대학생의 내적 통제소재가 학업성취에 미치는 영향 : 자기구실 만들기와 학업지연행동의 이중 매개효과

Abstract

This study verified a serial multiple mediation model which internal locus of control and academic achievement mediated the relationship between the lack of patience with self-handicapping and academic procrastination. To this end, a survey was conducted on college students enrolled in 4-year universities in South Korea as of the first semester of 2023. A total of 320 people(160 for men and 160 for women) were used in the analysis. The data were analyzed using SPSS 27.0 and SPSS PROCESS Macro 4.2. The results of the study analysis are as follows. First, it was found that self-handicapping plays a partial mediating role in the relationship between internal locus of control and academic achievement. Second, it was found that academic procrastination plays a partial mediating role in the relationship between internal locus of control and academic achievement. Third, it was found that self-handicapping and academic procrastination play a multiple mediating role in the relationship between internal locus of control and academic achievement. In other words, the high internal locus of control material affects the academic procrastination by lowering the self-handicapping. As a result, it has a positive effect on academic achievement. Subsequently, implications and limitations were discussed based on these research results.