學業拖延現象在國小學生中普遍存在。過去研究指出，自我效能是影響學業拖延的重要因素之一。儘管大多數的研究顯示自我效能和學業拖延之間存在負向相關，但也有一些研究結果顯示自我效能對學業拖延的影響微弱。這表明自我效能和學業拖延之間的關係和機制仍未被完全釐清，過去研究可能忽略了環境因素的影響。因此，本研究希望探討自我效能與學業拖延之間的關係與機制為何，並進一步了解兩者間的關係是否會因為班級氣氛不同而有所差異。根據過去的研究，本研究假設學業情緒會是自我效能與學業拖延之間產生負向關係的中介變項，而班級氣氛則會對此關係產生調節效果。為檢驗上述假設，本研究使用問卷調查法，以301名國小四到六年級學生為對象，蒐集其自我效能、學業情緒、學業拖延與班級氣氛的資料。研究結果顯示：（一）學業情緒在自我效能與學業拖延間具有顯著的中介效果，即自我效能會透過提升學業情緒，進而降低學業拖延。（二）班級氣氛對於自我效能與學業拖延之間具有調節效果。當班級氣氛良好時，自我效能高者傾向降低拖延，反之，班級氣氛不佳時，自我效能高者會傾向提升拖延。（三）自我效能透過學業情緒對學業拖延產生的效果，會受到班級氣氛的調節。在班級氣氛良好的情況下，自我效能高會透過提升學業情緒，進而降低學業拖延；但在班級氣氛不佳的情況下，這條路徑不存在，表示學生的自我效能無法透過提升學業情緒來降低學業拖延。最後，本研究根據以上研究結果進行討論，並提出相關的應用與對未來研究的建議。

Academic procrastination is common among elementary school students. Previous research has pointed out that self-efficacy is one of the important factors affecting academic procrastination. Although most studies show a negative correlation between self-efficacy and academic procrastination, some research results show that self-efficacy has a weak impact on academic procrastination. This indicates that the relationship and mechanism between self-efficacy and academic procrastination are still not fully clarified, and previous research may have ignored the influence of environmental factors. Therefore, this study aims to explore the mechanism between self-efficacy and academic procrastination, and to further investigate whether this relationship varies due to classroom climate among elementary student. To verify these hypotheses, a questionnaire survey method was employed, involving 301 fourth to sixth grade elementary school students. The results of the study revealed that:
(1) Academic emotion significantly mediates the relationship between self-efficacy and academic procrastination, indicating that self-efficacy reduces the tendency for academic procrastination by improving academic emotion.
(2) Classroom climate has a moderating effect between self-efficacy and academic procrastination. In the positive classroom climate, students with high self-efficacy tend to reduce procrastination. Conversely, in the negative classroom climate, students with high self-efficacy tend to increase procrastination.
(3) The effect of self-efficacy on academic procrastination through academic emotions is moderated by classroom climate. In the positive classroom climate, high self-efficacy students will reduce academic procrastination by improving academic emotion, but in the negative classroom climate, this path does not exist.
Finally, based on these research findings, the study provides a discussion and suggests relevant applications and recommendations for future research.

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