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군집분석에 의한 대학생의 학업지연

Exploring Different Types of Undergraduates' Academic Procrastination through Cluster Analysis

서미옥
한국청소년상담복지개발원 (Korea Youth Counseling & Welfare Institute)|2014.06|청소년상담연구 (The Korea Journal of Youth Counseling)|제22권 제1호|pp. 375-392|DOI 10.35151/kyci.2014.22.1.016

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키워드

군집분석학업성취도academic achievementprocrastination학습몰입learning flow학업지연수동적 지연능동적 지연proactive procrastination

초록

본 연구는 한국의 대학생들의 학업지연이 몇 개로 군집화 되는지를 확인하고, 또한 타당성을 검증하기위해 학업성취도와 학습몰입에 대한 군집별 차이검증을 수행하였다. 이러한 목적달성을 위해 313명의 대학생들을 대상으로 자기보고식 설문조사가 이루어졌으며, 자료처리는 계층적 방법과 비계층적 방법을 통한 군집분석, 변량분석, 다변량분석 및 사후검증이 실시되었다. 본 연구의 결과는 다음과 같다. 첫째, 완전 능동적 지연 (n=60)’, 완전 수동적 지연 (n=53)’, 혼합형 (n=76)‘, ‘비지연형 (n=124)’의 4개의 학업지연 군집이 도출되었다. 둘째, 군집별로 학업성취도에서 유의한 차이가 있었다. 사후검증 결과, ‘완전 능동적 지연’과 ‘비지연형’의 집단이 ‘혼합형’, ‘완전 수동적 지연’보다 학업성취도가 높았다. 셋째, 군집별로 학습몰입에서 유의한 차이가 있었다. ‘완전 능동적 지연’과 ‘비지연형’의 집단이 ‘혼합형’, ‘완전 수동적 지연’보다 학습몰입이 높았다. 본 결과를 통해 ‘완전 수동적 지연’과 ‘혼합형’의 집단이 학업상황에서 부정적인 결과를 야기할 수 있음이 나타났다. 앞으로 이런 유형의 대학생들을 대상으로 집중적인 학습상담이 이루어져야 한다.

Abstract

The purpose of this study was to classify whether there are different types of academic procrastination. The study involved a sample of 313 undergraduates. The data were processed by cluster analysis, multi-regression, ANOVA, MANOVA and post-hoc comparisons. The results of the study were as follows. First, the undergraduates' academic delay was apparent four clusters. These were (a) completely active delay (n=60) (b) completely passive delay (n=53) (c) hybrid delay (n=76) (d) fully non-delay type (n=124). Second, the profiles of academic delay were significantly different in academic achievement. According to post-hoc results, the group of completely active delay and non-delay displayed higher academic achievement than the group of completely passive delay and hybrid delay. Third, there were significant differences in learning flow between the four clusters. The group of active delay and non-delay were higher than the group of fully passive delay and hybrid delay in learning flow. These results showed that the group of fully passive delay and hybrid delay had a negative effect on learning. The results of this study will help counselors understand problems of fully passive delay and hybrid delay and provide appropriate services depending on their needs.

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