• Title, Summary, Keyword: Achievement Motivation

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The Relationship among the Learning Motivation, the Characteristics of Multiple Intelligence and Academic Achievement in Medical School Students (의대생들의 성적과 학업동기 및 다중지능의 관계분석)

  • Ryue, Sookhee;Lee, Haebum;Jeon, Woo Taek
    • Korean Medical Education Review
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    • v.15 no.1
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    • pp.46-53
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    • 2013
  • The purpose of this study was to analyze the relationship among medical students' learning motivation, characteristics of multiple intelligence, and academic achievement. The participants were 144 medical students. The data were collected by administering learning motivation tests (self-confidence, self-efficacy, level of task, emotion of learning, learning behavior, failure tolerance, task difficulty, and academic self-efficacy), a multiple intelligence test (linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence), and two semesters of grades. There is a correlation between multiple intelligences and learning motivation. Among academic self-efficacy of academic motivation, the self-control efficacy (0.28) and behavior (0.18) subscales are significantly positively correlated with academic achievement. However, the emotion subscale (-0.18) was significantly negatively correlated. Learning motivation was correlated with two of the eight multiple intelligence profiles: the intrapersonal intelligence (0.18) and bodily-kinesthetic intelligence (-0.19). The structural equation modeling analysis showed that the behavior and self-control efficacy subscales of intrapersonal intelligence had an impact on academic achievement. An analysis according to the academic achievement group showed significant differences in self-control efficacy and emotion subscales with intrapersonal intelligence. A positive relationship can be observed between learning motivation and some characteristics of multiple intelligence of medical school students. In light of the findings, it is worth examining whether we can control medical students' learning motivation through educational programs targeting self-control efficacy and intrapersonal intelligence.

An Analysis of the Effectiveness of Tutorial CAI Programs According to the Learner's Characteristics in Science Teaching (과학 컴퓨터 보조 학습 프로그램의 효과분석에 관한 연구)

  • Yang, Il-Ho;Jeong, Jin-Woo
    • Journal of The Korean Association For Science Education
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    • v.11 no.1
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    • pp.37-50
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    • 1991
  • The CAI (Computer-Assisted Instruction) system for science teaching has been increasing both in quantity and in quality during the last two decades. However, science learning by computer has not played a leading role in the science teaching process. Therefore, the purpose of this study was to analyze the effectiveness of tutorial CAI programs according to the learner's characteristics such as sex, inquiry skills, attitudes toward science subject, logical thinking skills, achievement motivation, science content achievement in science teaching. One group pretest-posttest design was used as an experimental design. The three tutorial science CAI programs were used for thirty males and females selected in grade eight. According to the analysis of CAI achievement scores the female students showed significantly higher (P<0.05) than the male students. Also, one-way analysis of variance was used to investigate the effects of interaction between sex and achievement motivation. The significant difference on the effects of interaction between sex and achievement motivation has not found. The effects of tutorial CAI between logical thinking skills, attitudes toward science subject, inquiry skills, achievement motivation, science content achievement according to upper and lower levels were investigated by using the statistical analysis of one-way ANOVA. The results indicate that tutorial CAI might provides a good opportunities for the improvement of science achievement to the lower level students of attitudes toward science subject, inquiry skills, science content achievement.

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The Structural Relationship among Academic stress, Achievement motivation, Learning environment, School flow, Learning persistence in Cyber Education (사이버수업에서 학업스트레스, 성취동기, 학습환경, 학교몰입, 학습지속의향간의 구조적 관계)

  • Joo, Young-Ju;Chung, Ae-Kyung;Han, Ae-Ri
    • The Journal of Korean Association of Computer Education
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    • v.14 no.3
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    • pp.73-82
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    • 2011
  • The purpose of the present study is to examine the structural relationship among academic stress, achievement motivation, learning environment, school flow and learning persistence in cyber education. For this study, 879 students who were enrolled in S cyber university in Korea was chosen to conduct the survey. Achievement motivation was measured in the beginning of the semester. Academic stress, learning environment, school flow, and learning persistence were measured at the end of the semester through the web survey system. The results of this study were as follows: First, academic stress, achievement motivation, and learning environment significantly affected school flow. Second, academic stress, achievement motivation, and school flow affected learning persistence, but didn't affect learning environment significantly. The results imply that academic stress, achievement motivation, and school flow should be considered as the significant elements for constructing cyber education environments to enhance students' learning persistence.

