The Relationships among Perfectionism, Self discrepancy, Self efficacy, and Academic Procrastination of College Students.

• Main Authors: Chen Chau-chi, 陳欩圻
• Other Authors: 林清文
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/67402216137721717006

碩士 === 國立彰化師範大學 === 輔導與諮商學系所 === 98 === The purpose of the present study was to investigate the current status of college Students' perfectionism, self discrepancy, self efficacy, and academic procrastination, and to explore the relationships among these four variables. The research method applied in the present study was questionnaire survey, and the sample size of cluster sampling consisted of 303 students who took general education courses from five public and private universities in Hsinchu City. The research instruments in the present study included Multidimensional Perfectionism Scale, Self Discrepancy Scale, Learning Self Efficacy Scale and Academic Procrastination Scale. The data obtained from the samples were analyzed by descriptive statistics analysis, t-test, one way ANOVA, Pearson product-moment correlation, multiple regression analysis, and structural equation model. The results of descriptive statistics indicated that all college students' generality of four main variables were as following: 30.8% of college students had high perfectionism; 64.9% of college students had high self discrepancy; 28.5% of college students had high self efficacy; and 70.2% of college students had high academic procrastination. Concerning differences between different genders of college students, there was no significant difference between male and female in terms of perfectionism, self discrepancy, and academic procrastination, while a significant difference was found in self efficacy where female's grade was higher than male's. Besides, there was no statistically significant difference in four variables among different grades of college students. Pearson product-moment correlation analysis among perfectionism, self discrepancy, self efficacy and academic procrastination was also implemented. The result indicated that of college students perfectionism was positively correlative with self discrepancy and self efficacy but not significant to academic procrastination. A negative correlation was identified between self discrepancy and self efficacy; the former correlated positively with academic procrastination while the latter correlated with it negatively. Though the total scale of perfectionism does't correlated significantly with academic procrastination, the subscales—Concern Over Mistakes, Doubts about Action, and Parental Criticism are respectively correlated wih it positively. As to multiple regression prediction, the model of perfectionism, self discrepancy, and self efficacy had a significant accuracy of prediction to academic procrastination. Finally, the fitness of structural model composed of perfectionism, self discrepancy, self efficacy and academic procrastination was examined by structural equation model. The results revealed that the hypothetical model where self discrepancy and self efficacy fully mediated the association between perfectionism and academic procrastination was supported, which revealed that perfectionism of college students affected academic procrastination through the mediators of self discrepancy and self efficacy rather than itself. The above-mentioned results of this study were discussed, and the suggestions were accordingly provided for college students, parents, counselors, educators and follow-up researchers as references. Keywords: college students, perfectionism, self discrepancy, self efficacy, academic procrastination, structural equation model.