud, S. (1957). Instincts and their vicissitudes The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XIV (1914-1916): On the History of the Psycho-Analytic Movement, Papers on Metapsychology and Other Works (pp. 109-140). Garrison, C. Z., Addy, C. L., Jackson, K. L., McKeown, R. E., & Waller, J. L. (1991). The CES-D as a screen for depression and other psychiatric disorders in adolescents. Journal of the American academy of child & adolescent psychiatry, 30(4), 636-641. Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. Holahan, C. J., & Moos, R. H. (1987). Personal and contextual determinants of coping strategies. Journal of personality and social psychology, 52(5), 946. Holahan, C. J., Moos, R. H., & Schaefer, J. A. (1996). Coping, stress resistance, and growth: Conceptualizing adaptive functioning. Jelliffe, S. E. (1930). Some historical phases of the manic-depressive synthesis. Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915-931. Kobasa, S. C. (1979). Stressful life events, personality, and health: an inquiry into hardiness. Journal of personality and social psychology, 37(1), 1. Kohn, P. M. (1996). On coping adaptively with daily hassles. Koole, S. L. (2009). The psychology of emotion regulation: An integrative review. Cognition and Emotion, 23(1), 4-41. Kraepelin, E. (1921). Manic depressive insanity and paranoia. The Journal of Nervous and Mental Disease, 53(4), 350. Lay, C. H. (1986). At last, my research article on procrastination. Journal of research in personality, 20(4), 474-495. Lay, K., & Tsai, Y. (2005). Moral, pragmatic, and entity concepts of academic effort among Chinese adolescents: A developmental perspective. Paper presented at the biennial meeting of the Society for Research in Child Development, Atlanta, Georgia, USA. Lazarus, R. S. (1991). Progress on a cognitive-motivational-relational theory of emotion. American psychologist, 46(8), 819. Lazarus, R. S. (2006). Stress and emotion: A new synthesis: Springer Publishing Company. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping: Springer publishing company. Leach, J. (2009). The relationship between depression and college academic performance. College Student Journal, 43(2), 325. Lewinsohn, P. M., Seeley, J. R., Roberts, R. E., & Allen, N. B. (1997). Center for Epidemiologic Studies Depression Scale (CES-D) as a screening instrument for depression among community-residing older adults. Psychology and aging, 12(2), 277. Litt, M. D., Tennen, H., Affleck, G., & Folkman, S. (2011). The dynamics of stress, coping, and health: Assessing stress and coping processes in near real time: Oxford University Press: New York, NY, US. Loewenstein, G. (2007). Affect regulation and affective forecasting. Handbook of emotion regulation, 180-203. Loewenstein, G. F., Weber, E. U., Hsee, C. K., & Welch, N. (2001). Risk as feelings. Psychological bulletin, 127(2), 267. McCown, W., & Roberts, R. (1994). A study of academic and work-related dysfunctioning relevant to college version of an indirect measure of impulsive behavior. Integra Technical Paper, 28-94. Menniger, K. (1963). The vital balance: The life process in mental health and illness. New York: Viking. Meyer, A. (1922). Inter-relations of the domain of neuropsychiatry. Archives of Neurology & Psychiatry, 8(2), 111-121. Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., & Urdan, T. (2000). Manual for the patterns of adaptive learning scales. Ann Arbor, 1001, 48109-41259. Milgram, N., Marshevsky, S., & Sadeh, C. (1995). Correlates of academic procrastination: Discomfort, task aversiveness, and task capability. The Journal of Psychology, 129(2), 145-155. Miller, N. E. (1975). Applications of learning and biofeedback to psychiatry and medicine. Comprehensive textbook of psychiatry, 3. Mirisola, A., & Seta, L. (2016). Pequod: Moderated regression package. Murphy, L. B. (1974). Coping, vulnerability, and resilience in childhood. Coping and adaptation, 69-100. Ntoumanis, N., Edmunds, J., & Duda, J. L. (2009). Understanding the coping process from a self‐determination theory perspective. British Journal of Health Psychology, 14(2), 249-260. Owens, A. M., & Newbegin, I. (2000). Academic procrastination of adolescents in english and mathematics: gender and personality variations. Journal of social Behavior and personality, 15(5), 111. Özer, B. U., Demir, A., & Ferrari, J. R. (2009). Exploring academic procrastination among Turkish students: Possible gender differences in prevalence and reasons. The Journal of Social Psychology, 149(2), 241-257. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of educational research, 66(4), 543-578. Pajares, F., & Urdan, T. C. (2006). Self-efficacy beliefs of adolescents: IAP. Paykel, E. S. (2008). Basic concepts of depression. Dialogues Clin Neurosci, 10(3), 279-289. Perreira, K. M., Deeb-Sossa, N., Harris, K. M., & Bollen, K. (2005). What are we measuring? An evaluation of the CES-D across race/ethnicity and immigrant generation. Social Forces, 83(4), 1567-1601. Radloff, L. S. (1977). The CES-D scale a self-report depression scale for research in the general population. Applied psychological measurement, 1(3), 385-401. Rimé, B. (2007). Interpersonal emotion regulation. Handbook of emotion regulation, 1, 466-468. Roth, S., & Cohen, L. J. (1986). Approach, avoidance, and coping with stress. American psychologist, 41(7), 813. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68. Saddler, C. D., & Buley, J. (1999). Predictors of academic procrastination in college students. Psychological Reports, 84(2), 686-688. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational psychologist, 26(3-4), 207-231. Schwarzer, R., & Schwarzer, C. (1996). A critical survey of coping instruments. Handbook of coping: Theory, research, applications, 107-132. Skinner, E. A., Edge, K., Altman, J., & Sherwood, H. (2003). Searching for the structure of coping: a review and critique of category systems for classifying ways of coping. Psychological bulletin, 129(2), 216. Smith, D. (2010). The effects of student syndrome, stress, and slack on information systems development projects. Issues in Informing Science & Information Technology, 7, 489-495. Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of counseling psychology, 31(4), 503. Somerfield, M. R., & McCrae, R. R. (2000). Stress and coping research: Methodological challenges, theoretical advances, and clinical applications. American psychologist, 55(6), 620. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological bulletin, 133(1), 65. Struthers, C. W., Perry, R. P., & Menec, V. H. (2000). An examination of the relationship among academic stress, coping, motivation, and performance in college. Research in higher education, 41(5), 581-592. Suls, J., & David, J. P. (1996). Coping and personality: Third time's the charm? Journal of personality, 64(4), 993-1005. Suls, J., David, J. P., & Harvey, J. H. (1996). Personality and coping: Three generations of research. Journal of personality, 64(4), 711-735. Team, R. C. (2015). A language and environment for statistical computing. Vienna, Austria. 2014: URL. Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological science, 454-458. Tice, D. M., Bratslavsky, E., & Baumeister, R. F. (2001). Emotional distress regulation takes precedence over impulse control: If you feel bad, do it! Journal of personality and social psychology, 80(1), 53. Tobin, D. L., Holroyd, K., & Reynolds, R. (1984). Coping strategies inventory. CSI Manual. Tobin, D. L., Holroyd, K. A., Reynolds, R. V., & Wigal, J. K. (1989). The hierarchical factor structure of the Coping Strategies Inventory. Cognitive therapy and research, 13(4), 343-361. Ursin, H. (1980). Personality, activation and somatic health a new psychosomatic theory Coping and health (pp. 259-279): Springer. Valliant, G. (1977). Adaptation to life. Boston: Little, Brown. Webster, M. (2006). Merriam-Webster online dictionary. Weinberger, D. A., Schwartz, G. E., & Davidson, R. J. (1979). Low-anxious, high-anxious, and repressive coping styles: psychometric patterns and behavioral and physiological responses to stress. Journal of abnormal psychology, 88(4), 369. