초등학생용 학업적 꾸물거림 극복 프로그램 개발 = Development of an Academic Procrastination Overcoming Program for Elementary School Students

다국어 초록 (Multilingual Abstract)

The present study attempted to develop an Academic Procrastination Overcoming Program for Elementary School Students(APOP-E). In this study, academic procrastination was defined as a voluntary delay of beginning or completing legitimate and intended tasks within a given time frame in spite of forseeable negative consequences in academic settings. Academic procrastination in this investigation was operationally defined as the total scores of three factors on the Academic Procrastination Scale for Upper Grade Elementary School Students(Choi & Kim, 2008).
The study investigated the following research questions:
1. Will the Academic Procrastination Overcoming Program for Elementary School Students be constructed properly?
2. Will the validity of the Academic Procrastination Overcoming Program for Elementary School Students be verified empirically?
2-1. Will the Academic Procrastination Overcoming Program for Elementary School Students effectively decrease the scores of overall academic procrastination in the treatment group than those in the control group ?
2-2. Will the Academic Procrastination Overcoming Program for Elementary School Students effectively decrease the scores of subfactors than those in the control group?
The Academic Procrastination Overcoming Program for Elementary School Students was developed based on the program development model designed in this study. The program was developed as follows: outline of program development, formulation of the goal and the objective, selection of content, sequencing of content, evaluation planning, development of program manual, implementation of pilot program, evaluation and revision of program, implementation of program, and evaluation, acceptance and management of final program.
The contents of Academic Procrastination Overcoming Program for Elementary School Students included but is not limited to overcoming task aversiveness and fear of failure, time management, cognitive restructuring of irrational beliefs, self-awareness of the effect of one's behavior, and task analysis. Integrative strategies to overcome academic procrastination cognition, affect, and behavior consisted of overcoming task aversiveness and fear of failure, cognitive restructuring of irrational beliefs, and time management.
The Academic Procrastination Overcoming Program for Elementary School Students was made up of 8 sessions, 90 minutes per session. The Academic Procrastination Scale for Upper Grade Elementary School Students(Choi & Kim, 2008) was administered to 223 sixth graders at B elementary school in Daegu metropolitan city. 56 students above the mean score of the scale who volunteered to participate in the program were randomly allotted into 4 groups, which consisted of 14 students. Treatment group 1 and 2 were facilitated separately by a researcher and a graduate student enrolled in the E.Dd. and the students of the control group(control group 1 and 2) had no treatment. All sessions were video taped and the final data were collected from 56 students in each group
The Academic Procrastination Overcoming Program for Elementary School Students was evaluated based on the program evaluation model developed in this study on the basis of Stufflebeam's CIPP evaluation model(Stufflebeam, 1971). In context evaluation, the validity of the goal and objectives was evaluated by experts group. In input evaluation, the feasibility of program contents and strategies was evaluated by experts group, participants' evaluation of program contents and activity, and facilitators discussions. In process evaluation, appropriateness of plans for program implementation was evaluated by participants' evaluation of program session questionnaire, facilitators observations, and facilitators discussions. In product evaluation, the Academic Procrastination Scale for Upper Grade Elementary School Students(Choi & Kim, 2008) was used as a measuring instrument to test the effects of program on academic procrastination and participants' satisfaction was evaluated based on the questionnaire designed in this study. To verify the effects of program, a variance analysis was conducted. The program used for data analysis was SPSS 15.0 for Windows and the significance level for hypotheses testing was set at .05.
The results were as follows:
First, treatment groups were significantly lower than the control group in the levels of overall academic procrastination.
Second, treatment groups were significantly lower than the control group in 3 subfactors such as cognitive, affective, and behavioral factors in the degrees of academic procrastination.
In conclusion, it was shown that the academic procrastination overcoming program for elementary school students was developed properly.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구 필요성 및 목적 1
• 2. 연구 문제 5
• 3. 용어 정의 5
• 4. 연구 의의 8
• 5. 연구 제한점 8
• 6. 연구 가정 9
• Ⅱ. 이론적 배경 10
• 1. 학업적 꾸물거림 극복 프로그램 개발 10
• 2. 학업적 꾸물거림 극복 프로그램 평가 59
• 3. 학업적 꾸물거림 극복 프로그램의 효과 97
• Ⅲ. 프로그램 개발 과정 및 구성 결과 106
• 1. 학업적 꾸물거림 극복 프로그램 개발 과정 106
• 2. 학업적 꾸물거림 극복 프로그램 구성 결과 143
• Ⅳ. 프로그램 평가 방법 및 결과 146
• 1. 학업적 꾸물거림 극복 프로그램 평가 방법 146
• 2. 학업적 꾸물거림 극복 프로그램 평가 결과 161
• Ⅴ. 논의 192
• 1. 학업적 꾸물거림 극복 프로그램 개발 192
• 2. 학업적 꾸물거림 극복 프로그램 평가 206
• 3. 프로그램 활용 및 제한점 223
• Ⅵ. 결론 및 제언 226
• 1. 결론 226
• 2. 제언 230
• 참고문헌 233
• 영문초록 242
• 부록 245

