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The Mediating Effects of Test Anxiety and Academic Procrastination on the Relationship between Mastery Approach Orientation and Academic Adjustment in Undergraduate Students

  • Global Creative Leader: Education & Learning
  • Abbr : GCL
  • 2023, 13(4), pp.199-218
  • DOI : 10.34226/gcl.2023.13.4.199
  • Publisher : Research Institute for Gifted & Talented Education, Soongsil University
  • Research Area : Social Science > Education
  • Received : November 21, 2023
  • Accepted : December 11, 2023
  • Published : December 30, 2023

Moon Hwa Jin 1

1숙명여자대학교

Accredited

ABSTRACT

This study is an empirical study to confirm the sequential mediating effect of test anxiety and academic procrastination in the relationship between mastery approach orientation and academic adjustment in undergraduate students. To this end, data were collected and analyzed for 240 undergraduate students. The results are as follows. First, the higher the mastery approach orientation, the lower the test anxiety and academic procrastination, and the higher the academic adjustment. Second, the mediating effect of test anxiety was significant in the relationship between mastery approach orientation and academic adjustment. That means as mastery approach orientation increased, test anxiety decreased, and as a result, academic adjustment increased. Third, the mediating effect of academic procrastination was significant. That means as mastery approach orientation increased, academic procrastination decreased, and as a result, academic adjustment increased. Fourth, the sequential mediating effect of test anxiety and academic procrastination was significant. This means that as the mastery approach orientation increases, test anxiety decreases, and decreased test anxiety improves academic adjustment by making less academic procrastination. Based on these results, it was discussed that the university environment, as well as undergraduate students need to pursue changes so that they can reduce worries or anxiety about academic evaluation by aiming for mastery-oriented education to improve the academic adjustment of students and reduce intentional procrastination due to fear of negative feedback in academic performance.

Citation status

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