대학생의 학생 주체성, 학업 회복력이 주체적 참여에 미치는 영향: 조절초점의 조절된 매개효과

Abstract

Objective: The present study aimed to examine whether motivational regulation strategy known as regulatory focus plays a moderating role in the relationship between student agency, academic buoyancy, and agentic engagement among college students. 
 Methods: An online survey was conducted with 413 university students enrolled in four-year universities in the Busan, Ulsan, and Gyeongsangnam-do regions. SPSS 25.0 and SPSS Process Macro 4.0. were used to demonstrate an integrated model known as moderated mediation effect. 
 Results: First, the mediating effect of academic buoyancy was identified in the relationship between student agency and agentic engagement. Then, the moderated effect of regulatory focus was confirmed in the association between student agency and academic buoyancy. Lastly, the moderated mediating effect of regulatory focus was verified in the association between student agency, academic buoyancy and agentic engagement. 
 Conclusions: The study suggests the utilization of regulatory focus strategies to improve the agentic engagement, along with psychological and behavioral engagement with student agency and academic buoyancy. Limitations and implications for further study were discussed.