The Study on Relationships Among Self-Determination Motivation, Academic Emotions, and Academic Procrastination in Elementary School Students

• Main Author: 胡瑄芸
• Other Authors: 王振世
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/97110738199329629458

碩士 === 國立新竹教育大學 === 教育心理與諮商學系碩士班 === 104 === This study explored the relationships among self-determination motivation, academic emotions, and academic procrastination of elementary school students. Self-Determination Motivation Scale, Academic Emotions Scale, and Academic Procrastination Scale were conducted to 662 fifth and sixth graders, sampled from Taoyuan County. Collected data were analyzed by descriptive statistics, one-way ANOVA, MANOVA, canonical correlation, and multiple stepwise regression analysis. The major results of were as follows: 1. Both fifth- and sixth- grade students had high levels of autonomous motivation for learning. All students perceived more academic emotions of enjoyment, pride, and anxiety. The academic procrastination of them was not severe. 2. Elementary school students of different background showed significant differences in self-determination motivation. The autonomous motivation of girls and chief class cadre members were the best. Sixth-grade students, boys, and students participating in after-school care service classes had higher scores on amotivation. 3. Elementary school students of different background showed significant differences in academic emotions. The enjoyment, hope and overall positive mood in academic emotions of chief class cadre members were significantly higher than other classmates. Sixth-grade students, boys, not as class cadre members, and students participating in after-school care service classes had higher scores on hopelessness and boredom. 4. Elementary school students of different backgrounds showed significant differences in academic procrastination. Boys, not as class cadre members, and students participating in after-school care service classes had higher scores on academic procrastination. 5. There were significant canonical correlations between self-determination motivation and academic procrastination. Students with a higher inclination of controlled motivation and amotivation exhibited more behaviors in terms of academic procrastination. 6. There were significant canonical correlations between academic emotions and academic procrastination. Students experienced less enjoyment, more hopelessness and boredom exhibited more behaviors in terms of academic procrastination. 7. Self-determination motivation and academic emotions could jointly predict 38.4% variation of academic procrastination, especially the aspect “hopelessness and boredom.” Based on the above findings, some suggestions were proposed as a reference for practical application and future research.