Mediating and Moderating Effects of Self-regulation and Career Identity in the Relationship Between Achievement Value and Academic Adjustment of Middle School Students

중학생의 성취가치와 학업적응의 관계에서 자기조절과 진로정체감의 매개 및 조절효과

  • Received : 2018.08.28
  • Accepted : 2018.11.20
  • Published : 2018.11.28


The purpose of this study is to investigate the mediating effect of self-regulation(SR) and the moderating effect of career identity(CI) in predicting academic achievement(AA) by middle school students' achievement value(AV). The subjects were 1,088 male and 970 female students in the third year of middle school. A conditional process analysis using SPSS and Hayes' process macro was conducted. The results were as follows. First, the partial mediation effect of SR was significant in the relationship between AV and AA. Second, the moderating effect of CI was notable in the relationship between AV and SR, and AV and AA respectively. Finally, the mediation effect of AV on AA through SR was found to decrease as CI increased. These results show that supporting the development of CI for students with low AV helps to improve SR and AA. However, as the effect of CI was found to be weaker than the effect of AV or SR on AA, the follow-up research exploring ways to support the achievement value of middle school students are suggested.


Achievement Value;Self-regulation;Academic Adjustment;Career Identity;KCYPS

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Fig. 1. Research model

Table 1. Correlation between achievement values, self-regulation, career identity and academic adjustment

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Table 2. Results of conditional process analysis

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