대학생의 ADHD 증상과 학업성취의 관계에서 학습전략의 매개효과

국문 초록 (Abstract)

본 연구는 대학생의 주의력결핍 및 과잉행동장애(Attention-Deficit/Hyperactivity Disorder; 이하 ADHD) 증상과 학업성취의 관계에서 학습전략의 매개효과를 알아보는데 그 목적이 있다. 이를 위해 일반 대학생 236명에 대해서 ADHD 증상, 학점, 학습전략을 측정하였다. 상관분석 결과, ADHD 증상점수가 높을수록 학습전략점수가 유의미하게 낮은 것으로 나타났다. 학습전략 하위요인 중 ADHD 증상과 가장 높은 부적상관을 보인 것은 학습시간관리, 초인지, 노력규제로 나타났다. ADHD 증상 중 학점과 유의미한 부적관계를 보이는 것은 부주의였다. 상관분석에 기초하여 부주의와 학점의 관계에서 학습전략이 매개역할을 하는 모델을 구조방정식으로 검증하였다. 분석 결과, 부주의와 학점의 관계에서 학습전략은 완전매개하는 것으로 나타났다. 즉, 부주의가 학업성취 저하에 기여한다기보다는 부주의가 학습전략 부진에 영향을 미치고 부진한 학습전략이 저조한 학업성취에 기여한다고 할 수 있다. 다음으로 학습전략 하위요인별로 매개모형을 검증하였다. 학습전략 하위요인 중 학습시간관리, 노력규제, 초인지의 매개효과가 큰 것으로 나타났다. 이러한 결과는 ADHD 성향 대학생의 학업성취를 증진시키기 위해 ADHD 증상을 호전시키는 치료적 접근에 한계가 있으며 이들의 실행기능결함을 보완하는 학습전략훈련이 유망하다는 점을 시사한다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the role of learning strategies on the relationship between ADHD symptoms and academic achievement among university students. The questionnaires which assessed ADHD symptoms, GPA, & learning strategies collected from 236 university students. Results showed that ADHD symptoms negatively associated with GPA and learning strategies. The learning strategies most closely associated with ADHD symptoms are namely metacognitive self-regulation, time and study environment, & effort regulation. Only the attentional dimension of ADHD symptoms was significantly correlated with GPA. On the basis of these correlational results, mediational model of learning strategies between the relationship ADHD symptoms and GPA via structural equation model using bootstrapping method. Learning strategies completely mediated the relationship between ADHD symptoms and GPA. Mediation models by sub-factors of learning strategies were also tested to determine whether each sub-strategies mediated the relationship between symptoms of ADHD and GPA. Metacognitive Self-regulation, time and study environment, & effort regulation have greater mediational effects than other strategies. These results indicated that ADHD symptoms influence learning strategies, which impede academic achievement of college students and ADHD symptoms do not have direct effects on academic underachievement. Learning strategy training for university students with ADHD symptoms can be considered as meaningful way to maximize the student’s opportunity to learn in the university.

목차 (Table of Contents)

• 요약
• 방법
• 참가자
• 측정도구
• 결과
• 기술 통계치
• ADHD 증상, 학습전략, 학점의 관계
• ADHD 증상, 학습전략, 학점의 관계에 대한 매개모형 검증
• 논의
• 참고문헌
• Abstract

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