探討學業拖延類型與學業壓力、壓力因應、自我效能、語言風格的關聯性

研究目的：以大學生為研究對象，了解學業拖延相關因素之間的關聯性、拖延類型的心理特徵差異，以及拖延類型在語言風格上的差異。實驗一：了解大學生的學業壓力、拖延程度、拖延動機、因應策略與自我效能的關聯性。以問卷調查法進行，共回收 138 份有效樣本，施測工具包括大學生學業拖延量表、主動拖延量表、學業壓力量表、短版因應策略量表與一般自我效能量表、學業壓力自評。皮爾森積差相關分析結果顯示，學業壓力與學業拖延程度為正相關、與自我效能為正相關。學業拖延程度與問題因應為負相關、與逃避因應為正相關。主動拖延程度與自我效能為正相關、與問題因應為正相關。自我效能與情緒因應為正相關、與問題因應為正相關、與逃避因應為負相關。情緒因應與問題因應為正相關，問題因應與逃避因應為負相關。多變量變異數分析結果顯示不同拖延類型的心理特徵達顯著差異，事後比較顯示學業壓力、自我效能、問題因應、逃避因應皆達顯著差異。實驗二：進行學業壓力事件為主題的反思寫作，藉以探討拖延類型的語言風格。共回收94份有效量表，將寫作內容使用中文版 LIWC 進行語言風格分析，以多變量變異數分析（MANOVA）檢驗不同拖延類型在寫作中，特定人稱代名詞、情緒歷程詞、社會歷程詞、認知歷程詞、生理詞五類主類別及其子類別的字詞比例。研究結果顯示，整體寫作中悲傷詞接近顯著差異，因應階段中第一人稱單數接近顯著差異、男性詞達顯著差異、洞察詞接近顯著差異，結果評估階段中朋友詞接近顯著差異、暫定詞達顯著差異，計畫階段中生氣詞達顯著差異，身體詞達顯著差異。研究結論：透過研究結果發現，不同拖延類型的心理特徵差異，以及語言風格的差異顯現在使用字詞比例上。本文針對研究發現進行語言風格的討論，並提出對未來研究的建議。

Research Purpose: This study investigated academic procrastination among college students by exploring its associated factors, psychological characteristics across procrastination types, and their differences in linguistic style.Study 1: We examined the relationships among academic procrastination level, procrastination motivation, coping strategies, self-efficacy and academic stress. Instruments included the Procrastination Assessment Scale Student（PASS）, Active Procrastination Scale, Brief COPE, General Self-Efficacy Scale, and a self-rated academic stress item. Participants were 138 college students. Result: （1） academic procrastination level was positively correlated with academic stress and avoidance coping, but negatively correlated with problem-focused coping. procrastination motivation was positively associated with self-efficacy and problem-focused coping. Self-efficacy was positively related to both emotional and problem-focused coping, and negatively related to avoidance coping. （2） MANOVA results revealed significant psychological differences among academic procrastination types, particularly in academic stress, self-efficacy, problem-focused coping, and avoidance coping.Study 2: To investigate patterns of linguistic style among academic procrastination types, 94 reflective writing samples on academic stress were analyzed using LIWC. Result: MANOVA was conducted to examine differences in the proportions of word categories among procrastination types. Results indicated that marginally significant differences in the categorie of “sadness” in the overall writing. Within phases of reflection, Marginal or significant differences were found in the categories of first-person singular pronouns, male, insight, friend, tentative, anger, and body.Conclusion: These findings reveal distinct psychological patterns and linguistic features among procrastination types, offering insights for future research on how language reflects coping and self-regulation.