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An Analysis of Middle School Students' Academic procrastination on Their Academic Achievement

중학생의 학업적 꾸물거림과 학업성취도에 관한 실증적 인과관계 분석

  • LEE, Shin-Sook (School of Administration and Social Welfare, Chosun University)
  • 이신숙 (조선대학교 행정복지학부)
  • Received : 2015.05.15
  • Accepted : 2015.06.05
  • Published : 2015.06.30

Abstract

This study aims to examine the effects of academic procrastination in middle school students on their academic achievement. It also analyzed the influences of stress level recognized by middle school students on their academic achievement. First, it examined theoretical and preceding studies and assumed that sub-factors of academic procrastination in middle school students such as behavioral, cognitive and emotional factors affected their academic achievement. It was assumed that the middle school students' stress had the direct mediating effects on their academic achievement. As a result of the research, it was found that sub-factors of academic procrastination in middle school students such as behavioral, cognitive and emotional factors had partially direct influence on their stress and academic achievement. It was shown that the analysis of mediating effects from middle school students' stress had no influence on the academic achievement. This study presented policy suggestions of academic achievement in middle school students as an alternative based on the research results.

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