자기자비 글쓰기가 학업지연 대학생의 자기조절에 미치는 영향

Abstract

Objectives The purpose of this study was to find out the way to effectively intervene plan to improve the behavior of academic procrastination among college students by examining how self-compassion writing affects the self-regulation of college students with tendency academic procrastination.
 Methods It was intended to conduct an experiment on 48 college students based in gyeongnam by dividing them into self-compassion writing, expressive writing, and distractive writing groups to confirm the effect of treatment on emotional changes and self-regulation.
 Results When college students checked the emotional changes they experienced immediately after recalling the academic procrastination situation and after performing writing treatment in terms of pleasure, arousal, and dominance, there was no significant difference in pleasure and dominance between the writing groups, but the self-compassion writing group was significantly higher in arousal. There was no significant difference between groups in the MSLQ(Motivated Strategies for Learning Questionnaire) score after each writing treatment. On the other hand, it was found that the duration of the task to confirm the effect of self-regulated treatment was significantly longer in the self-compassion writing treatment group than in the other two groups.
 Conclusions After treatment, expressive writing, distraction writing, and self-compassion writing all temporarily increased positive emotions, and self-compassion therapy seems to help them recognize their emotions more clearly by increasing their arousal compared to other writing methods. In addition, self-compassion writing had a positive effect on significantly increasing the level of self-regulation performance compared to other writing. These results confirmed the specific intervention effect of self-compassion writing in academic procrastination behavior.