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The Effects of a Career Group Counseling Program on the Career Maturity and Achievement Motivation of Elementary School Underachievers (진로집단상담 프로그램이 초등학교 학습부진아동의 진로성숙과 성취동기에 미치는 효과)

  • Park, Eun-Jin
    • The Korean Journal of Elementary Counseling
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    • v.6 no.1
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    • pp.49-71
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    • 2007
  • The purpose of this study was to examine the effects of a career group counseling program on the career maturity and achievement motivation of elementary school underachievers. This study targeted the fifth grader underachievers. Twenty underachievers, whose pre-test homogeneity in career maturity and achievement motivation was verified, were allocated to an experimental group and a control group by 10 underachievers each. The program was conducted for a total of 12 sessions, twice per week, and each session lasted 80 minutes. For verification of the program effects in this study, MANOVA and ANOVA were carried out for pre- and post-score tests between the groups, and repeated-MANOVA and paired t-test were peformed to look into the changes within a group by using SPSS/WIN(version 12.0) in terms of statistical analyses. The findings in this study are as follows: First, as a result of post test for the experimental and control groups, and difference verification of post and pre-tests within the experimental group, both career maturity and sub-factors of career maturity demonstrated significant differences. Second, as a result of difference verification of the pre- and post-tests within the experimental group, achievement motivation significantly improved, but there was no statistically significant difference in achievement motivation in the post-test of experimental and control groups. However, of the sub-factors of the achievement motivation, self-confidence and Interest in the long-term future significantly improved. Third, we can see that the career group counseling program provided opportunities for the underachievers to search their own character, interest, and aptitude, and broadly encounter the world of occupations. Also, we can infer that the underachieves had active and developmental attitudes towards future dreams and their current efforts. As noted above, the career group counseling program proved that it has a positive effect to the improvement of the elementary school underachievers' career maturity and achievement motivation in some variables.

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The Effects of Cooperative Learning by Students' Performance Goal Orientation in Elementary Science Classes (초등학교 과학 수업에서 학생들의 수행 목표 지향성 수준에 따른 협동 학습의 효과)

  • Koh, Han-Joong;Kim, Youn-Sil;Kang, Suk-Jin
    • Journal of Korean Elementary Science Education
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    • v.29 no.3
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    • pp.307-315
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    • 2010
  • In this study, we investigated the effects of cooperative learning by the levels of students' performance goal orientation in science classes on 6th graders' science achievement and science learning motivation. Two classes (47 students) from an elementary school were respectively assigned to a control group and a treatment group. A performance goal orientation test and a science learning motivation test were administered as pretests. The intervention of cooperative learning lasted for 24 class periods. A researcher-made achievement test and the science learning motivation test were administered after the instructions. ANCOVA results indicated that the score of the treatment group was significantly higher than that of the control group in the achievement test. However, no interaction was found between the cooperative learning treatment and the levels of students' performance goal orientation. There were significant aptitude-treatment interactions in science learning motivation.

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Effects of English Competence, Motivation, Achievement, and Self-Confidence on Learners' Satisfaction and Effects of EMI (영어활용능력, 영어학습동기, 영어성취욕구, 영어자신감이 영어강의 만족도 및 효과인식에 미치는 영향)

  • Jin, Sung-Hee;Shin, Soo-Bong
    • Journal of Engineering Education Research
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    • v.14 no.6
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    • pp.16-23
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    • 2011
  • As a basic study on an effective operation of EMIs (English Medium Instructions) gradually expanded by social needs, the research analyses the effects of English competence, motivation, achievement, and self-confidence on learners' satisfaction and cognition of effects of EMI. Sixty-seven students (55 male and 12 female students) of the department of Civil Engineering in University A participated in the research. First, the analysis results indicate that participants evaluated their own English competence and self-confidence below average but evaluated English motivation and achievement above average. Second, participants' satisfaction with EMI was above average but they cognized its effects below average. Third, English motivation and self-confidence influenced on learners' satisfaction and cognition of effects of EMI in a meaningful way. Especially, English self-confidence influenced relatively more on the two dependent variables. Based on those result, the implications were suggested.

