earticle

영어

The purpose of this study was to examine predictors of academic achievement among meta-cognitive strategy, academic self-efficacy and procrastination, and to investigate the mediating role of procrastination in the relationship between self-regulated learning and academic achievement. Two hundred seventy eight college students in Daegu province participated in this study. The study employed the Barron and Kenny's(1986) model to investigate the mediating role of procrastination in the relationship between self-regulated learning and academic achievement. The results of the current study are as follows: First, self-regulated efficacy and monitoring had positive influences on academic achievement. Self-regulated efficacy is one of the subscales of academic self-efficacy and monitoring is one of the subscales of meta-cognitive strategy. Second, the relationship between meta-cognitive strategy and academic achievement was partially mediated by procrastination. Third, the relationship between academic self-efficacy and academic achievement was partially mediated by procrastination. The results suggest that self-regulated efficacy and monitoring play an important role in academic achievement and the procrastination mediated the relationship between self-regulated learning and academic achievement.