참고문헌 (Reference)

1. Pilot studies, Sussman, Lynskey, , 2000

2. Procrastination, Burka, J. B, , 1983

3. 연구방법론, 성태제, 학지사, , 2006

4. Group techniques, Corey, Russell, , 2004

5. 현대교육평가, 성태제, 학지사, , 2007

6. 프로그램 개발, 변창진, , 1994

7. 프로그램 평가론, 배호순, 원미사, 프로그램평가론, , 2003

8. Moralities everyday life, Sabini, Silver, , 1982

9. 프로그램 평가방법, 김진규, 학지사, 프로그램 평가방법, , 2002

10. Overcoming procrastination, Ellis, A, , 1977

11. The Concept of Social Need, Bradshaw,J., , 1972

12. 청소년 프로그램 평가, 김동규, 송병국, , 2005

13. Evaluating training effectiveness, Bramley, , 1991

14. From good intentions to willpower, Mischel, , 1996

15. 평생교육프로그램개발론, 김용현, 양서원, 평생교육프로그램 개발론, , 2010

16. Ironic processes of mental control, Wegner,D.M., Ironic processes of mental control, , 1994

17. 사회복지 프로그램개발론, 김은수, 弘益齋, , 2006

18. Program evaluation : an introduction, Royse, David D, Nelson-Hall Publishers, , 1992

19. The systematic design of instruction, Dick, Walter, Scott, Foresman/Little, Brown Higher Education, The systematic design of instruction, , 1990

