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자기조절학습이 학업 성취도에 미치는 영향: 지연행동의 매개효과 검증

The Effect of Self-Regulated Learning on Academic Achievement:The Mediating Role of Procrastination

손은정|남경득
한국청소년시설환경학회 (Korea Institute of Youth Facility & Environment)|2013.11|청소년시설환경 (YOUTH FACILITIES AND ENVIRONMENT)|제11권 제4호|pp. 41-49

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참고문헌

키워드

academic self-efficacyacademic achievementprocrastination학업적 자기효능감자기조절학습self-regulated learning학업 성취도메타인지전략지연행동meta-cognitive strategy
주제분류학제간연구

초록

The purpose of this study was to examine predictors of academic achievement among meta-cognitive strategy, academic self-efficacy and procrastination, and to investigate the mediating role of procrastination in the relationship between self-regulated learning and academic achievement. Two hundred seventy eight college students in Daegu province participated in this study. The study employed the Barron and Kenny's(1986) model to investigate the mediating role of procrastination in the relationship between self-regulated learning and academic achievement. The results of the current study are as follows: First, self-regulated efficacy and monitoring had positive influences on academic achievement. Self-regulated efficacy is one of the subscales of academic self-efficacy and monitoring is one of the subscales of meta-cognitive strategy. Second, the relationship between meta-cognitive strategy and academic achievement was partially mediated by procrastination. Third, the relationship between academic self-efficacy and academic achievement was partially mediated by procrastination. The results suggest that self-regulated efficacy and monitoring play an important role in academic achievement and the procrastination mediated the relationship between self-regulated learning and academic achievement.

Abstract

The purpose of this study was to examine predictors of academic achievement among meta-cognitive strategy, academic self-efficacy and procrastination, and to investigate the mediating role of procrastination in the relationship between self-regulated learning and academic achievement. Two hundred seventy eight college students in Daegu province participated in this study. The study employed the Barron and Kenny's(1986) model to investigate the mediating role of procrastination in the relationship between self-regulated learning and academic achievement. The results of the current study are as follows: First, self-regulated efficacy and monitoring had positive influences on academic achievement. Self-regulated efficacy is one of the subscales of academic self-efficacy and monitoring is one of the subscales of meta-cognitive strategy. Second, the relationship between meta-cognitive strategy and academic achievement was partially mediated by procrastination. Third, the relationship between academic self-efficacy and academic achievement was partially mediated by procrastination. The results suggest that self-regulated efficacy and monitoring play an important role in academic achievement and the procrastination mediated the relationship between self-regulated learning and academic achievement.

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