자기조절학습과 지연행동과의 관계 = The relation between self-regulated learning and Procrastination

다국어 초록 (Multilingual Abstract)

This study investigated the relation between self-regulated learning and procrastination. It was assumed that high levels of procrastination appear inconsistent with the behaviors typically attributed to self-regulated learners.
463 college students completed a self-report questionnaire on procrastination (API) and self-regulated learning(MSLQ). A cluster analysis was used to find out some specific patterns of students' self-regulated learning. The results of this study can be summarized as follows:
procrastination was significantly related to all components of self-regulated learning. Self-regulated learning accounted for 42% of the procrastination. Rehearsal, control beliefs, test anxiety, time and study environment, and effort regulation were statistically significant regression coefficients. Especially, among other variances of the self-regulated learning time and study environment was the most negative relation with procrastination.

국문 초록 (Abstract)

이 연구는 대학생의 자기조절학습과 지연행동의 관계를 규명하고 자기조절학습 유형에 따른 지연행동 경향을 비교 분석하였다. 대학생 463명에게 지연행동 측정척도(API)와 자기조절학습 측정척도(MSLQ)에 답하게 한 결과, 지연행동은 자기조절학습의 인지, 초인지, 동기, 자원전략과 모두 유의미한 상관관계를 가졌다. 그리고 지연행동에 대한 자기조절학습의 회귀방정식은 통계적으로 유의미하며, 약 42%의 예측력을 가졌다. 인지전략의 시연, 동기전략의 통제신념과 시험불안, 자원전략의 시간 및 학습환경 조절과 노력조절이 통계적으로 유의한 회귀계수이었다. 특히 자기조절학습의 4개의 하위영역 중 시간 및 학습환경 요인이 지연행동과 가장 높은 부적상관관계를 가졌고 가장 영향력이 큰 예측변수이었다.

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