本研究的目的為：
（一）編製大學生的學業拖延量表，並分析其信、效度。
（二）考驗本研究建構的「學業拖延模式」與國內大學生的觀察資料是否適配。為完成上述目的，本研究首先以驗證性因素分析考驗學業拖延量表之建構效度。
其次，考驗本研究所建構的「學業拖延模式」與國內大學生的觀察資料是否適配。本研究共抽取兩批樣本，第一批預試樣本164 人用以考驗學業拖延量表之信度；第二批正式樣本296 人用以檢驗學業拖延模式之適配度，抽樣範圍為台灣地區修習教育學程之大學生。研究工具包括學業拖延量表、個人目標導向量表、主觀能力量表、努力量表及堅持量表。搜集之資料採SEM 進行分析考驗。
本研究的發現如下：
一、本研究所建構的學業拖延二階驗證性因素分析模式具有理想的適配度，亦即學業拖延量表具有良好的信、效度。
二、本研究所建構的「學業拖延模式」可用以解釋國內大學生的觀察資料。分析結果顯示：趨向精熟目標與主觀能力能正向預測學習結果；主動的學業拖延則能負向預測學習結果。逃避精熟目標能正向預測被動的學業拖延與主動的學業拖延；趨向表現目標能負向預測被動的學業拖延與主動的學業拖延，正向預測學習結果；逃避表現目標能正向預測被動的學業拖延與主動的學業拖延，負向預測學習結果。另外，逃避精熟目標與逃避表現目標能透過主動的學業拖延，對學習結果產生負向的間接效果；趨向表現目標能透過主動的學業拖延，對學習結果產生正向的間接效果。本研究根據研究結果提出建議，以供教學輔導及未來研究之參考。

The purposes of this study were to (a) develop the Academic ProcrastinationQuestionnaire (APQ), and analyze its reliability and validity, (b) test the model fit of
academic procrastination developed on this study.

To attain these goals above, the study first used the confirm factor analysis to test the construct validity of APQ. Second, the study tested if the model of academic
procrastination fitted the empirically observed data well. The instruments used in the study included the APQ, the Individual Goal Orientation Scale, Subjective Competence Scale,Effort Scale, and Persistence Scale. Besides, we collected two groups of samples. The firstgroup was 164 students to test the reliability of the APQ. The second group was 296 students to test the model fit of the models on the study. All students were collegians in Taiwan who take the class about the teacher education program. SEM was used to analyze the collected data.
The results of this study were summarized as following:
(a) The second-order confirm factor analysis of academic procrastination fitted the empirically observed data well.
It meaned that APQ developed on this study both has good reliability and validity.
(b) The model of academic procrastination fitted the empirically observed data well. The results of analysis showed that the model of academic procrastination could be used to explain the empirically observed data. Approach-mastery goal and subject competence could positively predict learning outcome; Active academic procrastination could negatively predict learning outcome. Avoidance-mastery goal could positively predict active and passive academic procrastination; Approach-performance goal could negatively predict active and passive academic procrastination, and positively predict learning outcome;Avoidance-performance goal could positively predict active and passive academic
procrastination, and negatively predict learning outcome. Besides, avoidance-mastery goal and avoidance-performance goal had negative and indirect effects on learning outcome
through active academic procrastination; Approach-performance goal had positive and indirect effects on learning outcome through active academic procrastination.
Based on the findings of this study, suggestions for teaching, educational guidance and further studies were proposed.

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