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E-ISSN : 2733-4538
본 연구에서는 완벽주의 성향이 학업적 지연행동에 미치는 영향이 학업동기 수준에 따라 어떻게 달라지는지를 알아보기 위하여, 대학생 600명을 대상으로 완벽주의 성향, 학업동기, 학업적 지연행동을 포함한 설문을 실시하였다. 측정도구로는 Hewitt과 Flett(1991)에 의해 개발된 다차원적 완벽주의 척도(Multidimensional Perfectionism Scale: MPS)와 Herman(1997)에 의해 개발된 동기관련 학업문제 질문지(motivation-related Study- Problems Questionnaire: SPQ), Solomon과 Rothblum(1984)에 의해 개발된 지연행동 척도(Procrastination Assessment Scale-Students: PASS)를 사용하였다. 설문연구시 발생할 수 있는 맥락효과를 제거하기 위해 완벽주의 성향과 학업동기를 포함한 설문을 실시한 후, 2주 뒤에 학업적 지연행동에 대한 설문을 실시하여 연구에 참여한 최종 인원은 남자 187명, 여자 195명으로 총 382명이었다. 아울러 본 연구는 상관분석 및 중다회귀분석을 사용하였다. 상관분석 결과, 학업적 지연행동은 완벽주의 성향 및 학업동기와 각각 통계적으로 유의한 부적상관을 보였으며, 완벽주의 성향과 학업동기 수준은 통계적으로 서로 유의한 정적 상관을 보였다. 또한 회귀분석 결과, 완벽주의 성향과 학업동기 수준, 두 변인간의 상호작용이 모두 지연행동에 대해 통계적으로 유의한 영향을 미치는 것으로 나타났다. 학업적 지연행동에 대한 이 변인들의 총 설명량은 18.3%로 나타났으며, 그 설명량의 크기는 학업동기 수준(13.2%), 두 변인간의 상호작용(2.9%), 완벽주의 성향(2.1%) 순으로 나타났다. 또한 학업동기 수준을 통제하였을 때, 학업적 지연행동에 대한 완벽주의 성향의 직접적인 효과는 통계적으로 유의한 부적 영향을 미치는 것으로 나타났으며, 학업동기 수준이 높아질수록 완벽주의 성향이 학업적 지연행동에 미치는 부적 영향은 점차 줄어드는 것으로 나타났다. 이후, 이러한 결과를 바탕으로 본 연구의 시사점과 제한점을 논의하였다.
The purpose of this study was to investigate the influence of perfectionism and the moderating effects of academic motivation on academic procrastination. A total of 600 university students completed a perfectionism scale_(Multidimensional Perfectionism Scale: MPS) and an academic motivation scale_(the motivation-related Study Problems Questionnaire: SPQ). Two weeks later they completed a measure of academic procrastination_ (Procrastination Assessment Scale for Students: PASS). The latter findings showed the necessity of controlling context effects. According to Council(1993; see also Council, Kirsch & Grant, 1996), when self-report measures are administered during the same testing session, respondents appear to infer a relationship between the measures and adjust their responses in the direction of the inferred relationship. To controlling context effects Council(1993; see also Council, Kirsch & Grant, 1996) proposed that the same self-report measures are administered at separate testing intervals(i.e. weeks apart), as different research projects that are carried out by different investigators. This study followed this way. The final group of participants used in this study comprised 382 students (187 males and 195 females). The data were analysed by correlation and multiple regression. The correlation analysis showed statistically significant negative correlations between perfectionism and academic procrastination and between academic motivation and academic procrastination. A positive correlation between perfectionism and academic motivation was also statistically significant. The multiple regression analysis showed that the interaction of perfectionism and academic motivation was significantly associated with academic procrastination. Taken together, perfectionism, academic motivation, and the interaction of perfectionism and academic motivation explained 18.3% of the variance of academic procrastination. Taken separately, academic motivation, the interaction of perfectionism and academic motivation, and perfectionism explained 13.2%, 2.9%, and 2.1% of the variance in academic procrastination, respectively. Academic motivation was found to have a mediating influence on the negative relationship between perfectionism and academic procrastination: the higher the level of academic motivation, the lower was the size of the negative relationship between perfectionism and procrastination. The implications and limitations of the study were discussed.
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