摘要

本研究旨在探討國中學生在數學科的學習焦慮、自我調整效能與學業拖延行為之相關。樣本選自桃、竹、苗四縣市21所國中1878名學生。本研究採用問卷調查法進行資料蒐集，所使用的研究工具為研究者自編「國中生數學學習狀況問卷調查表」，問卷內容包含有「數學學業拖延量表」、「數學學習焦慮量表」與「數學自我調整效能量表」三個部分。所得資料分別以描述統計、獨立樣本t考驗、單因子變異數分析、皮爾森積差相關、多元相關與多元逐步迴歸等統計方式進行資料分析。本研究結果如下：
一、國中學生之數學學業拖延表現達中等以上程度，其中「被動情境拖延」的表現比「自主特質拖延」的表現較高。
二、國中學生之數學學習焦慮表現達中等以上程度，其中「壓力知覺焦慮」的表現比「考試評量焦慮」的表現較高。
三、國中學生之自我調整效能表現達中等以上程度，其中「數學態度信念」表現最佳，「策略自我調整效能」次之，「數學自我效能」表現最不理想。
四、女生在的數學學習焦慮表現較男生高，在數學自我調整效能與數學學業拖延方面男女則沒有差異。
五、不同數學成績表現之國中學生在數學學習焦慮、數學自我調整效能與數學學業拖延上有差異，其中50~60分者的數學學習焦慮表現最高，90分以上者的表現最低；90分以上者的數學自我調整效能表現最佳；未滿30分者的數學學業拖延表現最不理想。
六、不同數學喜好程度之國中學生在數學學習焦慮、數學自我調整效能與數學學業拖延上有差異，其中非常討厭數學者的數學學習焦慮表現最高；非常喜歡數學者的數學自我調整效能表現最佳；非常討厭數學者的數學學業拖延表現最不理想；未滿30分者的數學學業拖延表現最高。
七、國中學生數學學習焦慮、數學自我調整效能與數學學業拖延之間有相關。其中，數學學習焦慮與數學學業拖延的之相關係數r 為.41，數學自我調整效能與數學學業拖延之相關係數r 為 -.73。
八、國中學生的數學學習焦慮、數學自我調整效能能夠聯合預測數學學業拖延情形；「數學自我調整效能」是最主要的預測變項，解釋變異量達53.7%。其中，「數學態度信念」最能預測自主特質拖延；「數學自我效能」最能預測被動情境拖延。

Abstract
The main purpose of this study is to investigate the current situation and the relationships among Learning Anxiety, Self-efficacy for Self-regulation and Academic Procrastination in mathematics of junior high school students under the different background variables. The survey data were collected from 1878 junior high school students from 21 junior high schools in Taoyuan, Hsinchu and Miaoli areas. This study used the questionnaire method, and the data were collected from the "Questionnaire for the Conditions of Learning Mathematics of Junior High School Students" designed by the researcher. The questionnaire included three parts: Math Academic Procrastination Scale, Math Learning Anxiety Scale, and Self-efficacy for Self-regulation Scale. The applied analysis methods included descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, Multiple Correlation Analysis and Stepwise Regression Analysis. The findings in this study are as follows：
1. Academic procrastination situation in math of junior high school students was above the average. The state procrastination was higher than the trait procrastination.
2. In general, the feeling of anxiety of junior high school students in math learning was above the average. The pressure sense anxiety was higher than the testing anxiety.
3. The self-efficacy for self-regulation in learning math of junior high school students was above
the average. The attitude belief of math is the best, the strategy of self-efficacy is the second, and the math self-efficacy is the worst.
4. The girls of junior high school students are more anxious than the boys in learning math. There was no gender difference in math self-efficacy for self-regulation and academic procrastination in math.

5. Junior high school students of different grades showed significantly different performance in learning anxiety, self-efficacy for self-regulation and academic procrastination.
The students whose grades were 50-60 were the most anxious.
The students whose grades were over 90 were the least anxious.
The students whose grades were over 90 did best in self-efficacy for self-regulation.
The students whose grades were below 30 did worst in math academic procrastination.
6. Degree of preference in math of the students showed significantly different performance in learning anxiety, self-efficacy for self-regulation and academic procrastination.
The scores of the students who hated math most were the highest in math learning anxiety.
The students who liked math most did best in self-efficacy for self-regulation.
The students who hated math most did worst in math academic procrastination.
The scores of the students whose grades were below 30 were the highest in math academic procrastination.
7. There was significant correlation in math learning anxiety and self-efficacy for self-regulation and academic procrastination.
The correlation coefficient r =.41 between math learning anxiety and academic procrastination.
The correlation coefficient r = -.73 between math self-efficacy for self-regulation and academic procrastination.
8. Academic anxiety and self-efficacy for self-regulation can predict the academic procrastination at the same time, especially the aspect “self-efficacy for self-regulation” and the explanation of variance was 53.7%. “Math attitude belief ” can predict the trait procrastination best; “Math self-efficacy” can predict the state procrastination best.

Finally, based on the above findings, some suggestions were provided as a reference for family education, school education and future researches.

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