Browse > Article
http://dx.doi.org/10.15207/JKCS.2021.12.3.225

Converged Influence of Professor Support on Academic Procrastination: Focused on the Mediation Effect of Academic Failure Tolerance  

Song, Seong-Suk (Dept of Future Lifelong Learning, Daejin University)
Ham, Hyun-Jin (Dept of Future Lifelong Learning, Daejin University)
Publication Information
Journal of the Korea Convergence Society / v.12, no.3, 2021 , pp. 225-235 More about this Journal
Abstract
The purpose of this study is to verify the mediated effect of academic failure tolerance in the influence of professor support on academic procrastination of university students. A Google survey was conducted on 211 students at D University in Gyeonggi-do, and descriptive statistics, correlation analysis, and multiple regression were conducted using the SPSS program with collected data. The mediated effect of academic failure tolerance has been verified through three stages of regression analysis (Baron and Kenny) and Sobel Test. The results of the study are as follows; First, professor support has a negative correlation with academic procrastination, and a positive correlation with academic failure tolerance. In addition, there was a negative correlation between academic failure tolerance and academic procrastination. Second, it showed that academic failure tolerance has a full mediated effect in the influence of professor support on academic procrastination. This implies that it is necessary to create an educational environment that can raise the level of professor support and academic failure tolerance of university students in the academic situation. Therefore, this study suggested the need of providing a program of professor support that can improve academic procrastination problems and strengthen the academic failure tolerance of students.
Keywords
University student; Professor support; Academic procrastination; Academic failure tolerance; Mediation effect;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 W. Ahmed, A. Minnaert, G. Werf. & H. Kuyper. (2010). Pereived social support and early adolescents achievement: The mediational roles of motivational beliefs and emotions. Journal of Youth and Adolescence, 39(1), 36-46.   DOI
2 J. L. Chen, (2005). Relation of academic support from parents, teacher, and peer to Hong Kong adolescent's academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs, 131(2), 77-127.   DOI
3 J. A. Choi. (2017). Review of Typological Studies of Academic Procrastination. Journal of Learner-Centered Curriculum and Instruction, 17(20), 65-86. DOI : 10.22251/jlcci.2017.17.20.65   DOI
4 E. I. Jeong. & Y. H. Park. (2008). Relations among faculty trust, learning motivation, and school adjustment of college students. Asian Journal of Education, 9(1), 73-93.   DOI
5 M. Kunter, U. Klusmann, J. Baumert, D. Richter, T. Voss. & A. Hachfeld. (2013). Professional Competence of Teachers: Effects on Instructional Quality and Student Development. Journal of Educational Psychology, 105(3), 805-820. DOI : 10.1037/a0032583   DOI
6 J. Allen, A. Gregory, A. Mikami, J. Lun, B. Hamre. & R. Pianta. (2013). Observations of Effective Teacher-Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System-Secondary. School Psychology Review, 42(1), 76-97.   DOI
7 A. Kim. & M. M. Clifford. (1988). Goal source, goal difficulty, and individual difference variables as predictors of responses to failure. British Journal of Educational Psychology, 58(1), 28-43.   DOI
8 M. J. Kim. (2019). The Relationship between Family Support, Professor Support, and Career Decision Making of University Students - The Mediating Effects of Self-determining Motivation and Self- regulated Learning ability -. Doctoral dissertation. Mokpo National University, Mokpo.
9 J. U. Kim. & J. H. Kim. (2013). Relationships among parental attachment, social support and adjustment to college life. The Korea Contents Society, 13(9), 248-259. DOI : 10.5392/JKCA.2013.13.09.248   DOI
10 S. K. Choi. & S. J. Yang. (2020). The Mediating Effects of Positive-reappraisal and Experiential- avoidance in the Relationship between Self- compassion and Failure-tolerance. Korean Journal of Youth Studies, 27(6), 23-46. DOI : 10.21509/KJYS.2020.06.27.6.23   DOI
11 H. J. Jong. & D. T. Kwon. (2011). The Relationships Between Transformational Leadership of Elementary School Teachers, Academic Self Efficacy and Academic Failure Tolerance. Journal of elementary education studies, 18(2), 289-310.
