• Title, Summary, Keyword: Achievement Motivation

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Correlational study on English learners' motivation, anxiety, WTC and their English achievement scores in native teachers' classes (원어민 영어수업에서 느끼는 학습동기, 불안감, 의사소통 의지와 영어성적과의 관계)

  • Nam, Jung-Mi
    • English Language & Literature Teaching
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    • v.17 no.2
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    • pp.139-160
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    • 2011
  • This study examines correlations between affective variables and English learners' achievement in native teachers' classes. Specifically, it aims to study the relationships among Korean college students' English learning motivation, anxiety, WTC (willingness to communicate) and their English achievement scores. For the purpose, the questionnaire surveys were conducted, and the students' English scores were analyzed and compared. The participants were 216 university students taking the general English courses as a requirement for graduation. The results indicated that although the students had high level motivation to learn English, especially for social reasons, their WTC in and outside the classroom was low. Also, unlike the previous studies on foreign language anxiety, their anxiety level was not significant. Anxiety and motivation were negatively correlated; WTC and motivation were positively correlated. However, according to the regression analysis, the explanatory power of the three affective variables was not significant for the students' achievement scores. Several possible reasons and some pedagogical implications are provided in the conclusion.

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Determinants of Academic Achievement Among High School Seniors

  • Moon, Hyuk-Jun
    • International Journal of Human Ecology
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    • v.13 no.1
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    • pp.17-28
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    • 2012
  • This study determines what affects the academic achievement of senior high school students in the context of the individual, family, and school environment. The sample selection consisted of 1484 high school seniors in Korea. The following are the results of this study: First, female students scored higher in academic achievement than male students. Second, academic achievement by male students was related to levels of school satisfaction, academic motivation, and family strength, while academic achievement by female students was related to levels of parents' education, family income, ego-resiliency, school satisfaction, academic motivation, and family strength. Third, the most important predictor of academic achievement for male and female students is academic motivation, followed by school satisfaction. The present study highlighted the necessity to develop academic achievement improvement programs appropriate for both genders of senior high school students.

Correlates of Children's Achievement Motivation: Mother's Conversation Pattern, Maternal Emotional Support, and Children's Self-Esteem (아동의 성취동기와 관련된 변인들: 어머니의 의사소통유형 및 정서적지지와 아동의 자아존중감)

  • Jung, Hyun-Jung;Moon, Hyuk-Jun
    • Journal of Korean Home Management Association
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    • v.29 no.5
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    • pp.107-119
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    • 2011
  • The main purpose of this study was to examine the relationships among Mother's Conversation Patterns, Maternal Emotional Support, and Children's self-esteem and motivation to achieve. The subjects of the study were 262 children's in the 5th and 6th grades at an elementary school in Seoul and Gyeonggi. The major results of this study are as follows: The achievement motivation of female children was higher than that of male children. Second, the mother's conversation patterns, maternal emotional support and children's self-esteem were related to the children's achievement motivation. Third, according to the results of an examination of the relative influence of the variables, the child's self-esteem and mother's open communication had an effect on the child's achievement motivation. This high level of self-esteem and motivation to act positively led to high achievement motivation.

Motivation for Achievement in Mathematics (동기에 대한 고찰 - 수학 학업성취와 관련하여 -)

  • Lee, Joug-Euk
    • The Mathematical Education
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    • v.46 no.1
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    • pp.1-18
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    • 2007
  • The purpose of this study is to describe theoretical orientations guiding research in mathematics motivation and to discuss findings in terms of how they facilitate or inhibit achievement. First, definitions of motivation and distinctions among types of motivation in education are discussed. Second, theoretical approach and representative research from these approach are described. Third, a set of generalizable conclusions about the contextual factors, cognitive processes, and benefits of interventions that affect students' and teachers' motivational attitudes are noted. Last, criticisms regarding instrument, assessment, and use of theories in motivational research are raised.

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The Relationship of Children's Achievement Motivation to Children's School Readiness (취학전 아동의 학습준비도와 성취동기와의 관계 -아동용 성취동기 검사(나롱이)의 타당화-)

  • Chung, Kye Sook
    • Korean Journal of Child Studies
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    • v.10 no.2
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    • pp.19-31
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    • 1989
  • The purpose of this research was to examine the concurrent validity of the Nalongyee children's achievement motivation test by studying its relationship to a children's school readiness test. The subjects were 335 preschool children (171 urban and 164 rural) selected from 8 public and 7 private kindergartens located in two metropolitan areas (Seoul and Pusan) and 5 rural counties in Kyungsang Nam Do. Instruments included the Nalongyee Children's Achievement Motivation Test by the author and the School Readiness "Lest by Unhai Rhee. Data were analyzed by Pearson r and Z-test. Readiness was positively related to the total score and sub-areas of achievement motivation (.10-.43). Sub-areas of the achievement motivation test were related to each of the 4 factors of the readiness test. The correlations ranged from .00-.35 with the personal-social response factor, .00-.26 with the associative vocabulary factor, .05-.31 with the number concept factor, and .03-.37 with the perception factor. Significant differences in correlations were found between urban and rural areas for self-confidence, interest in learning, interest in kindergarten and physical competence.

