研究所學生延遲畢業，不僅有教育、經濟、社會發展等問題，也會影響個人身心發展。目前從個人層面探討影響延遲畢業的因素尚未有太多研究關注，因而本研究將就人格特質、過度自信預測學術拖延行為、尋求指導頻率與修業學期數之關係進行分析。本研究邀請碩士畢業生填寫問卷，共蒐集236份有效數據，經由信度與效度檢驗後，再進行驗證性因素分析及結構方程模式做假設驗證。研究結果顯示：一、外向型人格特質與過度自信及學術拖延行為具正相關；二、神經質型人格特質與過度自信及學術拖延行為具負相關；三、過度自信及學術拖延行為與尋求指導頻率具負相關；四、尋求指導頻率與修業學期數具負相關。依據本研究結果建議指導教授在進行論文指導時，應考慮到不同人格特質學生之特性，給予適度的輔導，以降低學術拖延的情形。同時亦應提升論文指導會議或面談的頻率，以幫助學習者可以在較短的修業時間內取得學位。

Delayed graduation among graduate students constitutes an educational issue that influences individual career development; however, the severity of this issue has increased over time. To understand the effect of delayed graduation from the student perspective, this study adopted the theory of belief–action–outcome to examine the correlations among personalities, overconfidence, academic procrastination, and frequency of seeking advice—all of which influence graduate students’ study duration. Therefore, this study adopted convenience sampling to administer questionnaires, to which 236 valid responses were collected. After the reliability and validity test, confirmatory factor analysis with structural equation modeling was performed. The results suggested that extraversion is positively related to overconfidence and academic procrastination, neuroticism is negatively related to overconfidence and academic procrastination, overconfidence and procrastination are negatively related to the frequency of seeking research advice, and the frequency of advice seeking was negatively related to study duration. According to this study, professors guiding graduate students with their thesis should consider their different personalities and offer more frequent seminars for counseling.