초등학생 자신이 지각하는 부모의 자율성 지지, 성장 마인드셋, 그릿에 기초한 군집유형별 학업지연행동에서의 차이

The purpose of this study is to classify clusters based on parental autonomy support, growth mindset, and grit perceived by elementary school students, and to analyze whether there are differences in academic procrastination according to each cluster. This study analyzed data collected from 467 students (females = 228 and males = 239) in 5th and 6th grades attending elementary schools in Seoul using one-way analysis of variance, cluster analysis, and the chi-square test. The major research findings of this study are summarized as follows: First, four clusters were derived. They are the type that needs parental autonomy support (cluster 1), the type that needs overall attention (cluster 2), the ideal type (cluster 3), and the type of parental autonomy support superiority (cluster 4). Second, there were significant differences in academic procrastination behavior according to cluster types (cluster 2 > cluster 1 > cluster 4 > cluster 3). Proposals are also presented for reducing academic procrastination behavior for each type of cluster.