20. 청소년 프로그램 요구 분석, 한국청소년개발원, 송병국, 청소년 프로그램 요구 분석, , 2007

21. Correlates of academic procrastination, Mowrer, Milgram, , 1993

22. 아동중심 집단상담 프로그램, 김정희, , 1996

23. 집단상담활동의 유형화 연구, 권경인, 김창대, 권석만, , 2001

24. 청소년 프로그램 개발의 이해, 김진화, 한국청소년개발원, , 2007

25. Evaluation, Theory, Models, & Applications, Stufflebeam D.L, "Evaluation theory, , 2007

26. 사회복지 프로그램 개발과 평가, 황성철, 학현사, , 2005

27. 청소년 상담프로그램 개발 모형, 박태수, 청소년 상담 프로그램 개발 모형, , 1991

28. 평생교육 프로그램 개발의 실제, 변종임, , 2003

29. Perspectives on counseling the procrastinator, Schouwenburg, , 2004

30. The measurement and nature of procrastination, Steel, Piers David Gareth, University of Minnesota, , 2002

31. 사회교육 및 청소년프로그램 편람, 남정길, 敎育科學社, , 1988

32. 학교단위 수업장학 평가 도구 개발, 김덕희, 경북대학교, 학교단위 수업장학 평가도구 개발, , 2006

33. At last, my research article on procrastination, Lay, C. H., Lay, "At last, , 1986

34. 이혼가정 부모교육 : 프로그램 개발, 황은숙, 한국학술정보, , 2007

35. 자기조절학습과 지연행동과의 관계, 박승호, 신명희, 서은희, 한국교육학회, "교육학연구, , 2005

36. A cluster analysis of procrastination and coping, Lee, , 2003

37. 아동용 지연행동 척도의 타당화 연구, 이재명, , 2008

38. Psychological antecedents of studentprocrastination, Mann, Rothblum, , 1984

39. 사회교육 프로그램개발의 이론과 실제, 김진화, 교육과학사, 사회교육 프로그램 개발의 이론과 실제, , 1997

40. A student course on self-management for procrastinators, Ossebaard, Essen, , 2004

41. Principles and practice of structural equation modeling, Kline, Rex B, Guilford Press, , 1998

42. Procrastination and emotional upset: A typological model, Milgram, Keinan, , 1992

43. Predictors of academic procrastination in college students, Saddler, C. D, , 1999

44. Procrastination in academic settings: General introduction, Schouwenburg, , 2004

45. 여성 직업능력 교육프로그램 평가준거 개발, 김정희, , 2009

46. A personality profile of the college student procrastinator, Aitken, , 1982

47. Counseling with children: Comments from a child psychologist, Johnson, , 1994

48. Procrastination: Self-regulation in initiating aversive goals, Eerde, , 2000

49. Trait procrastination, time management, and academic behavior, Lay, C. H., Schouwenburg, Lay, "Trait procrastination, , 1993

50. Compulsive procrastination: Some self-reported characteristics, Ferrari, , 1991

51. 초등학교 고학년용 학업적 꾸물거림 척도 개발, 김성회, 최윤정, 한국상담학회, "상담학연구, , 2008

52. 학점은행제 운영에 대한 학습자의 만족도 연구, 황치석, , 2004

53. Individual values, learning routines and academic procrastination, Fries, Dietz, "Individual values, , 2007

54. Academic procrastination and the role of hope as a coping strategy, Alexander, Onwuegbuzie, Alexander, E. S., , 2007

55. 학업적 지연행동 극복 프로그램 개발 및 효과연구, 서은희, 학업적 지연행동 극복 프로그램 개발 및 효과 연구, , 2006

56. I don't feel like it”: The function of interest in self-regulation, Harackiewicz, Sansone, , 1996

57. Procrastination and task avoidance : theory, research, and treatment, Ferrari, Joseph R, Plenum Press, "Procrastination and task avoidance: Theory, , 1995

58. Program evaluation : alternative approaches and practical guidelines, Worthen, Blaine R, Longman, , 1997

59. The development and concurrent validity of the procrastination scale, Tuckman, Tuckman, B. W., , 1991

60. 대학생의 정보활용능력 평가모형 개발에 관한 연구, 이정연, 이화여자대학교 대학원, "박사학위논문, , 2005

61. 학생발달을 위한 생활지도 프로그램의 개발과 활용, 설기문, , 1989

62. Procrastination in high school achievement: A causal structural model, Owens, , 1997

63. Psychometric characteristics of the revised procrastination inventory, Johnson, Kluever, , 2000

64. Academic procrastination: Frequency andcognitive-behavioral correlates, Rothblum, Solomon, Academic procrastination: Frequency and cognitive-behavioral correlates, , 1984

65. 효율적 집단 상담 프로그램 개발을 위한 체제적 모형, 박인우, 효율적 집단상담 프로그램 개발을 위한 체제적 모형, , 1996

66. (사회과학연구를 위한) 실험설계·분석의 이해와 활용, 문수백, 학지사, 사회과학연구를 위한 실험설계?분석의 이해와 활용, , 1999

67. Academic procrastination: Theoretical notions, measurement, and research, Schouwenburg, "Academic procrastination: Theoretical notions, , 1995

68. Handbook of program development for healthbehavior research and practice, Sussman, Handbook of program development for health behavior research and practice, , 2001

69. The relevance of the CIPP evaluation model for educational accountability, Stuffleebeam, The relevance of the CIPP evaluation model for educational accountability, , 1973

70. 청소년활동 프로그램 평가시스템 개발 및 운영방안 연구, 조용하, 김경화, 한국청소년개발원, , 2005

71. Once a boring task always a boring task? Interest as self-regulatory mechanism, Sansone, Morgan, , 1992

72. 충동성, 자기효능감이 초등학생의 지연행동에 미치는 영향, 김지영, "충동성, , 2005

73. Academic procrastination: The pattern and correlates of behavioral postponement, Howell, Buro, , 2006

74. Procrastination, generalized or specific, in college students and their parents, Milgram, Levison, "Procrastination, , 1998

