부모의 심리적 통제와 학업적 꾸물거림의 관계에서 학업적 자기결정동기의 매개효과 = The Mediation Effects of Self-determination motivation between Parental Psychological Control and the Academic Procrastination

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the mediation effect of parental psychological control on the relationship between academic self-determined motivation and academic procrastination in the elementary school students.
The purpose of this study, the concrete research questions are as follows;(1) Is there a significant relationship in academic procrastination, parental psychological control and self-motivation. (2) Does parental psychological control affect the academic procrastination?(3) Does the parental psychological control on the students' academic procrastination impact transmit the self-determination?
In order to verify the three research questions, self-report instruments were administered to 280 students in fifth grade at elementary school in P and D metropolitan cities and 269 instruments were used for analysis data in this research.
The academic procrastination scale was developed by Choi Yun-Jung, Kim Sung-Hoe(2008) was used to measure academic procrastination on elementary school students and The parents' psychological control scale that was developed by Barber (1996) and was adapted by Han You-Jin (2007) was used to measure parent's psychological control degree of children perceived level. Another type of self-determination was measured through the academic motivation type-test was developed by Kim A-Young (2006)
Data processing required technical statistics to review general trends in parents' psychological control , self-motivation and academic procrastination.
To see relationship in parents' psychological control , self-motivation and academic procrastination this study make use of correlation analysis.
Lastly, regression analysis was conducted flowing the process suggested by Baron and Kenny(1986) to see whether academic self-concept has a mediating effect on the relationship between multiple intelligences and academic achievements.
The summarized results of this study are as follows. First, the result of surveying on descriptive statistics of key variables, number of questions for each sub-factor taking into account the difference divided by the average number of questions when average rating, emotional reason was the highest of the academic procrastination of sub-region. Following emotional reason on the list were behavioral reason, cognitive reason. Also each questions' average of self-motivation was followed self-regulating control and limited control.
Second, statistically, the academic procrastination showed some positive relationship with parental psychological control and self-motivation. Looking specifically, all sub-region in the academic procrastination showed a small but statically significant correlation with parents' psychological control. Although the academic procrastination of sub-region showed that have a statical relationship with self-motivation, the emotional procrastination did not have any relationship with emotional control. Also the result of relationship about parental psychological control and academic self-motivation showed that parental psychological control and self-motivation of sub-region about self-motivation and controlled-motivation had an attentional relationship.
Third, the relationship of the parental psychological control and academic procrastination appeared to have attentional transmit effect with self-motivation. The parental psychological control explained academic procrastination of dependent variables like cognition, emotion and behavior. Also, in the relationship of parental psychological control and academic procrastination, the controlled self-motivation had an attentional transmit effect. At this time, cognitive and behavioral procrastination showed a significant effect in the relationship but the emotional procrastination was not statistically significant relationship.
The followings are the educational implications of research. First, the parents' psychological control can effect academic procrastination and self-motivation. Therefore parents should abstain excessive psychological control and strengthen the self-motivation when they bring up of children. It minimizes children' academic procrastination. In this study showed, self-determined motivation has arbitrational effect with academic self-determined and parental psychological control. So, we need to develop some program that can overcome the academic procrastination based on the parent-child relationship.

Key words : parents' psychological control, academic procrastination, motivation for self-determination

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 7
• 3. 용어의 정의 7
• 4. 연구의 범위 10
• Ⅱ. 이론적 배경 11
• 1. 학업적 꾸물거림 11
• 2. 부모의 양육태도 14
• 3. 학업적 자기결정동기 18
• Ⅲ. 연구방법 22
• 1. 연구대상 22
• 2. 측정도구 22
• 3. 연구 모형 및 자료 처리 27
• Ⅳ. 연구결과 30
• 1. 주요 변인 기술통계값 30
• 2. 부모의 심리적통제, 학업적 자기결정동기, 학업적 꾸물거림 간의 상관분석 31
• 3. 부모의 심리적통제와 학업적 꾸물거림의 관계에서 학업적 자기결정동기의 매개효과 34
• Ⅴ. 요약 및 결론 37
• 1. 요약 37
• 2. 논의 40
• 3. 결론 및 제언 43
• 참고문헌 47
• ABSTRACT 58
• <부록 1> 학업적 꾸물거림 요인분석 결과 61
• <부록 2> 부모의 심리적통제 요인분석 결과 62
• <부록 3> 학업적 자기결정동기 요인분석 결과 63
• <부록 4> 학업적 꾸물거림 검사지 64
• <부록 5> 부모의 심리적 통제 검사지 66
• <부록 6> 학업적 자기결정동기 검사지 67