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    중학생의 자기조절 학습행동이 온라인 학업지연 행동에 미치는 영향과 부모 학업관여 유형의 조절효과 = The Effect of Self-Regulated Learning Behavior on Online Academic Procrastination and the Moderating Role of Parental Academic Involvement Latent Profiles Among Middle School Students

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    https://www.riss.kr/link?id=A108731526

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    Objectives: This study aimed to examine the effect of self-regulated learning on online academic procrastination and the moderating effects of parental academic involvement latent profile.
    Methods: The participants were 527 middle school students who completed questionnaires to assess online academic procrastination, self-regulated learning behavior, and parental academic involvement. The data were analyzed using descriptive statistics, Pearson’s correlation coefficients, latent profile analysis, and hierarchical regression analysis with SPSS 26.0 and Mplus 8.4.
    Results: First, latent profile analysis identified four groups of parental academic involvement: support and pressure-emphasizing type, encouragement and active support type, autonomy-supportive type, and lack of support and high-pressure type. Second, results revealed that higher levels of selfregulated learning behavior and being in the encouragement and active support type group; were associated with reduce online academic procrastination behavior. Furthermore, the study found that the negative impact of self-regulated learning behavior on online academic procrastination weakened for students in the lack of support and high-pressure type or the encouragement and active support type groups.
    Conclusion: This study highlights the significance of improving self-regulated learning behaviors in the context of online learning. Moreover, the results indicate that parents’ positive support and encouragement, coupled with high expectations for academic growth, are more effective in fostering academic success than solely applying academic pressure or offering autonomous learning support.
    These findings offer valuable insights for developing interventions to prevent and address online academic procrastination.
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    Objectives: This study aimed to examine the effect of self-regulated learning on online academic procrastination and the moderating effects of parental academic involvement latent profile. Methods: The participants were 527 middle school students who ...

    Objectives: This study aimed to examine the effect of self-regulated learning on online academic procrastination and the moderating effects of parental academic involvement latent profile.
    Methods: The participants were 527 middle school students who completed questionnaires to assess online academic procrastination, self-regulated learning behavior, and parental academic involvement. The data were analyzed using descriptive statistics, Pearson’s correlation coefficients, latent profile analysis, and hierarchical regression analysis with SPSS 26.0 and Mplus 8.4.
    Results: First, latent profile analysis identified four groups of parental academic involvement: support and pressure-emphasizing type, encouragement and active support type, autonomy-supportive type, and lack of support and high-pressure type. Second, results revealed that higher levels of selfregulated learning behavior and being in the encouragement and active support type group; were associated with reduce online academic procrastination behavior. Furthermore, the study found that the negative impact of self-regulated learning behavior on online academic procrastination weakened for students in the lack of support and high-pressure type or the encouragement and active support type groups.
    Conclusion: This study highlights the significance of improving self-regulated learning behaviors in the context of online learning. Moreover, the results indicate that parents’ positive support and encouragement, coupled with high expectations for academic growth, are more effective in fostering academic success than solely applying academic pressure or offering autonomous learning support.
    These findings offer valuable insights for developing interventions to prevent and address online academic procrastination.

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    참고문헌 (Reference)

    1 이선영 ; 김성일 ; 봉미미, "학업지연 행동의 기질적, 환경적, 동기적 선행요인 검증" 한국교육심리학회 30 (30): 635-669, 2016

    2 김종백 ; 김준엽, "학업 성취 관련 요인과 자아개념을 매개로한 부모의 교육기대와 학업관여가 학업 스트레스에 미치는 효과에 관한 종단적 분석" 한국교육심리학회 23 (23): 389-412, 2009

    3 Yile Wu ; 안도희, "코로나19 시기 고등학생의 학업지연행동: 부모양육태도, 학업탄력성 및 학업열의 간의 구조적 관계" 교육발전연구소 32 (32): 387-415, 2022

    4 손진희, "코로나19 상황에서 청소년의 학습권에 관한 연구" 한국 법과인권교육학회 13 (13): 87-112, 2020

    5 오정희 ; 선혜연, "초등학생과 중학생의 학업스트레스 관련 변인 연구: 성별 및 학교급, 지각된 부모의 학업성취압력과 학업적 자기효능감 중심으로" 한국상담학회 14 (14): 1981-1994, 2013

    6 유순화, "초등학교에서 중학교로의 전환에 관한 학생들의 기대와 지각" 한국초등교육학회 20 (20): 355-376, 2007

    7 주하나 ; 박주희, "중학생이 지각한 부모의 학업성취압력이 학업지연행동에 미치는 영향과 평가염려 완벽주의의 매개효과" 한국아동학회 42 (42): 537-551, 2021

