本研究主要探討在網路學習環境中，自我效能、控制信念、自我調制學習行為、主動/被動延遲行為以及網路學習表現之相互關聯性。總計104名高職生參與本研究。研究方法部份，採用問卷調查法與內容分析法，在量化分析方面以問卷調查法、相關統計分析，以了解學習者之自我效能、控制信念、自我調制與主動和被動延遲之行為以及各變項間的關係，此外本研究亦採內容分析法，以了解學習者回答學習單之內容的適切度與完整度。
本研究結果顯示，在網路學習環境中，(1)自我效能對自我調制學習行為與學習表現皆有顯著正向預測力，而在主動與被動延遲行為則皆無顯著預測力。(2)控制信念對自我調制學習與被動延遲行為皆具顯著預測力，但對主動延遲行為與學習表現則無預測力。(3)自我調制對主動延遲與學習表現達正向預測力，而對被動延遲則無顯著預測力。(4)主動與被動延遲對學習表現皆無顯著預測力。最後，本研究依據研究結果進行討論，並對教師教學與未來研究提出相關之建議。

The purpose of this study was to investigate the intercorrelations among self-efficacy, locus of control, self-regulated learning, active/passive procrastination behavior and performance in the web-based learning environment. A total of 104 students from a vocational high school participated in this study. Both quantitative and content analysis were applied for data analysis. The content analysis was to analyze the appropriateness and completeness of students’ answers on the worksheets, while some quantitative methods were to analyze the reliability of the questionnaires for self-efficacy, locus of control, self-regulated learning, active/passive procrastination behavior as well as the relationship among the investigated variables.
The results showed that in the web-based learning environment, (1) self-efficacy significantly predicted self-regulated learning behavior and learning performance, but it did not predict their active and passive procrastination behavior. (2) locus of control significantly predicted self-regulated learning and passive procrastination behavior; however, it did not predict students’ active procrastination behavior and performance. (3) self-regulated learning positively predicted active procrastination and performance. (4) active and passive procrastination did not predict learning performance. Finally, the implications and suggestions for teaching and future research were provided.

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