고성취동기 학습자의 학업착수지연과정에 공부에 대한 당위적 사고가 미치는 영향

Abstract

Objectives This study identified five types of high achievement goal orientations based on the concept of “mastery/performance x approach/avoidance”, and explored the relative prevalence and the academic pro-crastination paths of each type.
 Methods The participants were 1,493 in their teens and 20s. Structural equation modeling was conducted to identify whether high-achievement motivatiors experience academic procrastination due to academic difficulties and whether “should thinking” functions as a moderator in the path from academic difficulties to overwhelming feelings.
 Results Only one profile of high achievement motivation type was identified, which had high scores on all four achievement goal orientation sub-scales. The moderating effect of “should thinking” in the path to academic pro-crastination was more significant for learners with high achievement motivation than general learners.
 Conclusions This study provides theoretical implications for exploring psychological paths to academic pro-crastination and practical implications for interventions to support high achievement motivators who experience academic procrastination due to “should thinking”.