대학생의 자기불일치와 학습몰입의 관계: 조절초점의 매개효과

초록

Objectives The purpose of this study was to investigate the effect of self-discrepancy on learning flow in university students and to verify the mediating effects of regulatory focus, including promotion focus and prevention focus, during the implementation process. Methods Three hundred four-year university students who were currently enrolled or on a leave of absence across the country were surveyed through online. The collected data was analyzed through descriptive statistics, correlation analysis, and hierarchical regression analysis using SPSS 26.0, and the significance of the mediating effect was verified by the bootstrapping method of SPSS PROCESS Macro 3.5. Results The major results of this study are as follows: First, self-discrepancy showed a significant negative correlation with promotion focus and learning flow, while a significant positive correlation was found with prevention focus. Promotion focus had a significant positive correlation with prevention focus and learning flow, and prevention focus also showed a significant positive correlation with learning flow. As for the relationship between regulatory focus and learning flow, promotion focus had a greater effect on learning flow than prevention focus. Second, the higher the self-discrepancy of university students, the lower the learning flow. Third, promotion focus had a partial mediating effect on the relationship between self-discrepancy and learning flow. When self-discrepancy passed through promotion focus, however, learning flow rather decreased due to the suppressed promotion focus. Fourth, in the relationship between self-discrepancy and learning flow, the mediating effect of prevention focus created a suppression effect. However, the effect was significant and thus partially mediated. When self-discrepancy passed through prevention focus, learning flow rather increased due to the activation of prevention focus. Conclusions The implication of this study is that since the direction of the effect on learning flow changes when self-discrepancy passes through regulatory focus, it is necessary to lower self-discrepancy and increase promotion focus at the same time in order to improve learning flow.

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