| Summary: | 碩士 === 中國文化大學 === 心理輔導學系 === 104 === The main purpose of this study was to investigate the present status of college students’ defensive pessimism, perfectionism, and academic procrastination, and to explore the relationships among these three variables. The research method of this study was questionnaire survey, and the sample size of convenience sampling of 845 students who took general education courses or teacher education programs from 11 public and private universities in Taipei City, New Taipei City, Taoyuan City, and Hsinchu Counties. The research instruments in this study included Defensive Pessimism Questionnaire, Multidimensional Perfectionism Scale, and Academic Procrastination Scale. The collected responses of participants were analyzed by descriptive statistics analysis, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression. The result indicated that:
1.College students’ defensive pessimism was positively skewed distribution, perfectionism was negatively skewed distribution, and academic procrastination was negatively skewed distribution.
2.College students’ defensive pessimism had no significant gender or grade difference.
3.Male college students’ perfectionism was higher than female in statistically significant. The second grade college students’ organization was higher than the first-grade.
4.Male college students’ academic procrastination was higher than female in statistically significant. No significant grade difference was found in academic procrastination.
5.College students’ defensive pessimism was no significantly correlated with academic procrastination. Under all academic circumstances, defensive expectations was significantly positive-correlated with academic procrastination. Under report-writing circumstances, defensive reflection was significantly negative-correlated with academic procrastination.
6.College students’ perfectionism was significantly positive-correlated with academic procrastination.
7.College students’ defensive pessimism was significantly positive-correlated with perfectionism.
8.College students’ subject background, defensive pessimism, and perfectionism were effective predictors toward academic procrastionation, especially “defensive expectation”, “parental expectations”, “personal standards”, “doubts about actions”, and “organization”.
Finally, based on the findings, the suggestions were accordingly provided for college students, parents, educators, counelors and follow-up researchers as references.
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