12 G. M. Ghaith. (2002). The relationship between cooperative learning, perception of social support, and academic achievement. System, 30(3), 263-273.   DOI
13 E. J. Lopez, S. Ehly. & E. Garcia-Vazquez. (2002). Acculturation, social support and academic achievement of Mexican and Mexican American high school students: An exploratory study. Psychology in the Schools, 39(3), 245-257.   DOI
14 M. Y. Cho. (2012). The Mediating Effect of Academic Failure-Tolerance on the Relationship between School Adjustment and Perceived Social Support in Elementary School Students. Graduate dissertation. Konkuk University, Seoul.
15 H. Y. Gao. (2012). The Differences in Academic Burnout and Academic Failure Tolerance between Motivation Types. Asian journal of education, 13(1), 125-147.   DOI
16 K. H. Kim, M. G. Na. & J. H. Kwon. (2014). Verification of a Relational Model among Professor's Support, Learning Motivation, and Academ ic. Asian Journal of Education, 15(1), 45-69.   DOI
17 J. M. Dennis, J. S. Phinney. & L. I. Chuateco. (2005). The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students. Journal of College Student Development, 46(3), 223-236.   DOI
18 S. R. Harper. (2006). Peer support for African American male college achievement: Beyond internalized racism and the burden of action white. The Journal of Men's Studies, 14(3), 337-358.   DOI
19 I. K. Seo. & Y. S. Lee. (2017). Effects of Adolescents' Stress on Academic Achievement and the Control Effect of Social Support: A Comparative Study of Middle and High School Students. Journal of Youth Welfare, 19(3), 23-51. DOI : 10.19034/KAYW.2017.19.3.02   DOI
20 H. H., Kim. (2019). The Influence of Fear of Failure Perceived by Local College Student Majoring in Hospitality on Academic Procrastination and Academic Achievement: The Moderating Effect of Teacher-Student Interactions. Graduate dissertation. Honam University, GwangJu.
21 H. Y. Jeong, S. B. Min, Y. E. Kim. & J. Kim. (2019). The university physical education class participant of School adaptability and academic optimism impact on academic failure tolerance and academic self-efficacy. Korean Society For The Study Of Physical Education, 24(3), 123-137. DOI : 10.15831/JKSSPE.2019.24.3.123   DOI
22 C. K. Oh. & H. Y. Chol. (2017). The Influence of Test Anxiety on Academic Achievement : The Mediating Effects of Self-Compassion and Failure Tolerance. Korean Journal of Youth Studies, 24(10), 483-511. DOI: 10.21509/KJYS.2017.10.24.10.483   DOI
23 M. J. Lee & G. H. Kim & J. W. Lee & N. H. Vo & S. M. Lee. (2020). The Effects of Academic Stress and Academic Failure Tolerance on Academic Burnout Among College Students : Moderated Mediation Effects of Interpersonal Stress. Journal of the Korea Convergence Society, 11(2), 175-185. DOI : 10.15207/JKCS.2020.11.2.175   DOI
24 H. R. Cho. (2019). The Effects of Academic Grit and Academic Resilience for Academic Failure Tolerance in Dance Major College Students. Graduate dissertation. Dankook University, Seoul.
25 E. H. Seo. & E. Y. Kim. (2020). Multiple mediating effects of grit and failure tolerance in the relationship between growth mindset and academic engagement of college student. Journal of Educational Studies, 41(2), 5-26. DOI : 10.18612/cnujes.2020.41.2.5   DOI
26 J. Y. Yang. (2019). The Comparison of Structural Relationships between the Autonomous Motivation and Self-Efficacy of Students According to Social Supports of Teachers in University Physical Education. The Korean Journal of Sport, 17(4), 233-244.
27 A. Y. Kim. (2002). Development of Standardized Student Motivation Scales. Journal of Educational Evaluation, 15(1), 157-184.
