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중학생이 지각한 부모의 학업성취압력이 학업지연행동에 미치는 영향과 평가염려 완벽주의의 매개효과
주하나(Hana Joo),박주희(Ju Hee Park) 한국아동학회 2021 아동학회지 Vol.42 No.5
Objectives: This study aimed to examine the mediating effect of evaluative concerns perfectionism on the relationship between parental academic achievement pressure perceived by middle school students and their academic procrastination. Methods: The study participants were 522 middle school students from first to third grade from three middle schools located in Gunsan, Iksan, and Jeonju. All data were analyzed using descriptive statistics and Pearson’s correlation coefficients. Structural equation modeling was also used to investigate the mediating model. Results: The result of this study showed that the level of parental academic achievement pressure perceived by middle school students increased their level of academic procrastination. In addition, the level of students’ evaluative concerns perfectionism increased the level of their academic procrastination. Second, middle school students’ evaluative concerns perfectionism partially mediated the relationship between parental academic achievement pressure perceived by them and their academic procrastination. That is, the higher the level of parental academic achievement pressure, the higher the level of evaluative concerns perfectionism, and consequently, the higher the middle school students’ academic procrastination. Conclusion: The outcomes suggest that it is important for parents to set proper expectations for their children and provide them with sufficient support, such as respecting their autonomy in academic decision-making to prevent students’ academic procrastination. In addition, interventions to change maladaptive cognitive beliefs including evaluation concerns perfectionism would help students reduce their academic procrastination. In conclusion, these findings suggest several ways to prevent and decrease middle school students’ academic procrastination by empirically verifying predictors on academic procrastination.
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코로나위기에서의 온라인수업에 대한 대학생의 인식유형 연구
정희정(Chung heejung),김애림(Kim Aelim),주하나(Joo Hana) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.18
본 연구는 코로나위기로 대학에서 진행된 온라인수업 경험에 대한 대학생의 인식유형과 특성을 파악하기 위하여 Q방법론을 활용하여 분석하였다. 이에 본 연구는 온라인수업 경험에 관한 34개의 진술문을 표집하였고 온라인수업을 경험한 대학생 37명을 대상으로 2020년 7월 10일부터 7월 23일까지 총 13일간 Qsoring을 실시하였으며, 이를 QUANL-PC 프로그램을 통해 자료를 분석하였다. 연구결과 코로나19 사태에서의 대학생의 온라인수업 경험에 관한 5개의 인식유형이 도출되었다. 1유형 온라인수업 긍정적 수용형, 2유형 등록금 반환 강조형, 3유형 과제 부담형, 4유형 캠퍼스 선망형, 5유형 자기주도 학습형으로 나타났다. 본 연구결과를 기반으로 코로나 19 이후 가속화되는 언택트시대에 적합한 학습자중심의 온라인수업방식과 체계구축이 마련되어 교육효과를 증진시킬 수 있기를 기대한다. This study examined how college students perceived the online class experience caused by the COVID-19 crisis through the Q methodology. Therefore, this study sampled 34 statements about online class experience, and conducted Qsoring for a total of 13 days from July 10 to July 23, 2020, targeting 37 college students who have experienced online class.The data were analyzed through the QUANL-PC program. As a result of the study, five types of perception were derived about the online class experience in the Corona 19 incident. Type 1 online classes were positive acceptance type, type 2 tuition return emphasis type, type 3 assignment burden type, type 4 campus envy type, and type 5 self-directed learning type. Based on the results of this study, it is expected that learner-centered online classes and systems suitable for the untact era that is accelerating after Corona 19 will be prepared to enhance educational effects.
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