本研究主要目的在探討有學業上拖延習慣的大學生之「防禦性悲觀」、「主動性拖延」、「自我設限」、「因應策略」對「幸福感」影響之探討。依此目的，本研究先探討不同背景變項的大學生在「防禦性悲觀」、「主動性拖延」、「自我設限」、「因應策略」及「幸福感」的差異情形，並建構「防禦性悲觀、主動性拖延、自我設限、因應策略對幸福感影響」之模式。研究採問卷調查法，以台灣15所大學922位有拖延習慣的大學生為對象。並以隨機方式將之分為兩組，用以驗證模式及探究不同背景變項的受試在各研究變項上的差異。研究工具包括防禦性悲觀量表、主動性拖延量表、自我設限量表、因應策略量表、及幸福感量表。資料分析方法為因素分析、信度分析、t考驗、單因子變異數分析及結構方程模式。 / 本研究以第一組樣本探討初始模式與觀察資料間的適配情形，並依據修正指標及相關理論進行模式修正，修正後的模式與資料適配後，再以第二組樣本驗證模式的穩定性，經驗證後模式具相當穩定性。 　　主要研究結果如下： 一、在背景變項方面：(一)不同性別有拖延習慣的大學生在「防禦性悲觀」、「自我設限」及「幸福感」等方面都有顯著差異。(二)不同年級有拖延習慣的大學生在「主動性拖延」及「幸福感」等方面都有顯著差異。 二、在模式方面：（一）防禦性悲觀對幸福感有負向直接效果；(二) 主動性拖延對自我設限有正向直接效果；（三）自我設限對因應策略有負向直接效果；(四) 自我設限對幸福感有正向直接效果；（五）因應策略對幸福感有正向直接效果。(六)主動性拖延經由自我設限及因應策略的中介影響而對幸福感有正向效果。 　　最後，根據研究結果，針對個人、學校輔導單位及未來相關研究提出建議，以供參考。 / The main purpose of this research was to study the relationships among Defensive-pessimism, Active-procrastination, Self-handicapping, Coping-strategy and Well-being of college student who had the habit of procrastination. The researcher first investigated the differences in terms of “Defensive-pessimism”, “Active-procrastination”, “Self-handicapping”, “Coping-strategy” and “Well-being” among the participants who had the different background variables, also studied the relationships among Defensive-pessimism, Active-procrastination, Self-handicapping, Coping-strategy and Well-being of college students who had the habit of procrastination by using the model of “The relationships among Defensive-pessimism, Active-procrastination, Self-handicapping, Coping-strategy and Well-being.” The study employed five questionnaires to collect data . The participants of the study were 922 Taiwan college students who had the habit of academic procrastination from 15 universities, and were randomly divided into two groups, to test model and study the differences in regards of different research variables among the participants who had the different background variables. The participants were evaluated by Defensive-pessimism scale, Active-procrastination scale, Self-handicapping scale, Coping-strategy scale, and Well-being scale. The data were analyzed by factor analysis, Cronbach α analysis, t-test，one-way ANOVA and SEM. / The initial models tested by group one did not fit well with the observed data. Therefore, applying the modification index and the theories, the researcher modified the model till the model fit the observed data, then tested the models’ stability by group two, and came to confirm the stability of model. The researcher found the model fit the observed data, and could effectively explain the relationships among the variables. The main results of this study were as follows: First, about the background variables: 1.The scores of “defensive-pessimism”, “self-handicapping”, and “well-being” had the differences between boys and girls. 2. The scores of “active-procrastination” and “well-being” had the differences between difference grades. Second, about the model: 1. Defensive-pessimism could directly negative affect well-being. 2. Active-procrastination could directly affect self-handicapping. 3. Self-handicapping could directly negative affect coping-strategy. 4. Self-handicapping could directly affect well-being. 5. Coping-strategy could directly affect well-being. 6. Active-procrastination could through the self-handicapping and coping-strategy to affect he well-being. Finally, based on the results of the study, the researcher made some further suggestions for individuals, school counseling and future researchers.