The Mediating Effect of Academic Passion on the Relationship between Self-efficacy, and Coping and Adjustment
자기효능감과 대처, 그리고 적응의 관계에서 학업열정의 매개효과
- 사범대학 교육학과
- Issue Date
- 서울대학교 대학원
- Academic passion; Harmonious passion; Obsessive passion; Self-efficacy; Coping strategies; Academic adjustment to college
- 학위논문 (석사)-- 서울대학교 대학원 : 사범대학 교육학과, 2018. 2. 이선영.
- This research aimed to differentiate the two types of passion (harmonious vs. obsessive) and empirically support that not all passion leads to academic success. Specifically, the study investigated on the mediating effect of students’ academic passion on the relationship between academic self-efficacy, and coping and adjustment based on the self-concordance model. It was based on a concurrent research design integrating the motivational and self-regulatory mechanisms as a predictor of academic adjustment after the transition from high school to college. A total sample of 256 undergraduate students in five universities in Korean metropolitan area participated in the study. A confirmatory factor analysis was performed to examine the adequacy of the measurement model and mediation was analyzed by comparing the fit of structural equation models.
The results showed a satisfactory fit of the research model to the data. The results also demonstrated that the total effect of academic self-efficacy on academic adjustment was positive and significant. Furthermore, a significant indirect effect provided support for the role of partial mediator of academic passion in the relationship between academic self-efficacy and avoidance coping. Academic self-efficacy showed significant direct associations with all study variables. The results showed that academic self-efficacy was positively related to harmonious passion and approach coping while negatively related to obsessive passion and avoidance coping. A significant contrasting association was found between academic self-efficacy and each academic passion type.
The results provided support that the more harmonious passion students have, the more likely they utilize approach-oriented coping. Simultaneously, harmonious passion positively influenced academic adjustment, while obsessive passion did not. The results can be interpreted as the promotion of harmonious passion during high school has a significant positive effect on academic adjustment at college. The present findings may contribute to the understanding of how academic passion is related to academic self-efficacy, coping, and academic adjustment during the course of academic life in high school and college. This research may contribute to the literature by identifying that the ways academic passion leads to successful adjustment to the academic environment. When students struggle with demanding academic requirements, having a harmonious passion would help them adopt approach coping and increase the chance of goal achievement and satisfaction. The experience of academic success during high school not only positively influences academic adjustment to the university setting, but also expands their understanding of who they are and what they aim for in their lives.