28 T. Y. An, S. D. Park. & S. J. Yang. (2020). How Does Grit Develop? A Focus on the Relationship between Perceived Parents Failure Mindset, Parental Academic Expectation and Failure Tolerance among University Students. The Korean Journal of Developmental Psychology, 33(2), 103-121. DOI : 10.35574/KJDP.2020.6.33.2.103   DOI
29 M. J. Kim.. (2020). The Relationship Between Family Support,Professor Support, and Career Decision Making of University Students, The Journal of Humanities and Social science, 11(5), 1159-1174. DOI : 10.22143/HSS21.11.5.84   DOI
30 A. Onwuegbuzie. (2004). Academic procrastination and statistics anxiety. Assessment & Evaluation in Higher Education, 29, 3-19.   DOI
31 M. Kunter, U. Klusmann, J. Baumert, D. Richter, T. Voss. & A. Hachfeld. (2013). Professional Competence of Teachers: Effects on Instructional Quality and Student Development. Journal of Educational Psychology, 105(3), 805-820.   DOI
32 M. O. Suh. (2014). Exploring Different Types of Undergraduates Academic Procrastination through Cluster Analysis. The Korea Journal of Youth Counsclig, 22(1), 375-392.   DOI
33 I. R. Lim. & I. S. Oh. (2016). Academic Competence, and Environmental/Support Factors Influencing College Students' Academic Achievements. Asian journal of education, 17(4), 285-309. DOI : 10.15753/aje.2016.12.17.4.285   DOI
34 I. Arcand. (2012). Creating a relationship: The characteristics of a companioning relationship in the context of academic probation. International Journal of Humanities and Social Science, 2, 38-49.
35 P. Brady. & P. Allingham. (2007). Help or hindrance The role of secondary schools in a successful transition to university. Journal of the First-Year Experience, 19, 47-67. DOI : 10.7758/rsf.2020.6.3.03   DOI
36 S. H. Park. & E. H. Suh. (2005). Women college Students' Academic Procrastination. Korean journal of educational research. 43(2), 115-134.
37 E. H. Seo. (2007). The Difference of Self-Regulated Learning Among Procrastinators According to Anxiety Levels. Korean Educational Psychology Association, 21(3), 613-626.
38 J. H. Yoon. (2011). Procrastination motives in college students : psychometric properties of procrastination motives scale & a path model of procrastination motives to psychological maladjustment. Doctoral dissertation. The Catholic University of Korea, Bucheon.
39 E. H. Seo. & E. K. Kim. (2012). The difference in flow experience among active, passive, and non-procrastinators. Korean Educational Psychology Association, 26(2). 377-390.
40 E. H. Seo. & S. H. Park. (2007). The Relation between Behavioral Manifestations of Procrastination and Academic Achievement. Korean journal of educational research, 45(2), 105-119.
41 L. J. Solomon, & E. D. Rothblum. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503-509.   DOI
42 G. E. Baek. (2020). The Effects of Social Comparison Tendency and Instructor's Social Support on Subjective Well-being among College Students Majoring in Music. Korean Journal of Research in Music Education, 4(1), 229-247. DOI : 10.30775/KMES.49.1.229   DOI
43 B. R. Cho. & J. M. Lee. (2019). Effects of Undergraduate Students' Stress, Social Support, and Resilience on College Life Adjustment. Journal of Digital Convergence, 17(4), 1-11. DOI: 10.14400/JDC.2019.17.4.001   DOI
44 W. L. Sari. & F. Fakhruddiana. (2019), Internal Locus of Control, Social Support and Academic Procrastination among Students in Completing the Thesis. International Journal of Evaluation and Research in Education, 8(2), 363-368.   DOI
45 J. W. You, M. H. Kang. & E. H. Kim. (2013). Computer-Aided Education : A relationship among task value, academic self-efficacy, motivation, self-regulated Learning and academic procrastination in a college e-Learning course. The Journal of Korean association of computer education. 16(1), 81-95.   DOI
