고등학생의 사회부과 완벽주의가 학업지연행동에 미치는 영향

Abstract

Objectives The purposes of this study were to observe the moderated mediation effect of social supports by fear of failure in the relationship between socially prescribed perfectionism and academic procrastination. Methods For this research, an online self-report survey was conducted on 385 students (177 males and 208 fe-males) attending four academic high schools located at southern Gyeonggi Province. Results The results of the analysis based on the collected data are as followed. First, it was found that socially pre-scribed perfectionism had a direct effect on academic procrastination. In other words, students with higher so-cially prescribed perfectionism had tendency to experience academic procrastination often. Second, it was found that fear of failure had a complete mediating effect in the relationship between socially prescribed perfectionism and academic procrastination. In other words, the effect of socially prescribed perfectionism on academic pro-crastination was meditated through fear of failure. Third, it was found that social supports had a moderating effect in the relationship between fear of failure and academic procrastination. Furthermore, social supports were found to strengthen the impact between fear of failure and academic procrastination. In other words, the greater the so-cial supports, the greater the impact between fear of failure and academic procrastination. However, when the fear of failure was low, the higher the social supports, the less academic procrastination. On the other hand, when the fear of failure was high, the academic procrastination appeared frequently regardless of the level of social supports. Depending on the degree of fear of failure, people perceived reputation from others negatively or pos-itively, which can be thought to affect academic procrastination. Fourth, social prescribed perfectionism affected academic procrastination through fear of failure controlled by the social supports. Furthermore, it was found that there was the moderated mediation of social supports by fear of failure when social supports were average or above average. On the other hand, when social supports were low, the moderated mediation of social supports by fear of failure was found to be invalid. Conclusions Based on these results, the academic and clinical implications of this study are as followed. Depending on the degree of fear of failure, social supports can be perceived to learners in different ways and have different effects on academic procrastination. Therefore, it is necessary to provide appropriate social supports in consideration of learners' tendencies instead of providing unconditional social supports.