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    Title: 心智比對與執行意圖以及睡眠教育 對於就寢時間拖延的效果
    The effect of mental contrasting with implementation intentions and sleep education in reducing bedtime procrastination
    Authors: 李如渲
    Lee, Ru-Xuan
    Contributors: 楊建銘
    Yang, Chien-Ming
    李如渲
    Lee, Ru-Xuan
    Keywords: 就寢時間拖延
    心智比對與執行意圖
    睡眠教育
    Bedtime procrastination
    Mental contrasting with implementation intentions (MCII)
    Sleep education
    Date: 2024
    Issue Date: 2025-02-04 16:13:27 (UTC+8)
    Abstract: 研究背景與目的：就寢時間拖延是在年輕人相當普遍的現象，先前的文獻指出低自我調節能力和夜貓型時型是與就寢時間拖延相關的兩個主要因素。然而，以往針對就寢拖延的心理介入主要集中在提升自我調節能力，缺乏針對時型的介入。為此，本研究設計了一項整合性睡眠教育介入方案，雖然強調時型在就寢時間拖延中的關鍵角色，卻並不侷限於此，同時考量了其他影響睡眠系統的要素，並採用過去研究使用的心智比對與執行意圖（MCII）來提升自我調節能力。本研究的主要目的為透過隨機分派的實驗設計，比較僅使用MCII 和同時使用 MCII與睡眠教育的組別，探討加入睡眠教育後是否能增強介入對於降低就寢時間拖延的效果。此外，次要目的為探討介入是否也對於其他相關因素（如睡眠、自我調節能力和手機成癮）有所助益。
    研究方法：本研究採立意取樣，選取有就寢時間拖延困擾及改變拖延行為動機的台灣大學學生族群為研究對象，把 64 位受試者隨機分配到MCII組（N=32）以及MCII+睡眠教育組（N=32），分別進行為期三週的介入研究，研究結束後的一個月、三個月以及六個月後為後續追踪。受試者在介入前後填寫就寢時間拖延量表、承諾改善就寢時間拖延評估問卷、簡短版自我控制量表、日夜作息習慣量表、短版智慧型手機成癮量表，一個月、三個月以及六個月為後續追踪。
    研究結果：研究結果發現兩組在實際以及預計就寢時間的差異以及就寢時間拖延量表分數上都有顯著的改善，然其改善程度並無顯著組間差異。加入睡眠教育的組別在入睡耗時以及睡眠效率有顯著的改善，而MCII組在睡眠參數上則無顯著改善。此外，兩組在介入後的自我調節能力以及手機成癮皆有顯著的改善。然而，自我調節與就寢時間拖延的相關性並不一致。
    研究結論：本研究發現加入睡眠教育的組別與僅使用MCII組別都有顯著的介入效果，並展現良好的持續效果，而加入睡眠教育則能進一步降低入睡耗時以及提升睡眠效率。此一結果顯示夜貓型時型或許與就寢時間拖延有部分相關，但自我調節似乎扮演更關鍵的角色。在臨床應用中，若是僅針對就寢時間拖延，MCII的介入就能有良好且持續的效果。然而，針對入睡有些困難的策略型就寢時間拖延類型，加入睡眠教育可能更能協助其改善睡眠問題。未來研究可進一步探討此介入方案在其他族群中的適用性，以驗證其廣泛的應用潛力。
    Objectives: Bedtime procrastination is a prevalent phenomenon among young people. Previous literature has identified low self-regulation and a night owl chronotype as the two main factors associated with bedtime procrastination. However, past psychological interventions targeting bedtime procrastination have primarily focused on enhancing self-regulation, lacking interventions aimed at chronotype. To this end, the present study designed an integrated sleep education intervention that emphasizes the critical role of chronotype in bedtime procrastination without limiting its scope solely to that factor. It also takes into account other elements affecting sleep and adopts the mental contrasting with implementation intentions (MCII) approach from previous studies to enhance self-regulation ability. The main objective of this study is to compare, through a randomized experimental design, the effects of using only MCII versus using both MCII and sleep education to determine whether the addition of sleep education can enhance the intervention's effectiveness in reducing bedtime procrastination. Additionally, the secondary objective is to investigate whether the intervention also benefits other related factors, such as sleep, self-regulation, and smartphone addiction.
    Methods: This study employed purposive sampling, selecting Taiwanese university students who experience bedtime procrastination and have the motivation to change their procrastination behaviour. A total of 64 participants were randomly assigned to the MCII group (N=32) and the MCII plus sleep education group (N=32). Both groups underwent a three-week intervention, followed by follow-up assessments at one month, three months, and six months post-intervention. Participants completed the bedtime procrastination scale, commitment to reduce bedtime procrastination questionnaire, brief self-control scale, morningness-eveningness questionnaire, and smartphone addiction inventory short form both before and after the intervention, as well as during the follow-up periods at one month, three months, and six months.
    Results: The results indicated that both groups showed significant improvements in the differences between actual and anticipated bedtime, as well as in their bedtime procrastination scale scores. However, the extent of improvement did not significantly differ between the groups. The group that received sleep education exhibited significant improvements in sleep-onset latency and sleep efficiency, whereas the MCII-only group did not show significant improvements in sleep parameters. Additionally, both groups experienced significant enhancements in self-regulation and reductions in smartphone addiction after the intervention. However, the correlation between self-regulation and bedtime procrastination was inconsistent.
    Conclusions: This study found that both the group receiving sleep education and the group using only MCII demonstrated significant intervention effects and maintained these effects over time. The addition of sleep education further reduced sleep-onset latency and increased sleep efficiency. These findings suggest that the night owl chronotype may be partially related to bedtime procrastination, but self-regulation appears to play a more critical role. In clinical applications, interventions using only MCII can effectively and sustainably address bedtime procrastination. However, for individuals who experience difficulties falling asleep - a strategic type of bedtime procrastination, the addition of sleep education may better assist in improving sleep issues. Future research could further explore the applicability of this intervention program to other populations to verify its broad potential for application.
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    Description: 碩士
    國立政治大學
    心理學系
    110752027
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0110752027
    Data Type: thesis
    Appears in Collections:[Department of Psychology] Theses

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