성인 학습자의 자율성 좌절, 꾸물거림이 학업성취에 미치는 영향: 자기조절학습능력의 조절효과

In this study, an empirical research was conducted on procrastination behavior, one of the academic difficulties experienced by most adult learners. Despite procrastination is a common difficulty experienced by the majority of adult learners, the exploration of its antecedent factors and strategies to mitigate its impact has been relatively lacking. Specifically, based on Self-Determination Theory, we examined whether frustration of autonomy increases procrastination behavior and how this affects academic achievement negatively. Additionally, we explored the effect of self-regulated learning abilities as a mechanism to buffer the impact of procrastination on academic achievement. For this purpose, a survey was conducted among learners at the cyber university (n=234). The analysis revealed that the mediation model, with frustration of autonomy as the independent variable, procrastination behavior as the mediator, and academic achievement as the dependent variable, was significant. Furthermore, procrastination behavior had a significant negative impact on academic achievement, but this relationship varied depending on the level of self-regulated learning abilities. Specifically, when self-regulated learning abilities were low, the impact of procrastination behavior was more pronounced. Through this study, we were able to identify the antecedents and consequences of procrastination behavior and highlight variables that can moderate its impact, thereby extending our understanding of procrastination behavior and suggesting interventions necessary for higher academic achievement among adult learners.