跳到主要內容

臺灣博碩士論文加值系統

(216.73.216.176) 您好!臺灣時間:2025/09/06 01:29
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:蕭銘輝
研究生(外文):Ming-Hui Hsiao
論文名稱:青少年的父母管教、自我調節學習策略與學業拖延之研究
論文名稱(外文):The Relations among Parenting Styles, Self-Regulation Learning Strategies and Academic Procrastination in Adolescence
指導教授:謝智玲謝智玲引用關係
指導教授(外文):Chih-Ling Hsieh
口試委員:林啟超謝智玲施建彬
口試委員(外文):Chi-Chao LinChih-Ling HsiehJian-Bin Shih
口試日期:2015-01-15
學位類別:碩士
校院名稱:大葉大學
系所名稱:教育專業發展研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2015
畢業學年度:103
語文別:中文
論文頁數:128
中文關鍵詞:父母管教自我調節學習策略學業拖延
外文關鍵詞:Parenting StylesSelf-Regulation Learning StrategiesAcademic Procrastination
相關次數:
  • 被引用被引用:2
  • 點閱點閱:490
  • 評分評分:
  • 下載下載:51
  • 收藏至我的研究室書目清單書目收藏:2
本研究旨在探討青少年父母管教、自我調節學習策略與學業拖延之關係。本研究採用問卷調查法,以台灣地區彰化縣488位(男生246人,女生242人)國中七、八、九年級學生為研究對象,研究工具包含父母管教量表、自我調節學習策略量表及學業拖延狀態量表,以描述性統計、皮爾遜積差相關、階層迴歸進行分析與考驗。研究結果顯示:

一、 青少年知覺父母管教、自我調節學習策略與學業拖延間有顯著相關。
二、 青少年知覺父母管教與自我調節學習策略可顯著預測學業拖延。
三、 青少年知覺父母管教與自我調節學習策略中,母親專制管教與母親不干涉管教對學業拖延有正向預測力,動機、認知策略、行為策略對學業拖延有負向預測力。

最後根據研究結果進行討論,並提出學生輔導及未來研究之參考。

This study aimed to explore the relations among parenting styles, self-regulation learning strategies and academic procrastination in adolescence.
There were four hundred eighty-eight (246 boys, 242 girls) 7th to 9th grade students in adolescence. Materials were used including (a)Parenting Style Questionnaire (b) Motivated Strategies for Learning Questionnaire and (c) Academic Procrastination State Inventory. The reliability and validity for the instruments were checked and satisfactory. The data collected were analyzed by descriptive statistics, Pearson product-moment correlation, hierarchical regression analysis.
The research results were summarized as follows:
1. Parenting styles, self-regulation learning strategies and academic procrastination were significantly associated.
2. Parenting styles and self-regulation learning strategies could significantly predict academic procrastination.
3. In this study, maternal authoritarian and maternal neglectful were the negative powerful predictors of academic procrastination and motivation, cognitive and metacognitive strategies, behavioral strategies were the positive powerful predictors of academic procrastination.
Finally, this study which based on research results had discussed and offered suggestions for future research.

