DOI QR코드

DOI QR Code

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

Abstract

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.

Keywords

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

DJTJBT_2018_v16n11_589_f0001.png 이미지

Fig. 1. Research model

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

DJTJBT_2018_v16n11_589_t0001.png 이미지

Table 2. Results of conditional process analysis

DJTJBT_2018_v16n11_589_t0002.png 이미지

References

  1. D. H. Kim. (2018). The relationship between university life adaptation, sex and gender role identity. Journal of Digital Convergence, 16(6), 371-383. https://doi.org/10.14400/JDC.2018.16.6.371
  2. O. Choi & W. S. Lee. (2014). Mediating effects of self-efficacy in the relationships between academic burnout and school adjustment of middle school students. Journal of Digital Convergence, 12(9), 455-463. https://doi.org/10.14400/JDC.2014.12.9.455
  3. R. W. Baker. (2002). Research with the student adaptation to college questionnaire (SACQ). Neobjavljeni rad.
  4. C. A. Wolters & M. Hussain. (2015). Investigating grit and its relations with college students' self-regulated learning and academic achievement. Metacognition and Learning, 10(3), 293-311. https://doi.org/10.1007/s11409-014-9128-9
  5. K. Rimfeld, Y. Kovas., P. S. Dale & R. Plomin. (2016). True grit and genetics: predicting academic achievement from personality. Journal of Personality and Social Psychology, 111(5), 780-789. https://doi.org/10.1037/pspp0000089
  6. A. Costa & L. Faria. (2015). The impact of emotional intelligence on academic achievement: a longitudinal study in portuguese secondary school. Learning and Individual Differences, 37, 38-47. https://doi.org/10.1016/j.lindif.2014.11.011
  7. M. Crede., M. C. Tynan & P. D. Harms. (2017). Much ado about grit: a meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113(3), 492-511. https://doi.org/10.1037/pspp0000102
  8. S. S. Shim & W. H. Finch. (2014). Academic and social achievement goals and early adolescents' adjustment: a latent class approach. Learning and Individual Differences, 30, 98-105. https://doi.org/10.1016/j.lindif.2013.10.015
  9. G. J. Kennedy & B. W. Tuckman. (2013). An exploration into the influence of academic and social values, procrastination, and perceived school belongingness on academic performance. Social Psychology of Education, 16, 435-470. https://doi.org/10.1007/s11218-013-9220-z
  10. J. S. Eccles & A. Wigfield. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153
  11. D. H. Schunk., P. R. Pintrich & J. L. Meece. (2008). Motivation in education: theory, research, and applications (3rd ed.). NJ: Pearson/Merrill Prentice Hall.
  12. M. T. Wang, J. S. Eccles & S. Kenny. (2013). Not lack of ability but more choice: individual and gender differences in choice of careers in science, technology, engineering, and mathematics. Psychological Science, 24(5), 770-775. https://doi.org/10.1177/0956797612458937
  13. H. C. Choi, C. H. Kwon & H. S. Cho. (2017). The prospective effect of secondary school students achievement value & mastery goal orientation on academic performance & learning activity adaption. The Journal of Learner-Centered Curriculum and Instruction, 17(17), 729-749.
  14. H. J. Lim & J. C. Kim. (2014). A structural relationship among attainment value, self-regulatory strategies, achievement, and academic adjustment for middle school students: a moderating effect of self-resilience. Korean Journal of Youth Studies, 21(6), 161-190.
  15. C. Blair & C. C. Raver. (2015). School readiness and self-regulation: a developmental psychobiological approach. Annual Review of Psychology, 66, 711-731. https://doi.org/10.1146/annurev-psych-010814-015221
  16. K. Fujita. (2011). On conceptualizing self-control as more than the effortful inhibition of impulses. Personality and Social Psychology Review, 15(4), 352-366. https://doi.org/10.1177/1088868311411165
  17. S. A. Schmitt, M. M. McClelland., S. L. Tominey & A. C. Acock. (2015). Strengthening school readiness for head start children: evaluation of a self-regulation intervention. Early Childhood Research Quarterly, 30, 20-31. https://doi.org/10.1016/j.ecresq.2014.08.001
  18. A. Fishbach, Y. Zhang & Y. Trope. (2010). Counteractive evaluation: asymmetric shifts in the implicit value of conflicting motivations. Journal of Experimental Social Psychology, 46(1), 29-38. https://doi.org/10.1016/j.jesp.2009.09.008
  19. D. S. Yeager, M. D. Henderson., D. Paunesku., G. M. Walton., S. D'Mello., B. J. Spitzer & A. L. Duckworth. (2014). Boring but important: a self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107(4), 559-580. https://doi.org/10.1037/a0037637