    8 박헤성 ; 이선영, "중학생이 지각한 부모의 심리적 통제가 학업지연행동에 미치는 영향: 부적응 완벽주의와 자기조절학습의 순차적 매개효과" 한국교육심리학회 34 (34): 327-346, 2020

    9 김홍석 ; 심혜숙, "자기조절학습과 부모학습관여형태에 따른 전환기 초등학생의 학업성취수준" 한국상담학회 10 (10): 2321-2333, 2009

    10 변수용 ; 김경근, "부모의 교육적 관여가 학업성취에 미치는 영향:가정배경의 영향을 중심으로" 한국교육사회학회 18 (18): 39-66, 2008

    1 이선영 ; 김성일 ; 봉미미, "학업지연 행동의 기질적, 환경적, 동기적 선행요인 검증" 한국교육심리학회 30 (30): 635-669, 2016

    2 김종백 ; 김준엽, "학업 성취 관련 요인과 자아개념을 매개로한 부모의 교육기대와 학업관여가 학업 스트레스에 미치는 효과에 관한 종단적 분석" 한국교육심리학회 23 (23): 389-412, 2009

    3 Yile Wu ; 안도희, "코로나19 시기 고등학생의 학업지연행동: 부모양육태도, 학업탄력성 및 학업열의 간의 구조적 관계" 교육발전연구소 32 (32): 387-415, 2022

    4 손진희, "코로나19 상황에서 청소년의 학습권에 관한 연구" 한국 법과인권교육학회 13 (13): 87-112, 2020

    5 오정희 ; 선혜연, "초등학생과 중학생의 학업스트레스 관련 변인 연구: 성별 및 학교급, 지각된 부모의 학업성취압력과 학업적 자기효능감 중심으로" 한국상담학회 14 (14): 1981-1994, 2013

    6 유순화, "초등학교에서 중학교로의 전환에 관한 학생들의 기대와 지각" 한국초등교육학회 20 (20): 355-376, 2007

    7 주하나 ; 박주희, "중학생이 지각한 부모의 학업성취압력이 학업지연행동에 미치는 영향과 평가염려 완벽주의의 매개효과" 한국아동학회 42 (42): 537-551, 2021

    8 박헤성 ; 이선영, "중학생이 지각한 부모의 심리적 통제가 학업지연행동에 미치는 영향: 부적응 완벽주의와 자기조절학습의 순차적 매개효과" 한국교육심리학회 34 (34): 327-346, 2020

    9 김홍석 ; 심혜숙, "자기조절학습과 부모학습관여형태에 따른 전환기 초등학생의 학업성취수준" 한국상담학회 10 (10): 2321-2333, 2009

    10 변수용 ; 김경근, "부모의 교육적 관여가 학업성취에 미치는 영향:가정배경의 영향을 중심으로" 한국교육사회학회 18 (18): 39-66, 2008

    11 김동일 ; 김명찬 ; 남지은 ; 강은비 ; 오지원 ; 장정현, "부모양육태도와 고등학생의 학업미루기의 관계에서 자기조절학습 전략의 매개효과 모형" 교육연구소 14 (14): 29-50, 2013

    12 이지혜 ; 이상민 ; 이수정 ; 박은혜, "대학생의 지연동기와 학업지연행동 간의 관계:자기조절의 매개효과" 한국심리학회산하학교심리학회 11 (11): 479-497, 2014

    13 김선영, "대학생들의 온라인/온⋅오프 혼합 학습경험에 대한 수업 에세이 분석" 학습자중심교과교육학회 21 (21): 67-83, 2021

    14 신혜숙 ; 민병철, "가정배경, 부모 교육관여 및 학업성취도의 구조적 관계 - 경기지역 초등학교 6학년 학부모를 대상으로 -" 교육연구소 23 (23): 535-556, 2017

    15 Cheng, S. L., "Why college students procrastination in online courses : A self-regulated learning perspective" 50 : 100807-, 2021

    16 Martin, F., "Using learning analytics to assess student learning in online courses" 13 (13): 7-, 2016

    17 Rozental, A., "Understanding and treating procrastination : A review of a common self-regulatory failure" 5 : 1488-1502, 2014

    18 Steel, P., "The nature of procrastination : A meta-analytic and theoretical review of quintessential self-regulatory failure" 133 (133): 65-94, 2007

    19 Kim, H, "The effect of girl’s highschool students’ intrinsic motivation and parental learning invlovement on academic achievement: Focused on the mediating effect of self-regulated learning ability" 2012

    20 Borup, J., "The adolescent community of engagement framework : A lens for research on K-12 online learning" 22 (22): 107-129, 2014

    21 Kim, J. D., "The Effect of the type of parent’s commitment to study on the academy motivation of the child" 2001

    22 Broadbent, J., "Self-regulated learning strategies & academic achievement in online higher education learning enviornment : A systematic review" 27 : 1-13, 2015

