학업에 어려움을 겪는 대학생의 성격, 동기, 정서, 행동특성과 학업성취도 수준과의 관계

The Relationship Between the Personality, Motivational, Emotional, and Behavioral Characteristics of Undergraduate Students Experiencing Academic Difficulties and their Level of Academic Achievement: Focusing on the case of S University

본 연구는 대학공부에 어려움을 겪는 학부생을 대상으로 학습전략검사(MLST-Ⅱ)를 수행한 뒤 그 결과를 기반으로 학업성취도에 영향을 주는 요인을 분석하기 위하여 수행되었다. 이를 위하여 학습전략검사(MLST-Ⅱ)에 참여한 학부생 789명의 학업성취도 수준에 따라 하, 중하, 중, 중상, 상 등 5가지 집단으로 구분하고 각 집단별 성격, 동기, 정서, 행동영역의 수준과 각 영역에 포함된 요소와 학업성취도 수준과의 관계를 분석하였다. 분석 결과 우울, 불안, 짜증 등의 정서특성이 집중이나 시간관리 등의 행동을 방해하고, 자기 효능감이나 결과 기대, 성실성 등의 성격특성에도 영향을 미치는 것을 확인하였다. 특히 학업성취가 낮은 집단일수록 이들이 겪는 우울, 불안, 짜증 등의 심리적 어려움은 학습동기를 저하시켜서 학업성취도 수준을 낮추는 결과를 초래하였다. 대학생의 학업성취도 수준을 높이기 위해서는 우울, 짜증, 불안의 정서특성 수준을 낮추고 학업동기를 향상시키는 것이 중요한 요인임을 확인하였다. 본 연구 결과는 학업성취도 수준과 관련된 특성과 요소를 고려하여 학업 문제를 해소하는데 도움을 줄 수 있는 구체적인 상담전략의 근거로 활용될 수 있을 것이다.

This study was conducted through an MLST-II diagnosis on undergraduate students experiencing academic difficulties with their undergraduate studies, with an aim to identify and analyze the factors that were affecting their academic achievement. For this purpose, the 789 undergraduate students who participated in the MLST-II diagnosis were divided into five groups according to their level of academic achievement: low, low-medium, medium, high-medium, and high. For each group, an analysis was conducted on the levels of personality, motivational, emotional, and behavioral characteristics of the students. The correlation between the sub-characteristics in each area and academic achievement was also analyzed. The results of the analysis confirmed that emotional characteristics such as depression, anxiety, and irritability interfered with behaviors such as concentration and time management, and also had an effect on personality characteristics such as self-efficacy, outcome expectancies, and conscientiousness. In particular, psychological difficulties such as depression, anxiety, and irritability decreased the students’ motivation to learn, more so in groups with low academic achievement, which resulted in a lower level of academic achievement. This confirmed the importance of addressing emotional characteristics, such as depression, anxiety, irritability, and improving academic motivation in order to increase the level of academic achievement of undergraduate students. The results of this study may be used as a basis for utilizing specific counseling strategies that take into consideration characteristics and factors related to academic achievement in order to resolve academic issues.