능동-수동지연행동과 자기조절학습전략과의 관계 = The Relations Between Active-Passive Procrastination Behavior and Self-Regulated Learning Strategies

국문 초록 (Abstract)

본 연구는 지연행동과 능동지연의 하위요인(결과만족, 압력선호, 의도적지연결정, 마감능력)을 조합하여 어떤 군집이 형성되는지, 그리고 이렇게 형성된 군집이 자기조절학습전략의 각 척도에 있어 어떤 차이가 나는지를 살펴보았다. 총 360명의 대학생을 대상으로 군집분석을 실시한 결과 세 개의 군집(비지연집단, 수동지연집단, 능동지연집단)이 나타났다.
이중 능동지연집단은 지연행동이 평균이고, 능동적지연의 하위 척도인 결과만족, 압력선호, 의도적 지연결정도 평균 이상이었다. 또한 자기조절학습전략 중 초인지전략,자기효능감, 시간과 학습환경, 노력조절, 또래학습에서 수동지연집단보다 유의미한 수준에서 높은 점수를 보여주었다. 비지연집단은 지연행동은 평균이하이고 능동지연의 하위 요인 중 압력선호와 마감능력은 평균이상이었으며 자기조절학습전략은 전반적으로 모두 높았다. 수동지연집단은 지연행동에서 가장 높은 점수를 보였고, 능동지연의 하위척도들은 모두 평균이하였으며, 자기조절학습전략은 전반적으로 모두 낮았다.
이후 이러한 결과를 바탕으로 본 연구의 시사점과 제한점을 논의하였다.

다국어 초록 (Multilingual Abstract)

The study investigates natural groupings of people in terms of the Tuckman Procrastination Scale and the sub-factors of Active Procrastination (outcome satisfaction, preference for pressure, intentional decisions to procrastinate, and the ability to meet deadlines) and what differences are observed among the identified groups of subjects with respect to self-regulated learning strategies. The results of this study conducted on a sample of 360 undergraduates have led us to identify three groups of students : the Non-Procrastination Group, the Passive-Procrastination Group, and the Active-Procrastination Group.
The subjects clustered into “the Active-Procrastination Group” have achieved above-average scores both on the Procrastination Scale and on the three sub-factors of Active Procrastination (outcome satisfaction, preference for pressure, intentional decisions to procrastinate). They have also turned out to be significantly higher than the subjects in “the Passive-Procrastination Group” on the four sub-scales out of the self-regulated learning strategies (meta-cognitive strategies, self-efficacy, time and learning environment, peer learning). The subjects who belong to “the Non-Procrastination Group” have earned below-average scores on the Procrastination Scale and above-average scores on the two sub-factors (preference for pressure and the ability to meet deadlines) of Active Procrastination. In general, they have demonstrated xcellence in self-regulated learning strategies. The subjects in ”the Passive-Procrastination Group“ have obtained the highest scores on the Procrastination Scale and below-average scores on the sub-factors of Active Procrastination. They tend to be behind the other groups of subjects on the relevant scales of the self-regulated learning strategies. Based on what has been found in this statistical analysis, we will discuss the implications and limitations of our study.

목차 (Table of Contents)

• Ⅰ. 문제의 제기
• Ⅱ. 연구방법
• 1. 연구대상
• 2. 연구도구
• 가. Tuckman 지연척도 (Tuckman Procrastination Scale : TPS)
• 나. 능동지연 척도 (Active Procrastination Scale : APS)
• 다. 자기조절학습전략검사지
• 3. 연구절차 및 분석방법
• Ⅲ. 연구결과
• 1. 기초통계 분석
• 2. 군집분석 결과
• 3. 군집별 자기조절학습전략의 차이
• Ⅳ. 논의 및 결론
• 참고문헌
• Abstract

참고문헌 (Reference)

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