Unlike high school, when students depend on the guidance of teachers or parents in their academic settings, students at universities, which require autonomous performance, experience difficulties due to academic procrastination. A large number of coll...
Unlike high school, when students depend on the guidance of teachers or parents in their academic settings, students at universities, which require autonomous performance, experience difficulties due to academic procrastination. A large number of college students reported psychological distress due to academic procrastination, which is a serious problem, such as not only studying but also continuing in the professional scene after entering society and experiencing disadvantages in social achievement. The purpose of this study is to investigate the variables that can alleviate academic procrastination under the assumption that academic procrastination occurs due to evaluative concerns perfectionism. As a result, fear of failure and academic emotion regulation ablity were adopted. Therefore, the purpose of this study is to investigate whether fear of failure and academic emotion regulation ability mediate parallelly on the relationships between evaluative concerns perfectionism and academic procrastination of university students. A total of 300 responses were collected from male and female college students aged 19 and over nationwide, and 294 of data were used for the study, excluding 6 copies whose responses were insincere or did not fit the age range. The study results analyzed using SPSS 23.0 and SPSS Process macro 4.0 are as follows.
First, as a result of the correlation analysis of each variable, it was confirmed that evaluative concerns perfectionism was correlated with academic procrastination, academic emotional regulation ablity, and fear of failure. Second, it was found that fear of failure mediated the relationship between evaluative concerns perfectionism and academic procrastination, but not academic emotion regulation ablity.
Through the results of this study, it was revealed that evaluative concerns perfectionism is a factor that directly or indirectly affects academic procrastination of univerity students. Furthermore, it was found that fear of failure significantly affects academic procrastination, but not academic emotional regulation avility. Since most of the sub-factors of academic emotion regulation were cognitive control variables, it is meaningful that interventions from different directions are needed to control emotions in the academic process.