目錄
封面內頁
簽名頁
中文摘要......................................................iii
英文摘要.......................................................iv
目錄...........................................................vi
表目錄.......................................................viii
圖目錄..........................................................x
第一章緒論.......................................................1
第一節研究動機 ...................................................1
第二節研究目的 .................................................. 6
第三節研究問題 ...................................................6
第四節名詞釋義 .................................................. 7
第五節研究之範圍與限制............................................10
第二章文獻探討...................................................11
第一節父母管教之意涵 .............................................11
第二節自我調節學習策略之意涵 ......................................19
第三節學業拖延之意涵..............................................26
第四節父母管教、自我調節學習策略、學業拖延之相互關係.................29
第三章研究方法...................................................35
第一節研究設計 ..................................................35
第二節 研究對象 .................................................39
第三節研究工具 ..................................................41
第四節實施程序 ..................................................71
第五節資料處理與分析 .............................................73
第四章研究結果...................................................75
第一節調查樣本的結構分析 .........................................75
第二節描述性統計分析 .............................................77
第三節父母管教、自我調節學習策略與學業拖延之相關分析.................80
第四節青少年父母管教、自我調節學習策略與學業拖延之預測分析............87
第五章 討論、結論與建議...........................................93
第一節討論與結論..................................................95
第二節建議 .....................................................104
參考文獻........................................................109
一、中文部份: ..................................................109
二、西文部分.....................................................110
附錄研究問卷.....................................................123
參考文獻
一、中文部份:
王鍾和(1993)。家庭結構、父母管教方式與子女行為表現。(未出版之
博士論文)。政治大學,臺北市。
王鍾和 (1995)。繼親家庭子女生活適應及親子關係之探討。學生輔導
,36,34-45。
王靈芝(2007)。中學生學業拖延現狀的調查研究。教育教學研究文教
資料,6(中),178-180。
包翠秋、張志杰(2006)。拖延現象的相關研究。中國臨床康復,10(34),
129-132。
吳武典、林繼盛(1985)。加強家庭聯繫對兒童學習效果與家庭氣氛的
影響。教育心理學報,18,97-116。
林清山、程炳林(1995)。國中生自我調整學習因素與學習表現之關係
暨自我調整的閱讀理解教學策略效果之研究。國立台灣師範大學
教育心理與輔導學系教育心理學報,28,15-58。
吳明隆(2011)。SPSS統計應用學習實務:問卷分析與應用統計(第三
版)。臺北市:易習圖書。
吳明隆、涂金堂(2008)。SPSS與統計應用分析。臺北市:五南圖書。
吳靜吉、程炳林(1992)。激勵的學習策略量表之修訂。中華民國測驗
學會測驗年刋,39,59-78。
陳正昌、程炳林、陳新豐、劉子鍵(2003)。多變量分析方法-統計軟體
應用。臺北市:五南圖書。
張春興(1998)。教育心理學-三化取向的理論與實踐(二版七刷)。臺北
市:東華書局。
張淑靜(2014)。青少年的父母管教、完美主義與生活滿意度之研究(未
出版之碩士論文)。大葉大學,彰化縣。
教育部統計處(2014)。國民中學校別資料-102學年度Y2013-2014。
取自
https://stats.moe.gov.tw/files/ebook/basic/102/102basic.htm
游麗蓉(2012)。臺灣兒童與青少年自我概念理論模式之建立與驗證-
以SDQⅠⅡⅢ為研究取向(未出版之博士論文)。國立彰化師範大
學,彰化縣。
黃芳銘(2004)。結構方程模式理論與應用。臺北市:五南圖書。
詹人仰(2013)。青少年的父母管教、創意與行為問題之研究(未出版之
碩士論文)。大葉大學,彰化縣。
楊國樞(1986)。家庭因素與子女行為:台灣研究的評析。中華心理學
刊。28 (1),7-28。
蔡榮凱(2010)。青少年的父母管教、情緒調節與學習成就之研究(未出
版之碩士論文)。大葉大學,彰化縣。
賴保禎(1972)。父母管教態度測驗指導手冊。臺北:中國行為科學
社。

二、西文部分
Aitken, N. (1982). College student performance, satisfaction, and retention: Specification and estimation of a structural model. Journal of Higher Education, 53(1), 32-50.
Alexander, E. S., & Onwuegbuzie, A. J. (2007). Academic procrastination and the role of hope as a coping strategy. Personality and Individual Differences, 42, 1301-1310.
Ainslie, G. (1992). Picoeconomics: The strategic onteraction of successive motivational states within the person. New York: Cambridge University Press.
Aunola, K., Stattin, H., & Nurmi, J. E. (2000). Parenting styles and adolescent’s achievement strategies. Journal of Adolescence, 23, 205-222.
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structure equation models. Academic of Marketing Science, 16, 76-94.
