The purpose of this study was to explore the relationship between academic procrastination, self-regulation and positive thinking. Five hundreds and sixty three college students from Taiwan were selected by stratified sampling. The participants completed the ¡§Questionnaire of College Students' Academic Procrastination (QCSAP),¡¨ ¡§The Self-Regulation Questionnaire (SRQ)¡¨ and ¡§Positive Thinking Scale (PTS).¡¨ Descriptive statistics, t-tests, multivariate analysis of variance, pearson correlation, and path analysis were conducted on the quantitative data. In addition, content theme analysis was used to assess the motivation and disturbance of academic procrastination of college students. The findings from the study were summarized as follows:
1. Near 70% college students procrastinate their academic tasks and 57.4% students were bothered by academic procrastination.
2. Senior college students presented significantly higher score in "the ability to meet the deadline" than junior college students.
3. Students from National universities presented significantly lower score on ¡§active academic procrastination¡¨, ¡§ability to meet the deadline¡¨ and ¡§outcome satisfaction¡¨ than those from private universities and universities of technology.
4. Low GPA students had significantly higher scores on "fear of failure" and "task aversiveness" than those high GPA group counterparts.
5. Female college students had significantly higher score on "perfectionism" than their male counterparts.
6. Students from private universities of technology had significantly higher score on self-regulation and positive thinking than those from general universities.
7. Self-regulation was positively correlated with positive thinking.
8. Active academic procrastination can either directly predict college students¡¦ positive thinking or indirectly through self-regulation as a mediator.
9. Passive academic procrastination can significantly predict college students¡¦ self-regulation.
10. College students' academic procrastination motives were "task aversiveness," "laziness," "fear of failure" and "perfectionism."
11. The disturbance of academic procrastination of college students were categorized into three parts: "psychological," "physical," and "academic."
Implications of these findings for higher education are discussed.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0726112-151153 |
| Date | 26 July 2012 |
| Creators | Chiang, Wei-hao |
| Contributors | Huann-shyang Lin, Zuway-R Hong, Hsueh-hua Chuang |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-151153 |
| Rights | user_define, Copyright information available at source archive |
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