{"title":"内控源对大学生学业成就的影响:自我暗示和学业拖延的双重中介效应","authors":"Ha Seon Shin, NA-RAE Kim","doi":"10.22251/jlcci.2024.24.9.213","DOIUrl":null,"url":null,"abstract":"Objectives This study attempted to verify whether self-handicapping and academic procrastination are sequen-tially double-mediated in the relationship between internal locus of control and academic achievement for college students. \nMethods To this end, an online survey consisting of internal locus of control, self-handicapping, academic pro-crastination, and academic achievement was conducted for university students enrolled in four years nationwide. A total of 320 people's data were collected and used for analysis, and SPSS 27.0, PROCESS Macro Model 4, and Model 6 were used for analysis. \nResults 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 con-trol 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. \nConclusions This means that in situations where many people have been confused about their studies due to fre-quent changes in teaching methods caused by COVID-19, internal locus of control, self-handicapping, and aca-demic procrastination should be paid attention to dealing with college students' academic achievement. In addi-tion, the implications and limitations of this study were discussed.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Effect of Internal Locus of Control on Academic Achievement among College Students: The Dual Mediating Effect of Self-Handicapping and Academic Procrastination\",\"authors\":\"Ha Seon Shin, NA-RAE Kim\",\"doi\":\"10.22251/jlcci.2024.24.9.213\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Objectives This study attempted to verify whether self-handicapping and academic procrastination are sequen-tially double-mediated in the relationship between internal locus of control and academic achievement for college students. \\nMethods To this end, an online survey consisting of internal locus of control, self-handicapping, academic pro-crastination, and academic achievement was conducted for university students enrolled in four years nationwide. A total of 320 people's data were collected and used for analysis, and SPSS 27.0, PROCESS Macro Model 4, and Model 6 were used for analysis. \\nResults 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 con-trol 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. \\nConclusions This means that in situations where many people have been confused about their studies due to fre-quent changes in teaching methods caused by COVID-19, internal locus of control, self-handicapping, and aca-demic procrastination should be paid attention to dealing with college students' academic achievement. In addi-tion, the implications and limitations of this study were discussed.\",\"PeriodicalId\":509731,\"journal\":{\"name\":\"Korean Association For Learner-Centered Curriculum And Instruction\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-05-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Korean Association For Learner-Centered Curriculum And Instruction\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.22251/jlcci.2024.24.9.213\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Korean Association For Learner-Centered Curriculum And Instruction","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.22251/jlcci.2024.24.9.213","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
目的 本研究试图验证在大学生内部控制和学业成就的关系中,自我暗示和学业拖延是否存在先后双重中介。为此,本研究对全国四年制在校大学生进行了由内部控制、自我暗示、学业拖延和学业成就组成的在线调查。共收集了 320 人的数据,并使用 SPSS 27.0、PROCESS Macro Model 4 和 Model 6 进行分析。结果 研究分析结果如下。首先,研究发现自我暗示在内部控制和学业成就之间的关系中起部分中介作用。第二,研究发现,学业拖延在内部控制和学业成就之间起着部分中介作用。第三,研究发现,自我暗示和学业拖延在内部控制与学业成就的关系中起着多重中介作用。换句话说,高内部控制材料通过降低自我暗示来影响学业拖延。因此,它对学习成绩有积极影响。结论 这意味着,在 COVID-19 引起的教学方法的频繁变化导致许多人对学习感到困惑的情况下,在处理大学生的学业成绩时应注意内部控制、自我封闭和学业拖延。此外,还讨论了本研究的意义和局限性。
The Effect of Internal Locus of Control on Academic Achievement among College Students: The Dual Mediating Effect of Self-Handicapping and Academic Procrastination
Objectives This study attempted to verify whether self-handicapping and academic procrastination are sequen-tially double-mediated in the relationship between internal locus of control and academic achievement for college students.
Methods To this end, an online survey consisting of internal locus of control, self-handicapping, academic pro-crastination, and academic achievement was conducted for university students enrolled in four years nationwide. A total of 320 people's data were collected and used for analysis, and SPSS 27.0, PROCESS Macro Model 4, and Model 6 were used for analysis.
Results 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 con-trol 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.
Conclusions This means that in situations where many people have been confused about their studies due to fre-quent changes in teaching methods caused by COVID-19, internal locus of control, self-handicapping, and aca-demic procrastination should be paid attention to dealing with college students' academic achievement. In addi-tion, the implications and limitations of this study were discussed.