    23 Michinov, N., "Procrastination, participation, and performance in online learning environments" 56 (56): 243-252, 2011

    24 Hong, J., "Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown" 174 : 110673-, 2021

    25 Sirois, F., "Procrastination and the prioty of short-term mood regulation : Consequences for future self" 7 (7): 115-127, 2013

    26 Flett, A. L., "Procrastination and depression from a cognitive perspective : An exploration of the associations among procrastinatory automatic thoughts, rumination, and mindfulness" 34 : 169-186, 2016

    27 Clariana, M., "Procrastination and cheating from secondary school to university" 10 (10): 737-754, 2012

    28 United Nations, "Policy Brief: The impact of COVID-19 on children"

    29 Zakeri, H., "Parenting style and academic procrastination" 84 : 57-60, 2013

    30 Borup, J., "Online teacher and on-site facilitator perceptions of parental engagement at a supplemental virtual high school" 20 (20): 2019

    31 Ma, M., "Online self-regulated learning and academic procrastination : A moderated mediation model" 59 (59): 1856-1872, 2022

    32 "Mplus (Version 7)"

    33 Zimmerman, B. J., "Handbook of self-regulation" Academic Press 13-40, 2000

    34 You, J. W., "Examining the effect of academic procrastination on achievement using LMS data in e-learning" 18 (18): 64-74, 2015

    35 Wilder, S., "Effects of parental involvement on academic achievement : A meta-synthesis" 66 (66): 377-397, 2014

    36 Huang, R., "Disrupted classes, undisrupted learning during COVID-19 outbreak in China : Application of open educational practices and resources" 7 (7): 1-15, 2020

    37 Rasheed, R. A., "Chanllenges in the online component of blended learning : A systemic review" 144 : 103701-, 2020

    38 최형미 ; 이동국, "COVID-19에 따른 중등 교사의 원격수업에 대한 경험 탐색" 학습자중심교과교육학회 20 (20): 1047-1071, 2020

    39 Baek, B, "COVID-19wa gyoyug: wongyeogsueob naesilhwaleul wihan jean (Report No. 2021-02)"

    40 Kye, B., "COVID-19e ttaleun cho·jungdeunghaggyo wongyeoggyoyug gyeongheom mich insig bunseog: Gicho tonggye gyeolgwaleul jungsimeulo (Report No. 2020-11)"

    41 박혜진 ; 김한성 ; 박한우, "COVID-19 팬데믹과 온라인 개학: 트위터 담화 분석" 한국자료분석학회 22 (22): 2535-2549, 2020

    42 Hussain, I., "Analysis of procrastination among university students" 5 : 1897-1904, 2010

    43 Seo, M. -H., "Analysis of mother’s education involvement type" 29 (29): 141-161, 2008

    44 Lee, G.-S., "Analysis of clusters of parental academic involvement perceived by primary, middle and high school students" 2006

    45 McKeller, S. E., "Adolescents’ daily sense of school connectedness and academic engagement : Intensive longitudinal mediation study of student differences by remote, hybrid, and in-person learning modality" 83 : 101659-, 2023

    46 Ashraf, M., "Academic stress predicted by academic procrastination among young adults : Moderating role of peer influence resistance" 18 (18): 65-70, 2019

    47 Balkis, M., "Academic procrastination, academic life satisfaction and academic achievement : The mediation role of rational beliefs about studying" 13 (13): 57-74, 2013

    48 Hayat, A. A., "Academic procrastination of medical students : The role of internet addiction" 8 (8): 83-89, 2020

    49 Wang, Y., "Academic procrastination and test anxiety : A crosslagged panel analysis" 31 (31): 122-129, 2021

    50 Melgaard, J., "Academic procrastination and online learning during the COVID-19 pandemic" 196 : 117-124, 2022

    51 Martinez, V. C., "Academic procrastination among online students : Validation of a questionnaire" 11 (11): 122-137, 2019

    52 Steel, P., "Academic procrastination : Psychological antecedents revisited" 51 (51): 36-46, 2016

    53 Solomon, L. J., "Academic procrastination : Frequency and cognitive-behavioral correlates" 31 (31): 503-509, 1984

    54 Kim, K. S., "A study on Gang-nam parents’ supports and beliefs system influencing their children’s school learning" 2009

    55 Goradia, T., "A social cognitive view of self-regulated learning within online environment" 4 (4): 5-6, 2017

    56 Herodotou, C., "A large-scale implementation of predictive learning analytics in higher education : The teachers’ role and perspective" 67 : 1273-1306, 2019

    57 Pintrich, P. R., "A conceptual framework for assessing motivation and self-regulated learning in college students" 16 (16): 385-407, 2004

    58 Grunschel, C., ""I’ll stop procrastinating now!"Fostering specific processes of self-regulated learning to reduce academic procrastination" 46 (46): 143-157, 2018

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