대학생의 평가염려 완벽주의와 학업지연행동의 관계

Abstract

Objectives This study was conducted to find out whether university students’ internalized shame mediates the relationship between evaluative concerns perfectionism and academic procrastination, and whether self-en-couragement moderates the mediating effect of internalized shame, the present study analyzed the moderated mediating model.
 Methods To this end, a total of 475 male and female students (male: 118, female: 357) attending four-year uni-versities and community colleges located in G Area were measured in terms of evaluative concerns perfection-ism, internalized shame, academic procrastination, and self-encouragement. Also this study followed the proce-dures proposed by Preacher, Rucker, and Hayes (2007) to sequentially analyze mediation effects, moderation ef-fects, and moderated mediation models.
 Results First, internalized shame was shown to mediate the relationship between evaluative concerns perfec-tionism and academic procrastination. Second, self-encouragement was shown to moderate the relationship be-tween evaluative concerns perfectionism and internalized shame. Third, the relationship between evaluative con-cerns perfectionism and internalized shame was shown to be moderated by self-encouragement and thus the moderated mediating effect of self-encouragement was found.
 Conclusions The present study promotes an integrated understanding of university students’ academic pro-crastination by verifying a comprehensive path where evaluative concerns perfectionism affects academic procrastination. Further, it presents implications for the possibility of positive intervention by identifying the role of self-encouragement as a coping strategy to reduce academic procrastination. This will serve as an important empirical basis to understand and provide effective intervention for the occurrence path of academic pro-crastination in the career and academic counseling process of university students.