대학생들이 지각한 협동학습태도가 학업지연행동에 미치는 영향

Abstract

Objectives This study was to analyze the moderating effect of self-determination motivation (autonomy, competence, relatedness) in reducing academic procrastination behavior in the relationship between cooperative learning attitude and procrastination behavior perceived by college students.
 Methods The subjects were 334 male and female university students enrolled in four-year colleges. Multivariate analysis was conducted to analyze the difference between groups according to demographic characteristics through SPSS statistical analysis, and to analyze the moderating effect, a hierarchical regression analysis was performed.
 Results First, in the relationship between cooperative learning attitude and academic procrastination behavior, the self-determination motivation level ‘high’ group(p<.001) and ‘medium’ group(p<.05) showed a moderating effect of mitigating academic procrastination behavior. In these two groups, the higher the level of cooperative learning attitude and the higher the level of self-determination motivation, the lower the academic procrastination behavior. Second, as a result of analyzing the moderating effects of sub-factors of self-determination motivation, significant moderating effects were shown in all levels of relatedness. However, when the level of cooperative learning attitude was lowered, the higher the level of relatedness, the higher the level of academic procrastination behavior, and the lower the level of relatedness, the lower the level of academic procrastination behavior.
 Conclusions It was reported that raising the level of self-determination motivation is effective in reducing academic procrastination, but in the case of students with a high level of relationship motivation, it can be a more effective class when the level of cooperative learning attitude can also be raised. In addition, the results derived from this study were discussed together with the results of previous studies and suggested for future studies.