고등학생들의 학업미루기행동 경험에 대한 내러티브 탐구

Abstract

This study sought to understand the students in high school who undergo an academic procrastination and to find the meaning of the experiences. It was guided by the following two questions: (1) How does the students in high school go through an experience of academic procrastination? (2) What is the meaning of the experience under the context of time, space, and relationships? A qualitative narrative inquiry study design was used. Nine participants were interviewed: (1) 3 boys in a focus group, (2) 5 girls in a focus group, and (3) a girl with a high accomplishment. Data was collected by using a semistructured interview for an initial meeting. Open-ended questions were used in subsequent interviews. In order to be included in the study, all participants have current or past involvement of academic procrastination. Narrative inquiry methods of constant comparative analysis and theoretical sampling were used to analyze audiotaped interviews and verbatim interview transcripts. Analysis resulted in 8 variables: (1) Past: Beginning of procrastination- ‘a fence that they could jump over’, (2) Present: Procrastination- ‘a wall that they cannot jump over’, (3) Future: Procrastination- ‘procrastinating this time for time to come’ from a context of Time, (4) School: ‘Being-in-the-school’, (5) School: ‘Differential-being-in-the-school from a context of Space, (6) Teacher- ‘Real teacher’, ‘Non-real teacher’, (7) Parents- ‘A believer as it is’, (8) Friends- ‘Being who can make them stand up’ from a context of relationships.