The purpose of this study was to verify differences in behavioral regulation and academic engagement of high school students according to the types of achievement goal orientation and academic procrastination.
In order to verify the three research questions, 420 10th grade students in 2 high schools...
The purpose of this study was to verify differences in behavioral regulation and academic engagement of high school students according to the types of achievement goal orientation and academic procrastination.
In order to verify the three research questions, 420 10th grade students in 2 high schools in K-si in G-do were selected as subjects. A self-report type survey was performed on those subjects and 396 out of them were used for analysis. To measure achievement goal orientation, the scale developed by Lee Ju-Hwa and Kim Ah-young(2005) was used. To measure passive procrastination, the self-report type scale modified by Choo Sang-yup and Lim Sung-moon(2008) was used. To measure active procrastination, the self-report type scale modified by Kim Hee-jeong(2010) was used. To measure behavioral regulation, some of the scales developed by Bak Byung-kee, Jung Ki-soo, Kim Sun-mee and Lee Jong-ug(2005) were used. The academic engagement scale was used 15 items in which the Choo Hun-Taek and Sohn Won-Sook(2011) adapted the UWES-S standard and which it remains against the high school student through the validity test. Data was analyzed using SPSS 18.0 for cluster analysis, correlation analysis, crosstabulation, and two-way ANOVA.
The results of this study can be summarized as follows;
First, the four types of achievement goal orientations and the three types of academic procrastination based on the 396 high school students were extracted by cluster analyses. The first cluster of achievement goal orientations was named 'indifference type' as mastery-approach goal orientation and mastery-avoidance goal orientation, performance-approach goal orientation and performance-avoidance goal orientation were low. The second cluster of achievement goal orientations was named 'avoidance goal oriented type' as mastery-approach goal orientation and performance-approach goal orientation were low, and mastery-avoidance goal orientation, performance-avoidance goal orientation were very high. The third cluster of achievement goal orientations was named 'approach goal oriented type' as mastery-approach goal orientation and performance-approach goal orientation were high, and mastery-avoidance goal orientation, performance-avoidance goal orientation were low. The fourth cluster of achievement goal orientations was named 'performance goal oriented type' as mastery-approach goal orientation was average and mastery-avoidance goal orientation, performance-approach goal orientation and performance-avoidance goal orientation were high.
The first type of academic procrastination was named 'active procrastination type', for which passive procrastination was low while active procrastination was very high. The second cluster of academic procrastination was named 'passive procrastination type', for which passive procrastination was very high and active procrastination was very low. The third cluster of academic procrastination was named 'the type with low level of active procrastination', for which passive procrastination was average and active procrastination was low.
Second, the relations between the types of achievement goal orientation and academic procrastination showed active procrastination type was connected with approach goal oriented type, while passive procrastination type was mere related with avoidance goal oriented type. Lastly, the type with low level of active procrastination type was connected with avoidance oriented type.
Third, the differences in behavioral regulation and academic engagement with respect to the achievement goal orientation and academic procrastination types were analyzed by two-way ANOVA. There were no statistically significant interaction effects between achievement goal orientations and academic procrastination. In significant differences in behavioral regulation and academic engagement with respect to both the achievement goal orientation types and academic procrastination types were shown by Tukey Test.
In terms of theoretical implications, it provides the basic for the generalization to research areas of academic procrastination by demonstrating how a self-centered approach can be applied to study individual differences in their achievement goal orientations. Also, the result of this study showed that there were adverse effects in 'avoidance goal oriented type' and 'the type with low level of active procrastination' groups. So, we need to develop some program that they can produce some successful results in learning environment.
Key Words: achievement goal orientation, academic procrastination, behavioral regulation, academic engagement
The purpose of this study was to verify differences in behavioral regulation and academic engagement of high school students according to the types of achievement goal orientation and academic procrastination.
In order to verify the three research questions, 420 10th grade students in 2 high schools in K-si in G-do were selected as subjects. A self-report type survey was performed on those subjects and 396 out of them were used for analysis. To measure achievement goal orientation, the scale developed by Lee Ju-Hwa and Kim Ah-young(2005) was used. To measure passive procrastination, the self-report type scale modified by Choo Sang-yup and Lim Sung-moon(2008) was used. To measure active procrastination, the self-report type scale modified by Kim Hee-jeong(2010) was used. To measure behavioral regulation, some of the scales developed by Bak Byung-kee, Jung Ki-soo, Kim Sun-mee and Lee Jong-ug(2005) were used. The academic engagement scale was used 15 items in which the Choo Hun-Taek and Sohn Won-Sook(2011) adapted the UWES-S standard and which it remains against the high school student through the validity test. Data was analyzed using SPSS 18.0 for cluster analysis, correlation analysis, crosstabulation, and two-way ANOVA.
The results of this study can be summarized as follows;
First, the four types of achievement goal orientations and the three types of academic procrastination based on the 396 high school students were extracted by cluster analyses. The first cluster of achievement goal orientations was named 'indifference type' as mastery-approach goal orientation and mastery-avoidance goal orientation, performance-approach goal orientation and performance-avoidance goal orientation were low. The second cluster of achievement goal orientations was named 'avoidance goal oriented type' as mastery-approach goal orientation and performance-approach goal orientation were low, and mastery-avoidance goal orientation, performance-avoidance goal orientation were very high. The third cluster of achievement goal orientations was named 'approach goal oriented type' as mastery-approach goal orientation and performance-approach goal orientation were high, and mastery-avoidance goal orientation, performance-avoidance goal orientation were low. The fourth cluster of achievement goal orientations was named 'performance goal oriented type' as mastery-approach goal orientation was average and mastery-avoidance goal orientation, performance-approach goal orientation and performance-avoidance goal orientation were high.
The first type of academic procrastination was named 'active procrastination type', for which passive procrastination was low while active procrastination was very high. The second cluster of academic procrastination was named 'passive procrastination type', for which passive procrastination was very high and active procrastination was very low. The third cluster of academic procrastination was named 'the type with low level of active procrastination', for which passive procrastination was average and active procrastination was low.
Second, the relations between the types of achievement goal orientation and academic procrastination showed active procrastination type was connected with approach goal oriented type, while passive procrastination type was mere related with avoidance goal oriented type. Lastly, the type with low level of active procrastination type was connected with avoidance oriented type.
Third, the differences in behavioral regulation and academic engagement with respect to the achievement goal orientation and academic procrastination types were analyzed by two-way ANOVA. There were no statistically significant interaction effects between achievement goal orientations and academic procrastination. In significant differences in behavioral regulation and academic engagement with respect to both the achievement goal orientation types and academic procrastination types were shown by Tukey Test.
In terms of theoretical implications, it provides the basic for the generalization to research areas of academic procrastination by demonstrating how a self-centered approach can be applied to study individual differences in their achievement goal orientations. Also, the result of this study showed that there were adverse effects in 'avoidance goal oriented type' and 'the type with low level of active procrastination' groups. So, we need to develop some program that they can produce some successful results in learning environment.
Key Words: achievement goal orientation, academic procrastination, behavioral regulation, academic engagement
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