완벽주의와 학업지연의 관계에 대한 메타분석 = A Meta Analysis on the Relationship between Perfectionism and Academic Procrastination

국문 초록 (Abstract)

본 연구의 목적은 메타분석의 방법을 이용하여 완벽주의와 학업지연의 관계를 살펴본 기존 연구의 결과를 체계적으로 종합하는데 있다. 이를 위해 본 연구는 2017년말 현재까지 발간된 완벽주의와 학업지연 간의 관계를 살펴본 34편의 선행연구로부 터 완벽주의의 각기 다른 하위차원과 학업지연 간의 관계에 대한 효과크기를 구하고, 이 효과크기들이 Frost 외(1993)가 제시한 ‘긍정적 성취추구’와 ‘부적응적 평가염려’의 두 완벽주의 유형에 따라 그 경향이 어떠한지를 탐색하였다. 메타분석의 결과 ‘긍정적 성취추구’에 해당하는 완벽주의의 하위차원은 공통적으로 학업지연과 유의미한 부적 관계를 보였으며, ‘부적응적 평가염려’에 해당하는 완벽주의의 하위차원은 공통적으로 학업지연과 유의미한 정적 관계를 보였다. 한편 완벽주의의 하위차원 중 학업지연과의 관계에 대한 효과크기에서 상당한 정도의 이질성을 보이는 자기지향 완벽주의와 사회부과 완벽주의를 대상으로 학교급 및 학업지연 검사의 유형이 갖는 조절효과를 검증한 결과, 자기지향 완벽주의와 학업지연간의 관계에 대한 효과크기가 학업지연 검사도구의 유형에 따라 유의미하게 다른 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to systematically synthesize the findings of existing research on the relationship between perfectionism and academic procrastination. For this purpose, pooled effect sizes were calculated from the 34 previous studies published by the end of 2017, in which the relationships between different sub-dimensions of perfectionism and academic procrastination were investigated. In addition, the trends of these pooled effect sizes were explored by different types of perfectionisms of positive achievement striving and maladaptive evaluative concern proposed by Frost et al.(1993). The results of a series of meta-analyses indicated that all the sub-dimensions of positive achievement striving have the significant, negative relationships with academic procrastination, while all the sub-dimensions of maladaptive evaluative concern have the significant, positive relationships with academic procrastination. The moderation effects of school level and the types of academic procrastination measures were tested for the relationships of self-oriented perfectionism and socially-prescribed perfectionism to academic procrastination. The results of the moderation analyses showed that only the relationship of self-oriented perfectionism to academic procrastination was significantly moderated by the type of academic procrastination measures.

목차 (Table of Contents)

• Ⅰ. 서 론
• Ⅱ. 이론적 배경
• Ⅲ. 연구 방법
• Ⅳ. 연구 결과
• Ⅴ. 논의 및 결론

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