고등학생의 지각된 시간관이 자기조절학습에 미치는 영향: 자기통제력을 매개변인으로

초록

The purpose of this study was to examine the effect of perceived time perspective on self-regulated learning in high school students. Also this study was done to verify the mediating role of self-control in the relationship between perceived time perspective and self-regulated learning. For data analysis, correlation coefficients were calculated among perceived time perspective, self-control and self-regulated learning. Multiple regression analyses were conducted to examine the effect of perceived time perspective and self-control on self-regulated learning. Also, the mediating effect of self-control in the relationship between perceived time perspective and self-regulated learning was tested by the procedure of Baron and Kenny(1986). The questionnaires were administered to 385 high school students. The results of this study were summarized as follows. First, in terms of the relationship between perceived time perspective and self-regulated learning, 'present fatalistic' time perspective negatively affected self-regulated learning. But, 'future' time perspective positively affected self-regulated learning. Second, in terms of the relationship between perceived time perspective and self-control, both 'past negative' and 'present fatalistic' time perspective negatively affected self-control. However, 'future' time perspective positively affected self-control. Third, The effect of 'present fatalistic' time perspective on self-regulated learning was completely mediated by self-control. It implied that 'present fatalistic' time perspective decreased self-control, therefore negatively contributing to self-regulated learning. The limitations and implications of this study for academic counseling for high school students were discussed.

키워드