이 연구는 학업적 지연행동 극복 프로그램을 개발하고 학생의 완벽주의 특성에 따른 프로그램의 효과 차이를 밝혔다. 즉 대학생 85명을 실험집단과 통제집단으로 나누어 실험집단을 대상으로 주 1회 1시간씩 총 11차시의 학업적 지연행동 프로그램을 실시하여 다음의 결과를 도출하였다. 첫째, 자기-지향적 완벽주의가 낮은 학생들에게 프로그램의 즉각적인 효과는 유의미하였으나, 자기-지향적 완벽주의가 높은 학생들에게 프로그램의 효과는 유의미하지 않았다. 둘째, 사회적으로 부과된 완벽주의가 높은 학생들에게 프로그램의 지속적 효과는 유의미하였으나, 사회적으로 부과된 완벽주의가 낮은 학생들에게 프로그램의 효과는 유의미하지 않았다. 셋째, 타인-지향적 완벽주의가 높은 학생들에게 프로그램의 지속적 효과는 유의미하였으나, 타인-지향적 완벽주의가 낮은 학생들에게 프로그램의 효과는 유의미하지 않았다. 이와 같이 완벽주의 성향에 따라 이 연구에서 개발된 프로그램의 효과는 서로 다르다. 그러므로 학생의 특성을 미리 고려하여 프로그램 참여 여부를 결정할 필요가 있다.
This study was to develop a treatment program for overcoming academic procrastination of college students and to examine the effects of the program according to perfectionism styles. The contents of this study are structured as follows: (1) To develop a treatment program for overcoming academic procrastination of college students. (2) To identify how the effects of the treatment vary according to perfectionism styles. The principles and contents of the treatment program were determined according to the Instructional System Design(ISD). This study had three principles: (a)the complex approach of cognitive, affective, and behavioral strategies to academic procrastination. (b)student-based activity. (c)feedback from oneself, peers, and an expert. The contents of the treatment included self-awareness, setting goals and priorities, time management, splitting assignment, setting deadline by oneself, modifying cognitive distortions and perfectionism, reducing anxiety, a reward system, and so on. To examine the effects of the treatment, 85 undergraduates were used as subjects. They were classified into a control group(wait-listed people) and an experimental group(procrastination workshop participants). This study was conducted using a pre-test and post-test(all 4 times) designed for an experimental group and a control group. Multi-level analysis using the growth model was conducted to analyze the effects of the treatment. Results of this study are summarized as follows: First, the experimental group with low self-oriented perfectionism demonstrated a significantly lesser degree of academic procrastination than the control group. There was no significant difference between an experimental group and a control group with high self-oriented perfectionism. Second, the experimental group with high socially prescribed perfectionism demonstrated a continuously lesser degree of academic procrastination than the control group. There was no significant difference between an experimental group and a control group with low socially prescribed perfectionism. Third, the experimental group with high other-oriented perfectionism demonstrated a continuously lesser degree of academic procrastination than the control group. There was no significant difference between an experimental group and a control group with low other-oriented perfectionism.
Ⅰ. 서 론 II. 학업적 지연행동 극복 프로그램 개발 III. 연구 방법 IV. 연구결과 IV. 논의 및 결론 <참고문헌>
