대학생의 협동학습태도가 학업지연행동에 미치는 영향: 지식공유태도의 조절효과를 중심으로 = The Effect of college students’ collaborative Learning Attitude on Academic Procrastination Behavior: Focusing on the Moderating Effect of Knowledge Sharing Attitude

국문 초록 (Abstract)

목적 이 연구는 대학생이 지각하는 협동학습태도와 지식공유태도의 상호작용은 학업지연행동을 조절하는지 분석하고, 여기에서도출된 결과를 통해 효과적인 학습자중심 수업설계 방향을 제언하는데 연구의 목적을 두고 있다.
방법 대전 지역소재 4년제 대학에 재학 중인 남녀 대학생 149명을 대상으로 하고 있으며, 집단간 차이검증을 위하여 t-test, SPSS PROCESS로 학업지연행동에 대한 지식공유태도의 조절효과를 분석하고, 부트스트랩핑 및 그래프의 각 수준별 t값, 조절지수의유의수준을 통해 유의성 검증을 실시하고 있다.
결과 첫째, 협동학습태도 수준이 높아질수록 지식공유태도 수준은 높아지는 유의미한 정적 상관관계, 학업지연행동은 감소하는유의미한 부적 상관관계를 나타내었다. 둘째, 협동학습태도 수준에 따라 지식공유태도와 학업지연행동의 집단 간 차이는 유의미하였다. 셋째, 협동학습태도와 학업지연행동의 관계를 지식공유태도가 유의미한 조절효과를 나타냈다. 지식공유태도 ‘상’, ‘중’ 수준에서 협동학습태도 수준이 높아질수록 학업지연행동을 유의미하게 조절하였다. 즉 협동학습태도 수준과 지식공유태도 수준이 높아질수록 학업지연행동을 감소시키는 완화효과를 나타냈다. 그러나 협동학습태도 ‘하’ 수준에서는 지식공유태도 수준이 높아도 오히려 학업지연행동을 강화하였다.
결론 높은 수준의 협동학습태도와 지식공유태도가 학업지연행동을 감소시키는데 매우 중요하므로 학습자중심교수설계를 위하여호의적인 지식공유 문화를 조성하기 위한 협동학습 집단프로세싱 구조화가 필요함을 제언하고 있다.

다국어 초록 (Multilingual Abstract)

Objectives This study analyzed whether the interaction between collaborative learning attitude and knowledge sharing attitude perceived by college students moderates academic procrastination behavior. The purpose of this study is to suggest the ideas of effective learner-centered lesson design.
Methods The subjects were 149 male and female university students enrolled in university, Daejeon . To verify the difference between groups, a t-test was conducted, and the moderating effect of knowledge sharing attitude on academic procrastination behavior was analyzed using SPSS PROCESS. Significance was verified through bootstrapping and the significance level of the t-value and moderation index at each level of the graph.
Results First, as the level of collaborative learning attitude increased, the level of knowledge sharing attitude in creased, showing a significant positive correlation, and as the level of academic procrastination decreased, show ing a significant negative correlation. Second, there was a significant difference between the groups in knowledge sharing attitude and academic procrastination behavior depending on the level of collaborative learning attitude.
Third, the relationship between collaborative learning attitude and academic procrastination behavior was sig nificantly moderated by knowledge sharing attitude. As the level of collaborative learning attitude increased at the ‘high’ and ‘middle’ levels of knowledge sharing attitude, academic procrastination behavior was significantly moderated. In other words, as the level of collaborative learning attitude and knowledge sharing attitude in creased, they showed a moderating effect that reduced academic procrastination behavior. However, at the ‘low’ level of collaborative learning attitude, even a high level of knowledge sharing attitude actually strengthened aca demic procrastination behavior.
Conclusions Since a high level of collaborative learning attitude and knowledge sharing attitude are very important in reducing academic procrastination behavior, it is suggested that a collaborative learning group processing struc ture is needed to create a favorable knowledge sharing culture for learner-centered instructional design.