대학생의 부정적 핵심자기평가가 학업지연에 미치는 영향

The Effect of Negative Core Self-Evaluation of College Students on Academic Procrastination Influence: Moderating Effect of Emotional Regulation Behavior

본 연구에서는 대학생들의 부정적 핵심자기평가, 정서조절, 학업지연과의 관계를 알아보고 부정적 핵심자기평가와 학업지연과의 관계에서 정서조절 행동이 조절효과가 있는지 살펴보았다. 대학생들을 대상으로 부정적 핵심자기평가척도, 정서조절척도, 학업지연척도를 이용하여 설문조사하였고, 225명으로부터 수집된 자료를 분석하였다. SPSS 24.0을 사용하여, 주요변인의 기술통계 및 상관분석을 하였으며, 부정적 핵심자기평가와 학업지연과의 관계에서 정서조절행동이 조절효과가 있는지를 확인하기 위해 위계적 회귀분석을 실시하였다. 또한 SPSS PROCESS Macro를 이용하여 상호작용 효과를 검증하였다. 분석 결과를 요약하면 다음과 같다. 첫째, 주요변인들의 상관관계 분석결과, 부정적 핵심자기평가와 학업지연은 정적인 상관이 있었으며, 정서조절과는 부적상관이 있었다. 둘째, 부정적 핵심자기평가와 학업지연과의 관계에서 정서조절행동은 조절효과가 있는 것으로 나타났다. 셋째, 부정적 핵심자기평가와 학업지연과의 관계에서 정서조절행동의 하위요인인 자신정서조절행동과 타인정서조절행동의 조절효과는 통계적으로 유의하였다. 끝으로, 부정적 핵심자기평가 성향이 높은 대학생 상담에서 학업지연행동을 개선하기 위해 정서조절행동을 활용한 교육적 개입의 필요성과 연구의 제한점 및 후속연구에 대한 제안점을 논의하였다.

In this study, the relationship between negative core self-evaluation, emotional regulation, and academic procrastination in college students was investigated, and whether emotional regulation behavior had a moderating effect in the relationship between negative core self-evaluation and academic procrastination behavior. A questionnaire survey was conducted among college students using the negative core self-evaluation scale, the emotional regulation scale, and the academic procrastination scale, and the data collected from 225 students were analyzed. Using SPSS 24.0, descriptive statistics and correlation analysis of major variables were performed, and hierarchical regression analysis was performed to confirm whether emotional regulation behavior had a moderating effect in the relationship between negative core self-evaluation and academic procrastination. In addition, the interaction effect was verified using the SPSS PROCESS Macro. The analysis results are summarized as follows. First, as a result of correlation analysis of major variables, there was a positive correlation between negative core self-evaluation and academic procrastination, and negative correlation with emotional regulation. Second, in the relationship between negative core self-evaluation and academic procrastination, emotional regulation behavior was found to have a moderating effect. Third, in the relationship between negative core self-evaluation and academic procrastination, the moderating effects of self-emotional regulation behavior and others’ emotional regulation behavior, which are sub-factors of emotional regulation behavior, were statistically significant. Finally, in order to improve academic procrastination behavior in counseling for college students with high negative core self-evaluation tendencies, educational intervention methods using emotional regulation behaviors, limitations of the study, and suggestions for follow-up studies were discussed.