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The Effects of Elementary Science Teaching Program strengthening Aesthetic Experiences on Science Learning Motivation and Achievement (심미적 경험을 강화한 초등과학 수업이 과학 학습동기와 학업성취도에 미치는 영향)

  • Kim, Eun-Jeong;Bae, Jinho;So, Keum-Hyun
    • Journal of Korean Elementary Science Education
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    • v.34 no.4
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    • pp.382-393
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    • 2015
  • The purpose of this study was to examine the effects of elementary science teaching program strengthening aesthetic experiences on science learning motivation and achievement. The subjects of this study were divided into two groups. The experiment group practiced elementary science teaching program strengthening aesthetic experiences, while the control group practiced teacher guided-based instruction. The results of this study were as follows. First, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science learning motivation. Second, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science achievement. In conclusion, this study showed that elementary science teaching program strengthening aesthetic experiences gave a positive influence on the science learning motivation and science achievement in elementary school science.

Relationship among Motivation, Social Factors and Achievement in On-offline Blended English Writing Class

  • Kim, Jeong-Yeon
    • English Language & Literature Teaching
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    • v.17 no.4
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    • pp.97-121
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    • 2011
  • This study aims to examine how motivational constructs are interrelated with social, context-specific factors and, as a result, contribute to L2 writing achievement within the framework of self-determination theory. The data consisted of 67 Korean college students' questionnaire responses, final scores in an on-offline blended writing course, and qualitative interviews with 5 students. In the descriptive and the correlation analyses, the participants' extrinsic motivation was found higher than intrinsic motivation, with low amotivation. Among social factors, immersion environment, foreign instructor, and peer comparison marked high scores, whereas Korean instructor and online material gained low scores. Those contextual factors were interrelated with each other, such that the immersion factor correlated significantly with Korean instructor and peer comparison. Extrinsic and intrinsic motivational subscales engendered strong correlations with the high-scored social factors, i.e., immersion, foreign instructor, and peer comparison, which were also closely interrelated with L2 writing achievement. The findings illuminate intricate workings of motivation in its effects on L2 achievement and corroborate the roles of contextual factors. The effect of motivational subscales on achievement may be valid through interplay with some social factors. The dynamics of motivation is discussed for pedagogical applications.

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The Effects of Taekwondo Athletes' Sports Participation Motivation on Achievement Orientation and Achievement Behaviors (태권도선수의 참여동기와 성취목표지향성이 성취행동에 미치는 영향)

  • Lim, Young-Jin;Song, Eun-Seob
    • The Journal of the Korea Contents Association
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    • v.19 no.2
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    • pp.525-538
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    • 2019
  • The objective of this study is to verify the effects of the Taekwondo athletes' sports participation motivation on the achievement orientation and achievement behaviors and to verify the mediating effect of the achievement orientation. The subjects of this study were 256 athletes' in Honam. The questionnaire data were utilized for verification of hypotheses through structural equation model analysis. As a result of verification, Taekwondo athletes' sports participation motivation presented a statistically significant positive correlation with their achievement orientation. The achievement orientation showed a significant positive effect on the achievement behaviors with the mediating effect of the achievement orientation. Finally, the result of this study is meaningful in a point of view of the effect of Taekwondo athletes' sports participation motivation on the achievement orientation and achievement behaviors. It is worthwhile to verify the mediation effect of achievement orientation.

The Effects of the Small Group Collaborative Learning Strategy using Smart Devices in Elementary School Science Classes (초등 과학 수업에서 스마트 기기를 활용한 소집단 협력 학습의 효과)

  • Kang, Sukjin;Yun, Sungyong
    • Journal of Korean Elementary Science Education
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    • v.36 no.3
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    • pp.181-192
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    • 2017
  • In this study, the effects of the small group collaborative learning on students' achievement, the retention of the achievement, communication anxiety, and science learning motivation were investigated. The aptitude-treatment interaction between the level of students' self-directed learning ability and the intervention was also examined. Two classes (38 students) from an elementary school were respectively assigned to a control group and a treatment group. A self-directed learning ability test, a communication anxiety test, and a science learning motivation test were administered as pretests. The intervention lasted for 8 class periods. After instruction, an achievement test, the communication anxiety test, and the science learning motivation test were administered. An achievement retention test were also administered after four weeks. The results indicated that there were significant treatmentaptitude interaction effects in the achievement test scores and the achievement retention test scores. In the communication anxiety and the science learning motivation, however, any significant difference was not found between the scores of the treatment group and the control group. Educational implications are discussed.

A Study on Influential Factors in Mathematics Modeling Academic Achievement

  • Li, Mingzhen;Pang, Kun;Yu, Ping
    • Research in Mathematical Education
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    • v.13 no.1
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    • pp.31-48
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    • 2009
  • Utilizing the path analysis method, the study explores the relationships among the influential factors in mathematics modeling academic achievement. The following conclusions are drawn: 1. Achievement motivation, creative inclination, cognitive style, the mathematical cognitive structure and mathematics modeling self-monitoring ability, those have significant correlation with mathematics modeling academic achievement; 2. Mathematical cognitive structure and mathematics modeling self-monitoring ability have significant and regressive effect on mathematics modeling academic achievement, and two factors can explain 55.8% variations of mathematics modeling academic achievement; 3. Achievement motivation, creative inclination, cognitive style, mathematical cognitive structure have significant and regressive effect on mathematics modeling self-monitoring ability, and four factors can explain 70.1% variations of mathematics modeling self-monitoring ability; 4. Achievement motivation, creative inclination, and cognitive style have significant and regressive effect on mathematical cognitive structure, and three factors can explain 40.9% variations of mathematical cognitive structure.

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