46 K. B. Klingsieck, S. Fries, C. Horz. & M. Hofer. (2012). Procrastination in a distance university setting. Distance Education, 33(3), 295-310.   DOI
47 P. Steel. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94.   DOI
48 M. S. Kim, G. H. Kim. & . Y. Jong. (2020). The Effects of Socially Prescribed Academic Perfectionism on Self-handicapping and Academic Procrastination of Female College Students: The Moderating Role of Growth Mindset The Journal of Yeolin Education, 28(5), 301-318. DOI : 10.18230/tjye.2020.28.5.301   DOI
49 J. R. Ferrari. (1992). Procrastinators and perfect behavior: An exploratory factor analysis of self-presentation, self-awareness, and selfhandicapping components. Journal of Research in Personality, 26, 75-84. DOI : 10.1016/0092-6566(92)90060-h   DOI
50 H. I. Kim. & M. K. Song. (2018). The Influence of Socially Prescribed Perfectionism on Academic Procrastination in University Students: The Mediating Effects of Emotional Regulation style. Journal of Emotional & Behavioral Disorders, 34(4), 317-336. DOI : 10.33770/JEBD.34.4.13   DOI
51 D. C. Watson. (2001). Procrastination and the five-factor model: a facet level analysis. Personality and Individual Differences, 30, 149-158. DOI : 10.1016/S0191-8869(00)00019-2   DOI
52 W. McCown, J. Johnson, & T. Petzel. (1989). Procrastination, a principal components analysis. Personality and Individual Differences, 10, 197-202. DOI : 10.1016/0191-8869(89)90204-3   DOI
53 C. H. Lay. (1987). A modal profile analysis of procrastinators: A search for types. Personality and Individual Differences, 8, 705-714. DOI : 10.1016/0191-8869(87)90069-9   DOI
54 A. H. Chu. & J. N. Choi. (2005). Rethinking procrastination: Positive effects of active procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145, 245-264. DOI : 10.3200/SOCP.145.3.245-264   DOI
55 M. O. Suh. (2019). The meta-analysis of the relationships between failure tolerance and related variable. Korean Journal of Educational Research, 57(3), 87-118. DOI : 10.30916/KERA.57.3.87   DOI
56 K. Strunk, Y. Cho, M. Steele,. & S. Bridges. (2013). Development and validation of a 2×2 model of time-related academic behavior: Procrastination and timely engagement. Learning and Individual Differences, 25, 35-44. DOI : 10.1016/j.lindif.2013.02.007   DOI
57 C. Grunschel, J. Patrzek. & S. Fries. (2013). Exploring different types of academic delayers: A latent profile analysis. Learning and Individual Differences, 23, 225. DOI : 10.1016/j.lindif.2012.09.014   DOI
58 K. H. Kim. (2020). The Relationship Between Fear of Failure and Academic Procrastination: The Moderating Effect of Social Support. The Journal of Humanities and Social science, 11(6), 459-474. DOI : 10.22143/HSS21.11.6.34   DOI
59 J. E. Park. (2019). The Relationship Between Socially Prescribed Perfectionism and Academic Procrastination Among Undergraduate Students: The Mediating Effect of Non-Adoptive Cognitive Emotion Regulation Strategies. Psychological Type and Human Development, 20(1), 49-66.
60 S. G. Kim. & E. Y. Park. (2018). The relationship between Evaluative Concerns Perfectionism and Academic Procrastination of university students: The Mediating Effect of Shame and Maladaptive Cognitive Emotion Regulation. The Korean Journal of School Psychology, 15(3), 287-306. DOI : 10.16983/kjsp.2018.15.3.287   DOI
61 J. B. Kim. (2017). Creative failure for learner's intellectual growth. Korean Journal of Educational Psychology, 31(4), 745-766. DOI : 10.17286/KJEP.2017.31.4.07   DOI
62 H. S. Huh, S. Y. Lim. & S. M. Kwon. (2015). The Effect of Perfectionism and Impulsiveness on Academic Initiation- and Completion-Procrastination. The Korean Psychological Association, 34(1), 147-171.