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological review, 92(4), 548. Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179. Yang, H.-J., Soong, W.-T., Kuo, P.-H., Chang, H.-L., & Chen, W. J. (2004). Using the CES-D in a two-phase survey for depressive disorders among nonreferred adolescents in Taipei: a stratum-specific likelihood ratio analysis. Journal of affective disorders, 82(3), 419-430. Zeitlin, S. (1980). Assessing coping behavior. American Journal of Orthopsychiatry, 50(1), 139. | |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/4063 | - |
| dc.description.abstract | 學習上的拖延閒混行為不僅在大學生中普遍出現，亦對其學業表現有負面影響，嚴重時還可能造成被退學需重考的狀況。而即使重考過而再次入學的大學生，似乎也有為數不少者具有較一般生嚴重的拖延狀況。過去研究已發現憂鬱及學業效能都可能是拖延閒混行為預測因子。本研究則欲探討在排除了上述兩個變項後，重考經驗是否仍可預測拖延行為，以及面對學業壓力的因應策略及其與憂鬱或學業效能以及重考經驗交互作用的效果，對於大學生在學業上拖延閒混行為的解釋力。共有具有大學入學重考經驗的60位在學學生，與116位無重考經驗之大學生參與本研究。本研究以調節式階層多元迴歸分析的方式先檢驗（１）憂鬱情緒與自我效能對拖延閒混的預測效果，再檢視控制情緒與效能後，重考經驗的預測效力，再檢視憂鬱情緒與自我效能預測拖延的效力在重考生與對照組間是否有所差異。本研究接著探討（２）在控制前述變項之後，各項因應策略是否對於預測拖延閒混行為具有主要預測效果、以及其對調節憂鬱及學業效能預測拖延閒混的效力，最後比較此調節效果在兩樣本間是否有差異存在。結果發現以整體樣本而言，學業效能與憂鬱情緒對拖延閒混都具有邊緣顯著或顯著的預測效力。重考經驗對拖延閒混有幾近顯著的預測力。其中，低自我效能的重考生拖延閒混的狀況較為頻繁。在對八種因應策略的主要及調節效果的分析中，投入式的因應多可負向預測、而逃離式的因應多可正向預測拖延閒混行為，僅社會支持因應有違背假設的發現。整體來說，因應策略的使用對重考生之拖延行為的預測力比一般生明顯，而到底是正向或負向的預測力則端視其所使用的因應策略而異。具有高學業效能的大學生使用逃離式因應與拖延的正向關聯性及使用投入式因應與拖延的負向關聯性都比低學業效能者更顯著。學業效能似乎同時具有覆舟與載舟之效。本研究顯示，多個因應策略可調節低學業效能與憂鬱情緒對拖延閒混行為的預測力。本結果可作為未來教育工作者及諮商輔導人員處理學生適應議題的參考。 | zh_TW |
| dc.description.abstract | Academic procrastination not only is prevalent among college students, but also predicts poor academic performances and expulsion from college on academic grounds in extreme cases. The expelled students need to retake the college entrance exam once again to reenter college. However, compared with college students who have not retaken the college entrance exam, a higher portion of the re-examinees still suffer from procrastination after they have been readmitted to college. Past research found depressed mood and academic self-efficacy are possible predictors for procrastination. The first aim of this study was to test whether the status of re-examinee would be able to predict procrastination after controlling for depressed mood and academic efficacy and whether college students’ status would moderate the effect of mood and efficacy in predicting procrastination. The second aim was to test the predictability of various academic coping strategies for procrastination and to demonstrate how coping would moderate the effects of mood, efficacy, and status on procrastination. A total of 60 college entrance re-examinees and 116 college students without the experience participated in this study. Moderated hierarchical regression was applied to test (1) the predictability of depressed mood and academic self-efficacy to procrastination, after controlling for mood and efficacy whether the status of re-examinee would still be able to predict procrastination, and whether or not the patterns of predictability of mood and efficacy for procrastination among re-examinees would be different from those in the control group. (2) Next, after controlling for the above variables, this study tested the main effect of academic coping strategies on procrastination, followed by the moderating effect of coping on the relation among mood, efficacy, status, and academic procrastination.
