대학생의 학생 주체성, 학업 회복력이주체적 참여에 미치는 영향: 조절초점의 조절된 매개효과
The Effect of Student Agency and Academic Buoyancy on Agentic Engagement for College Students: Moderated Mediating Effect of Regulatory Focus
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연구목적: 본 연구는 대학생의 학생 주체성, 학업 회복력이 주체적 참여와의 관계에서 동기조절 전략인 조절초점이 조절변인의 역할을 하는지 알아보는 데 목적을 둔다. 연구방법: 부산, 울산, 경남 지역 4년제 대학에 재학 중인 대학생 413명을 대상으로 온라인 설문조사를 실시하였다. SPSS 25.0과 SPSS Process Macro 4.0 프로그램을 통해 통합된 모형인 조절된 매개효과를 확인하였다. 연구결과: 첫째, 대학생 주체성과 주체적 참여의 관계에서 학업 회복력의 매개효과를 확인하였다. 둘째, 대학생 주체성과 학업 회복력의 관계에서 조절초점의 조절효과를 검증하였다. 마지막으로 대학생 주체성, 학업 회복력과 주체적 참여의 관계에서 조절초점의 조절된 매개효과를 확인하였다. 결론: 대학생의 주체적 참여를 높이기 위해서는 학생 주체성, 학업 회복력에 대한 심리적⋅행동적 참여와 함께 조절초점의 전략 활용을 위한 노력이 요구됨을 시사한다. 연구 결과를 바탕으로 시사점과 제한점에 관하여 논의하였다.
Abstract
Objective: The present study aimed to examine whether motivational regulation strategy known as regulatory focus plays a moderating role in the relationship between student agency, academic buoyancy, and agentic engagement among college students. Methods: An online survey was conducted with 413 university students enrolled in four-year universities in the Busan, Ulsan, and Gyeongsangnam-do regions. SPSS 25.0 and SPSS Process Macro 4.0. were used to demonstrate an integrated model known as moderated mediation effect. Results: First, the mediating effect of academic buoyancy was identified in the relationship between student agency and agentic engagement. Then, the moderated effect of regulatory focus was confirmed in the association between student agency and academic buoyancy. Lastly, the moderated mediating effect of regulatory focus was verified in the association between student agency, academic buoyancy and agentic engagement. Conclusions: The study suggests the utilization of regulatory focus strategies to improve the agentic engagement, along with psychological and behavioral engagement with student agency and academic buoyancy. Limitations and implications for further study were discussed.
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