學業拖延是大學生普遍擁有的心理困擾之一，過去的研究者從不同的面向去分析造成大學生學業拖延的原因，其中也包括了自我批評。但是過去關於學業拖延與自我批評之間的研究，僅呈現出兩者存在正向相關，較少深入檢驗背後可能的機制。因此，本研究希望能探討自我批評造成大學生學業拖延的機制為何，並進一步了解這樣的關係是否會因為大學生擁有的共同人性傾向而有所緩解。根據過去的研究，本研究假設憂鬱會是自我批評與學業拖延之間正向關係的中介變項，且大學生的共同人性傾向將會對此關係產生調節效果。為了檢驗以上的假設，本研究使用問卷調查法，以296名大學生為對象，蒐集其日常自我批評、憂鬱、學業拖延與共同人性傾向的資料。研究結果顯示：（一）憂鬱在自我批評與學業拖延間具有顯著的中介效果，即自我批評可以透過提升憂鬱，而增加學業拖延的傾向。（二）自我批評透過憂鬱對學業拖延所產生的效果，會受到共同人性傾向的調節。對於共同人性傾向較低的大學生而言，他們越容易因為自我批評，而增加憂鬱的感受，並進一步增加學業拖延；但對於共同人性傾向較高的大學生而言，自我批評透過憂鬱增加學業拖延的效果會變得較為微弱。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 one of the common psychological challenges faced by college students. As a result, previous researchers have examined various factors contributing to academic procrastination among college students, including self-criticism. However, previous studies on the relationship between academic procrastination and self-criticism have only shown a positive correlation, without delving into the potential mechanisms underlying this connection. Therefore, this study aims to explore the mechanisms through which self-criticism contributes to academic procrastination in college students, and further investigate whether this relationship varies due to common humanity observed among college students. This study hypothesizes that depression will mediate the positive relationship between self-criticism and academic procrastination, and that the common humanity among college students will moderate this relationship. To test these hypotheses, a questionnaire survey method was employed, involving 296 college students. Data were collected on their daily self-criticism, depression, academic procrastination, and common humanity. The results showed, First, depression significantly mediates the relationship between self-criticism and academic procrastination, indicating that self-criticism increases the tendency for academic procrastination by elevating levels of depression. Second, the effect of self-criticism on academic procrastination through depression is moderated by common humanity. For college students with lower levels of common humanity, they are more likely to experience increased depression and subsequently engage in more academic procrastination due to self-criticism. However, for college students with higher levels of common humanity tendencies, the effect of self-criticism on academic procrastination through depression becomes weaker. Finally, based on these research findings, the study provides a discussion and suggests relevant applications and recommendations for future research.

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