Baldwin, A. L., Kalhoun, J., & Breese, F. H. (1945). Patterns of parent behavior. Psychological Monographs, 58(3).
Bandura, A. (1977). Social learning theory. Oxford, UK: Prentice-Hall.
Baumrind, D. (1968). Effects of authoritarian parental control on child behavior. Child Development, 37, 887-907.
Baumrind, D. (1971). Current patterns in parental authority. Developmental Psychology Monographs, 4, 1–102.
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11, 56-95.
Baumrind, D. (1996). The discipline controversy revisited. Family Relation, 45(4), 405-415.
Becker, W. C. (1964). Consequences of different kinds of parental disciplines. In M. L. Hoffman & L. W. Hoffman (Eds.). Review of child development research. New York: Russel Sage.
Boekaerts, M. (1993). Being concerned with well-being and with learning. Educ. Psychol. 28, 148–167.
Boekaerts, M. (1997). Self-Regulated Learning: A new Concept embraced by Researchers, Policy Makers, Educators, Teachers, and Students. Learning and Instruction, 7, 161–186.
Boekaerts, M. (1999). Chapter 1 self-regulated learning: Where we are today. International Journal of Educational Research, 31, 445-457.
Bronfenbrenner, U. (1961). Some familial antecedents of responsibility and leadership in adolescents. In Petrullo, L. & Boss, B. M. (Eds.), Leadership and Interpersonal Behavior. New York: Holt, Rinehart, and Winston.
Burka, J., & Yuen, L. (1982, January). Mind games procrastination play. Psychology today, 32-34.
Burka, J., & Yuen, L. (1983). Procrastination: Why you do it, what to do about it. Cambridge: Da Capo.
Butler, D., & Winne, P. (1995). Feed back and self-regulated learning: A theoretical synthesis. Review of Educational Research. 65, 245-281.
Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., et al. (2008). Longitudinal analysis of the role of perceived self-efficacy for selfregulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525-534.
Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270–295.
Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.
Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological Bulletin, 113, 487–496.
Domsbusch, S., Ritter, P., Liederman, P., Roberts, D., & Fraleigh, M. (1987). The relation of parenting style to adolescent school performance. Child Development, 58, 1244-1257.
Elder, G. H. (1962). Structural variations in the child-reading relationship. Socimetry, 25, 241-262.
Ellis, A., & Knaus, W. J. (1977). Overcoming procrastination. New York: Signet Books.
Ferrari, J. R, (1998). Compulsive procrastination: Some self-reported characteristics. Psychological Reports. 68, 455-458.
Ferrari, J.R., & Tice, D.M. (2000). Procrastination as a self-handicap for men and women: A task-avoidance strategy in a laboratory setting. Journal of Research in Psychology, 34, 73–83.
Ferrari, J. R. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, selfawareness, and time limits on working best under pressure. European Journal of Personality, 15, 391–406.
Ferrari, J. R., O’Callaghan, J., & Newbegin, I. (2005). Prevalence of procrastination in the United States, United Kingdom, and Australia: Arousal and avoidance delays among adults. North American Journal of Psychology, 7, 1–6.
Gray, J. A. (1987). The psychology of fear and stress (2nd ed.). Cambridge, England: Cambridge University Press.
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1988). Multivariate data analysis with readings. New York: Maxwell MacMillan International.
Hartup, W. W. (1985). Relationships and their significance in cognitive development. In R. A. Hinde, A. Perret-Clermont, & J. Tevenson-Hinde (Eds.), Social relations and cognitive development (pp. 66–82). Oxford, England: Clarendon Press.
Hetherington, E. M., & Frankie, G. (1967). Effects of parental domiance, warmth, and conflict on imitation in children. Journal of Personality and Social Psychology ,6(2),119-125.
Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43, 167-178.
Howell, A. J., Watson, D. C., Powell, R. A., & Buro, K. (2006). Academic procrastination: The pattern and correlates of behavioral postponement. Personality and Individual Differences, 40, 1519–1530.