Results showed that depressed mood had a significantly positive and self-efficacy had a marginally negative effect in predicting procrastination. The status of re-examinee had a marginally significant predictability for procrastination, especially for those re-examinees with lower level of self-efficacy, who demonstrated higher frequency of procrastination. Regarding the analyses involving the eight different coping strategies measured in this study, most strategies that belong to engagement copings could negatively and those to disengagement copings could positively predict procrastination, with the only exception being social support coping. On the whole, the coping strategies applied by re-examinees were more likely to significantly forecast their level of procrastination compared to those applied by the college students in the control group. Differential patterns of prediction were revealed depending on particular coping strategies. The positive relations between disengagement copings and procrastination, and the negative relations between engagement copings and procrastination are easily detected especially for those with higher level of academic self-efficacy. That is, high academic self-efficacy seems to be a double-edged sword concerning the effect of coping on procrastination. The overall results of this study showed that both engagement and disengagement copings were able to moderate self-efficacy and depressed mood in predicting procrastination. Future research directions and the application of current findings in educational counseling were suggested. | en |
| dc.description.provenance | Made available in DSpace on 2021-05-13T09:20:25Z (GMT). No. of bitstreams: 1 ntu-105-R00227212-1.pdf: 1559254 bytes, checksum: 925261d049895e40120415dff61541dc (MD5) Previous issue date: 2016 | en |
| dc.description.tableofcontents | 第一章 緒論 1
前言 1 重考與拖延閒混 3 拖延閒混行為 5 自我效能與拖延閒混行為 6 情緒與拖延閒混行為 8 因應策略與影響 10 研究假設 15 第二章 研究方法 19 受試者 19 實驗程序 19 測量工具 20 第三章 結果 27 分析流程 27 施測方式差異檢定 28 重考生與對照組之差異 30 分析結果（一）：學業效能及憂鬱情緒預測拖延閒混：以重考為調節變項 30 分析結果（二）：因應策略預測拖延閒混的主要效果與調節效果：以重考為調節變項 33 第四章 討論 51 學業自我效能與憂鬱情緒對於拖延閒混行為的預測 51 因應策略的效果 53 重考生�拖延閒混行為 59 研究限制與未來發展 63 參考文獻 65 附錄 79 附錄一 研究使用量表內容 79 附錄二 因應策略量表項目分析及因素分析結果 84 附錄三 所有測量變項之相關矩陣 92 附錄四 重考生與對照組之所有變項相關矩陣 93 | |
| dc.language.iso | zh-TW | |
| dc.subject | 因應策略 | zh_TW |
| dc.subject | 重考生 | zh_TW |
| dc.subject | 退學 | zh_TW |
| dc.subject | 拖延閒混 | zh_TW |
| dc.subject | 學業自我效能 | zh_TW |
| dc.subject | 憂鬱 | zh_TW |
| dc.subject | college expulsion | en |
| dc.subject | coping strategy | en |
| dc.subject | depressed mood | en |
| dc.subject | academic self-efficacy | en |
| dc.subject | procrastination | en |
| dc.subject | college entrance re-examinee | en |
| dc.title | 大學重考生拖延閒混行為的預測因子：憂鬱、學業自我效能、與因應策略 | zh_TW |
| dc.title | Predictors of Academic Procrastination in College Entrance Reexaminees: Depressed Mood, Academic Self-Efficacy, and Coping Strategies | en |
| dc.type | Thesis | |
| dc.date.schoolyear | 104-2 | |
| dc.description.degree | 碩士 | |
| dc.contributor.coadvisor | 吳英璋(Yin-Chang Wu) | |
| dc.contributor.oralexamcommittee | 吳治勳,林維能 | |
| dc.subject.keyword | 重考生,退學,拖延閒混,學業自我效能,憂鬱,因應策略, | zh_TW |
| dc.subject.keyword | college entrance re-examinee,college expulsion,procrastination,academic self-efficacy,depressed mood,coping strategy, | en |
| dc.relation.page | 94 | |
| dc.identifier.doi | 10.6342/NTU201603366 | |
| dc.rights.note | 同意授權(全球公開) | |
| dc.date.accepted | 2016-08-22 | |
| dc.contributor.author-college | 理學院 | zh_TW |
| dc.contributor.author-dept | 心理學研究所 | zh_TW |
| 顯示於系所單位： | 心理學系 | |
文件中的檔案：
| 檔案 | 大小 | 格式 | |
|---|---|---|---|
| ntu-105-1.pdf | 1.52 MB | Adobe PDF | 檢視/開啟 |
系統中的文件，除了特別指名其著作權條款之外，均受到著作權保護，並且保留所有的權利。