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.
이 논문의 연구 히스토리 (2)
- 이 논문의 후속연구가 궁금하신가요?
- 연관 학술논문 또는 학술발표를 통해 보다 발전된 연구결과를 확인하실 수 있습니다.
- 이 논문의 연구 히스토리 확인하기
초록· 키워드
오류제보하기
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.
목차
Introduction
Methods
Results
Discussion
References
참고문헌
참고문헌 (0)
참고문헌 신청이 논문의 저자 정보
이 논문과 함께 이용한 논문
유아의 조망수용, 공감, 자기조절 능력이 친사회적 행동에 미치는 영향
조은진
육아지원연구
2024
.12
중고등학교 영어 온라인 수업에서의 실재감과 학업만족도
김형준
,
김현옥
담화와인지
2023
.11
온라인 디자인 실습 수업의 개선을 위한 교수자-학습자 간의 인터랙션 문제 연구
고세훈
,
정의철
한국디자인학회 학술발표대회 논문집
2023
.05
초기 미디어 노출이 아동의 발달에 미치는 영향: 이용 목적에 따른 차이
이수현
한국아동학회 학술발표논문집
2022
.11
태권도 겨루기선수들의 마인드셋이 운동몰입, 운동지속의도에 미치는 영향: 성취목표성향의 매개효과를 중심으로
이경혜
,
조성균
무예연구
2024
.02
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0102-2023-598-002037395