Huang, J., & Prochner, L. (2004). Chinese parenting styles and children's self-regulated learning. Journal of Research in Childhood Education, 18(3), 227-238.
Hurlock, J. E. (1974). Personality development. New York; McGraw-Hill.
Johannes, K. (2008). On the development of regulatory focus: The role of parenting styles. European Journal of Social Psychology, 38, 354–364.
Kermit, B. A., Carter, L., & Winsler, A. (2009). The effects of maternal parenting style and religious commitment on self-regulation, academic achievement, and risk behavior among African-American parochial college students. Journal of Adolescence, 32, 259-273.
Lay, C. H., & Schouwenburg, H. C. (1993). Trait procrastination, time management, and academic behavior. Journal of Social Behavior and Personality, 8, 647-662.
Lotfi Azimi, A., Vaziri, Sh., & Lotfi Kashani, F. (2012). Relationship between maternal marenting style and child’s aggressive behavior. Procedia - Social and Behavioral Sciences, 69, 1276–1281.
Maccoby, E. E., & Martin, J. A. (1983) Socialization in the contex of the family: Parent-child interaction. In P. H. Mussen (Series Ed.) & E. M. Hetherington (Vol. Ed.), Handbook of child psychology: Vo.4. Socialization, personality, and social developmet (pp.1-101). New York: Wiley.
Markazi, L., Badrigargari, R., Shahram vahedi, (2011) The role of parenting self-efficacy and parenting styles on selfregulation learning in adolescent girls of Tabriz. Procedia - Social and Behavioral Sciences, 30, 1758-1760.
McCown, W., Petzle, T., & Rupert, P. (1987). An experimental study of some hypothesized behaviors and personality variables of college student procrastinators. Personality and Individual Differences, 8, 781-786.
Mih, V. (2013). Role of parental support for learning, autonomous/control motivation, and forms of self-regulation on academic attainment in high achool students: A path analysis. Cognition, Brain, Behavior, 17(1), 35-59.
Milgram, N., Mey-Tal, G., & Levison, Y. (1998). Procrastination, generalized or specific, in college students and their parents. Personality and Individual Differences, 25(2), 297-316.
Motie, H., Heidari, M., & Sadeghic, M. A. (2012). Predicting academic procrastination during self-regulated learning in Iranian first grade high school students. Procedia - Social and Behavioral Sciences. 69, 2299 – 2308.
Münire, E., &Isil, U. (2008). The effect of perceived parenting styles on self-regulated learning strategies and motivational beliefs. International Journal about Parents in Education, 2(1), 25-34.
Patzelt, J., & Opitz, I. (2005). Deutsche Version des Academic Procrastination State Inventory (APSI-d). Zusammenstellung sozialwissenschaftlicher Items und Skalen (ZIS)
Pintrich, P. R. (1986). Motivation and learning strategies interactions with achievement. Paper presented at the American Educational Research Association convention, San Francisco, CA.
Pintrich, P. R., Smith, D. A., & Mckeachie, W. J. (1989). A manual for the use of Motivated Strategies for Learning Questionnaire(MSLQ). Mich: National center for Research to Improve Postsecondary Teaching and Learning (NCRIPTAL), School of Education, The University Michigan.
Pintrich, P. R., & De Groot, E. V. (1990) Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Pyschology, 82 (1), 33-40.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991) A mannual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) (Tec. Rep. No. 91-B-004). Ann Arbor: University of Michigan, School of Education.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego: Academic Press.
Pintrich, P. R., & Schunk, A. H. (2002). Motivation to education: Theory, research, applications. (2nd ed). London: Pearson Education.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology,95, 667-686.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
Piotrowski, J. T., Lapierre, M. A., & Linebarger, D. L. (2012). Investigating correlates of self-regulation in early childhood with a representative sample of english-speaking American families. Journal of Child and Family Studies, 22(3), 423-436.
