인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
개인구독
소속 기관이 없으신 경우, 개인 정기구독을 하시면 저렴하게
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지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록·키워드
Objectives: This study aimed to examine the effect of self-regulated learning on online academic procrastination and the moderating effects of parental academic involvement latent profile.
Methods: The participants were 527 middle school students who completed questionnaires to assess online academic procrastination, self-regulated learning behavior, and parental academic involvement. The data were analyzed using descriptive statistics, Pearson’s correlation coefficients, latent profile analysis, and hierarchical regression analysis with SPSS 26.0 and Mplus 8.4.
Results: First, latent profile analysis identified four groups of parental academic involvement: support and pressure-emphasizing type, encouragement and active support type, autonomy-supportive type, and lack of support and high-pressure type. Second, results revealed that higher levels of self-regulated learning behavior and being in the encouragement and active support type group; were associated with reduce online academic procrastination behavior. Furthermore, the study found that the negative impact of self-regulated learning behavior on online academic procrastination weakened for students in the lack of support and high-pressure type or the encouragement and active support type groups.
Conclusion: This study highlights the significance of improving self-regulated learning behaviors in the context of online learning. Moreover, the results indicate that parents’ positive support and encouragement, coupled with high expectations for academic growth, are more effective in fostering academic success than solely applying academic pressure or offering autonomous learning support. These findings offer valuable insights for developing interventions to prevent and address online academic procrastination.
Methods: The participants were 527 middle school students who completed questionnaires to assess online academic procrastination, self-regulated learning behavior, and parental academic involvement. The data were analyzed using descriptive statistics, Pearson’s correlation coefficients, latent profile analysis, and hierarchical regression analysis with SPSS 26.0 and Mplus 8.4.
Results: First, latent profile analysis identified four groups of parental academic involvement: support and pressure-emphasizing type, encouragement and active support type, autonomy-supportive type, and lack of support and high-pressure type. Second, results revealed that higher levels of self-regulated learning behavior and being in the encouragement and active support type group; were associated with reduce online academic procrastination behavior. Furthermore, the study found that the negative impact of self-regulated learning behavior on online academic procrastination weakened for students in the lack of support and high-pressure type or the encouragement and active support type groups.
Conclusion: This study highlights the significance of improving self-regulated learning behaviors in the context of online learning. Moreover, the results indicate that parents’ positive support and encouragement, coupled with high expectations for academic growth, are more effective in fostering academic success than solely applying academic pressure or offering autonomous learning support. These findings offer valuable insights for developing interventions to prevent and address online academic procrastination.
본문·목차
인공지능 문자 인식 모델을 통해 추출된 텍스트로, 일부 오타나 오류가 포함될 수 있으나 지속적으로 개선 중입니다.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
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UCI(KEPA) : I410-ECN-0102-2023-598-002037395