The Structural Relationship and Latent Means Analysis of Gender among Academic Self-Efficacy, Interest, External Motivation and Science Achievement for High School Students (고등학생의 학업적 자기효능감, 외적동기, 흥미, 과학 과목 성취도의 구조적 관계와 성별에 따른 잠재평균 분석)

  • Joo, Young Ju;Chung, Young Lan;Lee, Yoo Kyung
    • Journal of The Korean Association For Science Education
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    • v.31 no.6
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    • pp.876-886
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    • 2011
  • This study was carried out to investigate the difference of gender of academic self-efficacy, external motivation, interest and science achievement for high school students of Korea and to verify the structural relationship among these variables using PISA 2006 data. The major findings of this study are as follows. According to Multi-group analysis, Latent means analysis (LMA), where boys were used as the reference group, girls showed lower latent mean values on the academic self-efficacy, extrinsic motivation and interest. Academic self-efficacy was found to have a greater effect on achievement compared to external motivation and interest. According to structural equation modeling (SEM) analysis, academic self-efficacy and extrinsic motivation affected interest. Academic selfefficacy, external motivation, and interest affected science achievement. Lastly, interest mediated academic selfefficacy and external motivation on science achievement.

Relationships between Brain Hemispheric Dominance and Academic Achievement, Self Concept and Achievement Motivation in High School Students (고등학생들의 뇌반구 우세성과 학업성취도, 자아개념 및 성취동기와의 관계)

  • Kim Nam-il
    • Science of Emotion and Sensibility
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    • v.8 no.1
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    • pp.55-61
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    • 2005
  • The purpose of the study was to examine any difference in academic achievement, self-concept and achievement motivation by the types of hemispheric dominance. 189 high school students participated in the study. They were taken three kinds of different psychological tests i.e., the brain hemispheric preference (dominance), the self-concept and the achievement motivation tests. Three types of hemispheric dominance were classified as the left hemispheric, the right hemispheric and whole brain dominances. The results showed that students with the right hemispheric dominance showed lower academic achievement and self concept than the other groups students. Those who had left hemisphere dominance showed higher achievement motivation than the right hemispheric students. These results could be interpreted that education in the high school in Korea mainly focuses left hemisphere related topics or subjects.

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The Relationships Among Parental Attitudes, Parental Expectations, Motivation and Achievement Focusing on Mathematics (부모의 수학에 대한 태도와 기대가 수학 학습 동기와 성취도에 미치는 영향)

  • Rim, Haemee
    • Journal of Educational Research in Mathematics
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    • v.26 no.4
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    • pp.701-714
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    • 2016
  • This study examined the structural relationships among parental attitudes and expectations toward mathematics, mathematics motivation and achievement of their child in PISA 2012 of South Korea. Data were analyzed using structural equation modeling(SEM) analysis. The results were as follows: First, parental attitudes toward mathematics had positive effects on parent academic and professional expectations in mathematics. Second, parental expectations also had positive effects on intrinsic motivation, instrumental motivation and math achievement for their child. Third, instrumental motivation had strongest effects on math achievement. The next factors which had effects on math achievement were intrinsic motivation and parental expectations in order. This results shows that the parental awareness of the usefulness and necessity of mathematics will help to increase the interest and value toward mathematics, math achievement and interest of math related carriers of their child.

The Effects of Maternal Employment History, Achievement Motivation, and Gender Egalitarianism in Job on University Students' Negative Beliefs about the Consequences of Maternal Employment (대학생의 어머니 취업력, 성취동기와 직업 양성평등의식이 어머니 취업에 대한 부정적 신념에 미치는 영향)

  • Sung, Mi-Young;Kwon, Hee-Kyung;Chang, Young-Eun
    • Journal of the Korean Home Economics Association
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    • v.48 no.3
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    • pp.115-124
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    • 2010
  • The purpose of the present study was to investigate the effects maternal employment history, achievement motivation and gender egalitarianism in job on university students' negative beliefs about the consequences of maternal employment. A total of 338 university students in Seoul, Kyungki, and Kyungnam area, provided information for the study. Analyses results showed that male students had higher level of negative beliefs about the consequences of maternal employment and achievement motivation and lower level of gender egalitarianism in job than female students did. Mothers' history of employment during the student's middle and high school period and higher job egalitarianism predicted lower negative beliefs about maternal employment. As male and female students were compared, male students with history of mothers' employment, lower level of achievement motivation and higher level of gender egalitarianism showed low level of negative beliefs about maternal employment. For female students, mothers' employment significantly predicted their beliefs about negative consequences of maternal employment.