초록 열기/닫기 버튼
본 연구는 단계적변화모형을 기반으로 중학생의 학업지연행동극복을 위한 그룹코칭 프로그램을 개발하고 그 효과를 검증하였다. 프로그램은 행동변화에 유용한 의식의 고양, 정서적 각성, 자기 재평가, 전념, 보상, 대체, 환경통제, 주변의 도움 등 8가지 변화기법과 자신감 증진으로 구성하였다. 프로그램은 1회 90분씩 총 8회기로 구성하였으며, 19명의 중학생을 대상으로 예비실험을 거쳐 최종 프로그램을 완성하였다. 프로그램 효과성 검증을 위해 54명의 중학생을 대상으로 실험집단 16명, 비교집단 16명, 통제집단 22명으로 나누어 배치한 후, 실험집단은 본 연구에서 개발한 단계적변화모형 기반 학업지연행동극복 그룹코칭 프로그램을 실시하였고, 비교집단은 학업지연행동극복을 위한 시간관리 프로그램을 실시하였으며, 통제집단은 어떤 프로그램도 실시하지 않았다. 실험집단, 비교집단, 통제집단을 대상으로 프로그램 사전, 사후, 추후(1개월, 3개월) 시점에 학업지연행동조절 의사결정균형, 학업지연행동조절 자기효능감, 학업지연행동조절 변화단계, 학업지연행동, 자기주도 학습능력을 측정하였다. 자료분석은 세 집단의 동질성 확인을 위한 일원배치분산분석 후 사전, 사후 시점과 실험, 비교, 통제 집단 간 상호작용효과를 검증하기 위해 혼합변량분석을 실시하였다. 분석결과, 학업지연행동조절 의사결정균형 중 학업지연행동조절 손실 인식과 학업지연행동조절 자기효능감, 학업지연행동 변화단계, 학업지연행동에서 통계적으로 유의미한 차이가 있었으며 추후에도 코칭의 효과가 유의하게 지속되었다. 이에 단계적변화모형 기반 학업지연행동극복 그룹코칭이 중학생의 학업지연행동에 긍정적인 영향을 미치는 것으로 확인되었다. 마지막으로 본 연구의 의의 및 제한점, 향후 연구에 관해 논의하였다.
The study was designed to develop and examine the effects of group coaching program to overcome academic procrastination based on the transtheoretical model for middle school students. The program consisted of eight processes of change including the consciousness-raising, emotional arousal, self-reevaluation, commitment, reward, countering, environment control, helping relationships. and confidence enhancement. The program consisted of a total of eight sessions including 90 minutes per session and the final program was completed after a preliminary experiment on 19 middle school students. In order to verify the effectiveness of the program, the program was implemented to 54 middle school students who were assigned 16 for the experiment group, 16 for the comparison group, and 22 for the control group. While the experiment group participated in the group coaching program based on the transtheoretical model developed in this study, the comparison group participated in the time management program. The control group did not participate in any program. The experiment, comparison, and control group were tested in pre, post, and follow-up(1 month, 3 months) in order to decisional balance of academic procrastination control, self-efficacy of academic procrastination control, stages of change in academic procrastination control, academic procrastination, and self-directed learning ability. The program effect analysis was conducted on 41 individuals, 13 in the experiment group, 13 in the comparison group and 15 in the control group, except for 13 who scored low academic procrastination in the pre-test. One-way ANOVA analysis was conducted to confirm the homogeneity of the three groups, and then mixed ANOVA analysis was conducted to verify the interaction between time interval and group. The results showed that the interaction between time interval and group was significant in cons recognition of academic procrastination control, self-efficacy of academic procrastination control, stages of change in academic procrastination control, academic procrastination. Thus, the group coaching program to overcome academic procrastination based on the transtheoretical model developed in this study has been shown to be effective in modifying overcoming academic procrastination of middle school students. Also, it was confirmed that the coaching effectiveness was maintained. Based on the results of this study, implications and limitations of this study and future research were discussed.
키워드열기/닫기 버튼
academic procrastination, transtheoretical model(TTM), decisional balance of academic procrastination control, self-efficacy of academic procrastination control, stages of change in academic procrastination control