Pumroy, D. K. (1966). Maryland parent attitudes survey: A research instrument with social desirability controlled. Journa of Psychology, 64, 73-79.
Rosario, P., Costa, M., Núñez, J.C., González-Pienda, J., Solano, P., & Valle, A. (2009). Academic procrastination: Associations with personal, school and family variables. Spanish Journal of Psychology, 12(1), 118-127.
Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33, 387–394.
Rothblum, E. (1990). Fear of failure: The psychodynamic, need achievement, fear of success and procrastination models. In M. Leitenberg (Ed.), Handbook of social and evaluation anxiety (pp.497-537). New York: Plenum Press.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Schouwenburg, H. C. (1995). Academic procrastination: Theoretical notions, measurement, and research. In J. R. Ferrari, J. L. Johnson, & W. G. McCown (Eds.), Procrastination and task avoidance: Theory, research, and treatment (pp. 71–96). New York, NY: Plenum.
Schouwenburg, H. (2004). Procrastination in academic settings: General introduction. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings (pp. 3–17). Washington, DC: American Psychological Association.
Schaefer, E. S. (1959). A circumplex model for maternal behavior. The Journal of Abnormal and Social Psychology, 59 (2), 226-235.
Schunk, D. H. (1996). Goal and self-evaluative influences during children’s cognitive skill learning. American Educational Research Journal, 33, 359-382.
Senécal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. Journal of Social Psychology, 135(5), 607-619.
Senécal, C., Julien, E., & Guay, F. (2003). Role conflict and academic procrastination: A self-determination perspective. European Journal of Social Psychology, 33(1), 135-145.
Sedlakova, J., Mylek, V., Capkova, K., Prochazka, J., Vaculik, M., & Jezek, S. (2014). Parental control of child as a predictor of academic procrastination. Masaryk University, Faculty of Social Studies, Department of Psychology, Czech Republic.
Seo, E. H. (2013). A comparison of active and passive procrastination in relation to academic motivation. Social Behavior and Personality, 41(5), 777-786.
Seung, W. P., & Sperling, R. A. (2012). Academic procrastinators and their self-regulation. Psychology. 3(1), 12-23.
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503–509.
Soysa, C. K., & Weiss, A. (2014). Mediating perceived parenting styles–test anxiety relationships: Academic procrastination and maladaptive perfectionism. Learning and Individual Differences, 34, 77-85.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65-94.
Steinberg, L., Elmen, J.D., & Mounts, N.S. (1989). Authoritative parenting, psychosocial madurity and academic success among adolescents. Child Development, 60, 1424-1436.
Vahedi, S., Mostafafi, F., & Mortazanajad, H. (2009). Self-regulation and dimensions of parenting styles predict psychological procrastination of undergraduate students. Iranian Journal of Psychiatry, 4(4), 147-154.
Valkyrie, K. T. (2006). Self-regulation learning: An examination of motivational, cognitive, resource management, metacognitive components and academic outcomes with open admissions community college students. A dissertation presented to the in partial fulfillment of the requirements for the degree of doctor of philosophy faculty of the college of education university of Houston.
Van Eerde, W. (2000). Procrastination: Self-regulation in initiating aversive goals. Applied Psychology, 49, 372-389.
Van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Individual Differences, 35, 1401-1418.
Williams, W. C. (1958). The PLAS test: A technique for children to evaluate both parents. Journal of Counsulting Psychology, 22, 478-495.
Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95, 179-187.
Wolters, C.A., Pintrich, P.R., & Karabenick, S.A. (2003, March). Assessing Academic Self-regulated Learning. Paper prepared for the Conference on Indicators of Positive Development: Definitions, Measures, and Prospective Validity, Washington, DC.
Zakeri, H., Esfahani, B. N., & Razmjoee, M. (2013). Parenting styles and academic procrastination. Procedia - Social and Behavioral Sciences. 84, 57 - 60.
Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-290.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educ. Psychol. 33, 73–86.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41, 64-70.

QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top