  20. S. J. Lee & K. H. Shin. (2013). Effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement. Journal of Digital Convergence, 11(12), 829-834. https://doi.org/10.14400/JDPM.2013.11.12.829
  21. B. S. Park & S. B. Yang. (2017). The effect of parent's neglect on adolescents' career identity in the time of convergence : focusing on the mediating effect of experience satisfaction and school adjustment. Journal of Convergence for Information Technology, 7(3), 139-146. https://doi.org/10.22156/CS4SMB.2017.7.3.139
  22. J. J. Holland, D. C. Gottfredson & P. G. Power. (1980). Some diagnostic scales for research in decision making and personality: identity, information, and barriers. Journal of Personality and Social Psychology, 39(6), 1191-1200. https://doi.org/10.1037/h0077731
  23. S. Y. Kim. (2017). The characteristics of part-time job experience of youth impact on career development. Journal of Convergence for Information Technology, 7(3), 159-164. https://doi.org/10.22156/CS4SMB.2017.7.3.159
  24. S. A. Lim. (2013). A study on the structural model of career identity, achievement goal, learning flow, and academic achievement. Korean Journal of Youth Studies, 20(1), 47-62.
  25. S. W. Park & B. H. Cho. (2017). The relationship among career decision value, academic motivation and academic achievement: focusing on social concern value. Journal of Future Oriented Youth Society, 14(2), 1-20.
  26. M. R. Lee & B. H. Park. (2017). The structural Relationships among Externalizing problems, Internalizing problems, achievement value, and school adjustment in adolescents. Journal of Learner-Centered Curriculum and Instruction, 17(1), 517-535.
  27. M. H. Jo, H. Y. Lee & H. W. Lee. (2013). Longitudinal change and structural relationship among career development, school life satisfaction, and achievement of high school students. The Journal of Career Education Research, 26(2), 91-112.
  28. K. K. Ho. (2017). Analysis of relationship between career identity, motivation control, academic achievement, and life satisfaction. Ph.D. dissertation, MokPo National University. Jeonnam.
  29. C. K. Oh. (2016). Verification of a structural model of the relations among university students' career identity, self-regulated learning, academic achievement and academic satisfaction. Korean Journal of Youth Studies, 23(1), 449-473. https://doi.org/10.21509/KJYS.2016.01.23.1.449
  30. B. S. Lee. (2017). The influence of youths' career identity on their academic achievement value: moderating effect of school career counseling. Journal of School Social Work, 38, 225-249. https://doi.org/10.20993/jSSW.38.10
  31. W. B. Son. (2018). Effects of achievement value on university students career identity: focused on the mediating effects of core competencies. The Journal of Career Education Research, 31(2), 151-170. https://doi.org/10.32341/JCER.2018.06.31.2.151
  32. H. J. Kang., S. H. Kang & E. M. Lim. (2016). Exploring the possibility of clustering by academic motivation and career motivation of high school students. Asian Journal of Education, 17(2), 151-175. https://doi.org/10.15753/aje.2016.06.17.2.151
  33. Y. N. Shin & W. S. Son. (2016). Latent change of academic motivation profiles: academic achievement. Korean Journal of Educational Research, 54(3), 177-199.
  34. U. M. Jo. (2018). After the implementation of the 'free semester system' ...go to private educational institute Instead of experiencing career. MBC NEWS. http://imnews.imbc.com/replay/2018/nwtoday/article/456 8926_22669.html.
  35. A. F. Hayes. (2013). Introduction to mediation, moderation, and conditional process analysis: a regression based approach. NY: The Guilford Press.
  36. H. L. Yang., J. E. Lee & K. J. Han. (2014). The effects of adolescent's exposure to neglect on school grades: moderation effect of career identity. Social Science Studies, 38(2), 41-62.
  37. C. Y. Jung, J. C. Jeong, J. B. Lee, D. Y. Jeong, H. S. Lim, S. J. Lee & J. H. Lim. (2015). Career education in south korea: current status and future direction. The Journal of Career Education Research, 28(3), 155-171.
  38. S. R. Kim. (2017). The development and effectiveness of a school academic counseling program for middle school students. Studies on Korean Youth, 28(3), 147-178. https://doi.org/10.14816/sky.2017.28.3.147
  39. D. Y. Cho, H. D. Kim, H. K. Bae & Y. S. Lee. (2012). A study for academic advisor system in high schools. Secondary Education Research, 60(4), 891-915. https://doi.org/10.25152/ser.2012.60.4.891
  40. Y. K. Kang & H. Y. Kyung. (2015). An analysis of variables influencing the academic adjustment in elementary school students. Korean Journal of Educational Research, 53(3), 61-88.
  41. Y. S. Ka. (2015). An effect of middle school students' individual and creative field study variables on career identity. Master's thesis, Sookmyung Women's University. Seoul.