75. 자기효능감과 스트레스 대처방식이 지연행동에 미치는 영향, 최지연, 연세대학교 대학원, "석사학위논문, , 2001

76. Factorial structure of three procrastination scales with a Spanish adult population, Argumedo, Diaz-Morales, , 2006

77. Affective, cognitive, and behavioraldifferences between high and low procrastinators, Murakami, Rothblum, "Affective, , 1986

78. The effects of proximal and distal goals on performance on a moderately complex task, Seijts, Latham, , 1999

79. 완벽주의 성향과 학업동기관련 문제가 지연행동에 미치는 영향, 이미라, , 2004

80. The social support networks of procrastinators: Friends or family in time of trouble?, Zimmerman, Ferrari, , 1999

81. Customer satisfaction and self-reported treatment outcomes among psychiatric inpatients, 교육과학기술부, , 1998

82. 완벽주의와 학업지연행동과의 관계: 자아존중감을 매개 변인으로, 강미정, , 2005

83. Why not procrastinate?: Development and validation of a new active procrastination scale, Choi, J. N., Moran, Choi, , 2009

84. Academic procrastination and irrational thinking: A re-examination with context controlled, Bridges, Roig, , 1997

85. Procrastination in academic settings and the big five models of personality: A meta-analysis, Eerde, , 2004

86. 초등학교 특별보충과정 프로그램 평가척도 개발:CIPP 평가모형의 적용, 전화춘, 초등학교 특별보충과정 프로그램 평가척도 개발: CIPP 평가 모형의 적용, , 2009

87. 학업적 꾸물거림에서 실패 공포가 과제 제출 행동 지연에 미치는 영향, 김환, 서울대학교 대학원, "석사학위논문, , 1999

88. 완벽주의, 충동성, 자기효능감 및 실패 공포가 지연행동에 미치는 영향, 김현정, "완벽주의, , 2003

89. 비합리적 신념과 자기존중감이 초등학생의 학업지연특성에 미치는 효과, 박미, , 2006

90. Academic anxiety, academic procrastination, and parental involvement in students and their parents, Toubiana, Milgram, "Academic anxiety, , 1999

91. 국내 집단상담 프로그램 개발의 현황 및 효과적인 프로그램 개발 관련요인, 이숙영, 한국상담학회, "상담학연구, , 2003

92. Assessment of patient satisfaction: Development and refinement of a service evaluation questionnaire, Nguyen, Stegner, , 1983

93. 습관적 지연 극복을 위한 집단훈련의 효과 검증: 대학생의 학업과 관련하여, 김정희, , 2001

94. 초기부적응도식과 만성적 지연행동 간의 관계: 매개변인과 경로모형의 탐색, 임성문, 초기부적응도식과 만성적 지연행동간의 관계: 매개변인과 경로모형의 탐색, , 2005

95. Exploring the dynamic nature of procrastination: A later growth curve analysis of academic procrastination, Moon, Illingworth, , 2005

96. Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling, Baumeister, Tice, D. M., Tice, "Longitudinal study of procrastination, , 1997

97. The antecedents and consequences of academic excuse-making: Examining individual differences in procrastination, Ferrari, Beck, , 1998

98. CIPP 평가모형에 의한 전래동료 프로그램 평가준거 개발과 유아교육기관에 적용 방안, 김애자, , 2007

99. 미룸예방 집단상담 프로그램이 고등학생의 자기조절학습과 자기효능감에 미치는 효과, 류미경, , 2005

100. 수학과목의 평가난이도가 초등학생의 수학효능감과 과제제출 지연행동에 미치는 영향, 강미원, , 2008

101. Procrastination, conscientiousness, anxiety, and goals: Exploring the measurement and correlates of procrastination among school-aged children, Osterman, Scher, "Procrastination, , 2002

102. 지방정부 여성평생교육 프로그램 평가에 관한 연구: 만족도 및 재이용 의도에 미치는 영향요인을 중심으로, 윤기찬, 박혜영, , 2006

103. The relation of trait procrastination to the big-five factor conscientiousness: An assessment with primary-junior school children based on self-report scales, Danto, Lay, , 1998