SNS 피로감이 대학생의 학업지연행동 및 학습몰입에 미치는 영향
The Relationship Between SNS Fatigue and University Students’ Behaviors of Academic Procrastination and Learning Flow
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초록
본 논문은 대학생의 SNS 사용 피로감이 학업지연 행동과 학습몰입에 어떠한 영향을 주는가를 실증적으로 밝히고 있다. 아울러 SNS 사용 시간과 사용횟수가 학업지연과 학습몰입에 어떠한 관련을 갖는지도 함께 조사하였다. 이를 위하여 서울과 부산 소재 4년제 대학에 재학 중인 267명의 대학생(평균연령 21.17세, SD=2.344)으로부터 온라인 설문조사를 통해 자료를 수집하였다. 수집한 자료를 통계패키지 SPSS 22.0을 활용하여 상관분석, 다중회귀분석을 통해 분석하였다. 연구결과는 다음과 같다. 첫째, SNS 피로감은 학업지연 행동에 유의한 영향을 미쳤으나 학습몰입에는 영향을 미치지 않는 것으로 나타났다. 둘째, 스마트미디어 1회 평균 사용 시간보다는 1일 평균 사용 횟수가 학습몰입에 부정적인 영향을 미치는 것으로 나타났다. 셋째, 스마트미디어 1회 사용시간은 학업지연이나 학습몰입에 모두 유의한 영향이 없는 것으로 나타났다. 이러한 연구결과를 바탕으로 본 연구는 SNS피로감이 대학생의 학업 성취를 방해하지 않기 위해 다음과 제안을 하였다. 첫째, 대학생의 SNS 피로감이 학업지연 행동을 유발할 수 있음을 캠페인이나 교육을 통해 알리고 SNS의 적절한 사용에 대한 가이드라인을 제시할 필요가 있다. 둘째, SNS의 과사용은 사용시간보다 빈도에 기인할 가능성이 높으므로 대학생들은 수업시간이나 시험, 과제 수행 시 자신의 학업에 집중할 수 있는 자기조절력을 기를 필요가 있다. 아울러 후속 연구로 본 연구에서 다루지 못한 연구대상자의 성별 및 심리사회적 특성이 SNS피로감과 학업 간의 관련성에 대한 후속 연구를 제안하였다.
Abstract
This study investigated the relationship between Social Network Service (SNS) fatigue and behaviors of academic procrastination and learning flow among university students. Furthermore, the frequency and duration time of SNS use were studied with regrad to in its relations with the two variables. For the purpose of the study, data were gathered from 267 students (average age=21.17, S.D=2.344) enrolled in three universities located in Seoul and Pusan through online survey. The data were analyzed by use of statistical package SPSS 22.0 for correlation and multiple regression analyses. Following are the results of the data analyses. First, the variable of SNS fatigue was found to be significant in affecting students’ behaviors of academic procrastination while its effect was not proved with regard to learning flow. Second, the frequency of SNS media per day had negative effect on students’ learning flow. Third, the duration time per individual SNS use had nothing to do with either academic procrastination or learning flow. These results made it possible to suggest the following. First, students need to be informed or educated about the effect of SNS fatigue for preventing themselves from its negative effect on their management of academic behaviors. Second, the negative effect of SNS media had more to do with its frequency of use than its duration time, thus it is highly required for university students to grow self-regulation especially in the time of test preparation or performing academic tasks. Finally, we suggested future research concerning the mediating effects of the characteristics of research participants including sex or other socio-psychological variables in investigating the relations between SNS fatigue and students’ learning.
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