The Effect of college students’ collaborative Learning Attitude on Academic Procrastination Behavior: Focusing on the Moderating Effect of Knowledge Sharing Attitude

Objectives This study analyzed whether the interaction between collaborative learning attitude and knowledge sharing attitude perceived by college students moderates academic procrastination behavior. The purpose of this study is to suggest the ideas of effective learner-centered lesson design. Methods The subjects were 149 male and female university students enrolled in university, Daejeon . To verify the difference between groups, a t-test was conducted, and the moderating effect of knowledge sharing attitude on academic procrastination behavior was analyzed using SPSS PROCESS. Significance was verified through bootstrapping and the significance level of the t-value and moderation index at each level of the graph. Results First, as the level of collaborative learning attitude increased, the level of knowledge sharing attitude increased, showing a significant positive correlation, and as the level of academic procrastination decreased, showing a significant negative correlation. Second, there was a significant difference between the groups in knowledge sharing attitude and academic procrastination behavior depending on the level of collaborative learning attitude. Third, the relationship between collaborative learning attitude and academic procrastination behavior was significantly moderated by knowledge sharing attitude. As the level of collaborative learning attitude increased at the ‘high’ and ‘middle’ levels of knowledge sharing attitude, academic procrastination behavior was significantly moderated. In other words, as the level of collaborative learning attitude and knowledge sharing attitude increased, they showed a moderating effect that reduced academic procrastination behavior. However, at the ‘low’ level of collaborative learning attitude, even a high level of knowledge sharing attitude actually strengthened academic procrastination behavior. Conclusions Since a high level of collaborative learning attitude and knowledge sharing attitude are very important in reducing academic procrastination behavior, it is suggested that a collaborative learning group processing structure is needed to create a favorable knowledge sharing culture for learner-centered instructional design.