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KMID : 1159120160230030615
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Korean Journal of Rehabilitation Psychology
2016 Volume.23 No. 3 p.615 ~ p.632
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Influence of Parental Pressure and Academic Self-efficacy on Learning Flow : Testing the Mediating and Moderating Effects of Self-determination
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Chae Seul-Gi
Shin Hyo-Jung
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Abstract
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The purpose of this study was to examine the mediating and moderating effects of self-determination through academic self-efficacy on the relationship between parental achievement pressure and learning flow. Participants included 500 middle and high school students recruited from the Seoul and Gyeong-gi provinces. After the data cleaning process, 483 cases were retained for final analysis. Parental pressure, learning flow, academic self-efficacy, and self-determination measures were analyzed using SPSS 21.0 and SPSS Macro. Results are as follows: First, academic self-efficacy was not found to have mediating effect between parental pressure and learning flow. Second, self-determination was found to have a moderating effect between parental pressure and academic self-efficacy. In other words, self-determination has both mediating and moderating effects through academic self-efficacy. Practical implications as well as future research direction of effective academic counseling are discussed.
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KEYWORD
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parental achievement pressure, learning flow, academic self-efficacy, self-determination
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