본 연구의 목적은 대학생용 학업지연행동 척도를 개발하고 타당화하는 것이다. 연구목적을 달성하기 위해 개방형 설문, 심층면담, 전문가 자문 및 회의결과를 토대로 한국 대학생의 경험적 요소를 반영한 측정도구를 개발하고자 하였으며, 개발된 도구에 대하여 신뢰도와 타당도를 검증하였다. 연구대상은 남학생 1,018명, 여학생 1,030명으로 총 2,048명의 대학생이 참여하였다. 본 연구에서 도출된 주요 결과를 살펴보면, 첫째 학업지연행동 척도는 ‘비효율적 학습습관’ 6문항, ‘부정적 정서’ 6문항, ‘비효율적 시간관리’ 4문항, ‘목표 및 진로미결정’ 4문항, ‘비합리적 신념’ 4문항, ‘벼락치기’ 4문항, ‘수동성’ 5문항의 7요인 총 33개 문항의 Likert 5점 척도로 구성되었다. 둘째, 학업지연행동 척도의 신뢰도는 내적일관성 계수 .785, 검사-재검사신뢰도 .75~89로 검사도구로서 양호한 것으로 나타났다. 셋째, 학업지연행동 척도와 일반지연행동, 학업적 정서조절, 대학생활적응 척도 간의 관계를 검증한 결과, 하위 요인들 간에 의미 있는 상관관계가 나타났다. 이러한 과정을 거쳐 개발된 대학생용 학업지연행동 척도를 활용할 수 있는 가능성과 시사점에 대해 논의하였다.
The objective of this study was to develop and validate a scale that could measure the academic procrastination of undergraduate students. To achieve this objective, a construct of academic procrastination was analyzed through a literature review. Next, academic procrastination was conceptualized in undergraduate students" study experience through an open survey and an in-depth interview. A construct of academic procrastination was then developed using a drafted scale. In this process, development directions, the construct, and the validity of items were verified through expert advise and an expert meeting. A total number of 2,048 university students participated in study. The main findings of this study are as follows:First, the final academic procrastination scale became a 5-point rating scale consisting of seven factors with 33 items such as ‘inefficient study habits’ (6 items), ‘negative emotion’ (6 items), ‘inefficient time management’ (4 items), ‘goal and career indecision’ (4 items), ‘irrational belief’ (4 items), ‘cramming’ (4 items) and ‘passivity’ (5 items). Second, Through the internal consistency and the verification of test-retest reliability, it was confirmed that high values were shown in each area. Third, as a result of analyzing correlation coefficient among the academic procrastination scale developed in this study, including the academic emotion regulation scale and the university life adjustment scale, it became clear that there was a correlation among variable factors. It was found that academic procrastination had a negative correlation with academic emotion regulation and the university life adjustment. Finally the practical implications of developed Academic Procrastination scale were discussed.
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