| Summary: | 碩士 === 國立嘉義大學 === 國民教育研究所 === 95 === The purpose of this research is to explore the relationship of self-esteem, learning strategies, and procrastination. The research adapts the method of questionnaire, and the main research instruments are the Procrastination Scale for Elementary School Students(PSES), Self-Esteem for Elementary Students(SEES), and Learning Strategies for Elementary Students(LSEPS).The test process reached satisfactory level of reliability and validity. The participants in this study include fifth- and sixth-grade elementary schools students in Taichung County, Yunlin County, and Chiayi City in Taiwan. The materials are out of 255 and 640 effective questionnaires. The research data is used the general statistics to test the research hypothesis with Item Analysis, Factor Analysis, Mean, Standard Deviation, Variance Analysis, Pearson Correlation Analysis, and Multiple Regressive Analysis.
The main results have shown：
First：procrastination is not prevalent in elementary school students；the performance of self-esteem and learning strategies in elementary school students is good.
Second：The procrastination of boys is more than girls; the self-esteem of fifth-grade is better than sixth-grade; the learning strategies of girls is better than boys; the learning strategies of fifth-grade is better than sixth-grade.
Third：There is significant negative correlation between self-esteem and procrastination; there is significant negative correlation between learning strategies and procrastination；there is significant positive correlation between self-esteem and learning strategies .
Forth： There is prediction strength showing concerning” concentrative conscientiousness “and “time-order “ in the learning strategies, “genders “in procrastination variance.
According to the results, some suggestions for teachers, parents, relevant organizations of educational and further research are recommended.
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