本研究旨在探討大學生未來時間觀、知覺工具性與自我調整學習之相關情形及中介效果，並藉由性別、年級、出生序及家庭社經地位等背景變項，檢視各向度之現況和差異情形。
本研究對象為臺灣匇、中、南三個地區1314位大學生，問卷調查主要包含「未來時間觀量表」、「知覺工具性量表」及「自我調整學習量表」三個部分，並將調查所得的資料，以描述性統計、單因子多變量變異數、皮爾森積差相關、典型相關及多元迴歸分析進行統計考驗。
主要研究結果整理如下：
一、大學生的未來時間觀、知覺工具性與自我調整學習皆屬中等以上的程度。
二、不同年級、出生序和家庭社經地位的大學生其未來時間觀有顯著差異；不同年級的大學生其知覺工具性有顯著差異；不同性別、出生序和家庭社經地位的大學生其自我調整學習有顯著差異。
三、未來時間觀與自我調整學習之間有顯著正相關。
四、知覺工具性與自我調整學習有典型相關。
五、未來時間觀與知覺工具性之間有顯著正相關。
六、內因型工具性對未來時間觀與自我調整學習之關係有部分中介效果。
七、外因型工具性對未來時間觀與自我調整學習之關係有部分中介效果。
本研究針對上述結果加以討論，並提出各項建議，供實務工作及未來研究之參考。

The purposes of this study were to investigate the differences of future time perspective, perceived instrumentality and self-regulated learning of college students in different demographic variables, and the correlation among each other. Study samples are collected from 1314 of college students in Taiwan. All the participants completed the Future Time Perspective Scale, Perceived Instrumentality Scale and Self-Regulated Learning Questionnaire. Through the descriptive statistics, MANOVA, Pearson correlation analysis, canonical correlational analysis and multiple regression analysis, the main findings of the study are as follows:
1. The situation of college student’s future time perspective, perceived instrumentality and self-regulated learning are general good and positive.
2. The future time perspective of college students varied significantly in the grade, birth order and social economic status；The perceived instrumentality of college students varied significantly in the grade；The self-regulated learning of college students varied significantly in the grade, birth order and social economic status.
3. There were significant positive relationship between the future time perspective and self-regulated learning.
4. There was one significant canonical correlation between the perceived instrumentality and self-regulated learning.
5. There were significant positive relationship between the future time perspective
iv
and perceived instrumentality.
6. Endogenous instrumentality could partially mediate future time perspective and self-regulated learning.
7. Exogenous instrumentality could partially mediate future time perspective and self-regulated learning.
According to the findings of this study, suggestions are provided to schools, students, and further researches.

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