• Title, Summary, Keyword: Achievement Motivation

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The effects of using listening comprehension strategies on TOEIC listening comprehension and moderator model (듣기 전략 사용 선호도가 TOEIC 듣기 성취도에 미치는 영향과 매개 변인과의 관계)

  • Lee, Jeong-Ah
    • English Language & Literature Teaching
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    • v.15 no.4
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    • pp.345-364
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    • 2009
  • This study attempts to provide a comprehensive framework for listening strategy use among university students in Korea in relation to TOEIC listening scores. In particular, this study tests whether motivation, based on the self-determination theory, mediates listening strategy use on listening comprehension (LC) process and whether reading comprehension ability moderates the use of listening strategy in LC achievement. One hundred seventy six freshmen students participated in the study during their first semester required English course. Self-report questionnaires were used to assess students' motivation and LC strategy use. The responses were statistically analyzed via the moderator and mediator model. The results indicate that internalized motivation mediates the use of listening strategy in LC achievement; however, reading comprehension skill doesn't affect students' use of listening strategies in relation to listening skill achievement. In other words, students who have internalized motivation were able to utilize listening strategies effectively in terms of achievement of the TOEIC listening skills. The findings of the current study offer in-depth understanding of the relationship among use of LC strategies, intrinsic motivation, and listening skill achievement shared by the mediator and moderator models.

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The Effects of Science Classes applying Round Robin Strategy on Scientific Communicative Competence, Science Learning Motivation and Academic Achievement of Elementary Students (라운드 로빈 기법을 적용한 과학수업이 초등학생의 과학적 의사소통능력, 과학 학습동기 및 학업성취도에 미치는 영향)

  • Kim, Cheol-hoon;Lee, Hyeong-cheol
    • Journal of Korean Elementary Science Education
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    • v.36 no.4
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    • pp.394-404
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    • 2017
  • This study aimed to investigate the effects of science classes applying round robin strategy on scientific communicative competence, science learning motivation and academic achievement of elementary students. The number of participants were 126, 4 classes of 6th grade in C elementary school in B city. The experimental group, 2 classes including 63 participants, had science classes applying round robin strategy. While the comparative group, 2 classes including 63 participants, took ordinary teacher-driven lessons using teacher's guidebook. Pre and post tests were done before and after intervention to assess the changing in each group's scientific communicative competence, science learning motivation, and academic achievement. The results of this study can be summarized as follows: The science class applying round robin strategy showed significant effect on improving scientific communicative competence and science learning motivation and academic achievement of elementary students.

The Effect of Elementary Science Class with Name Card Method on Learning Motivation and Academic Achievement of Elementary Students (Name Card 기법을 적용한 초등과학 수업이 초등학생의 과학 학습 동기 및 학업성취도에 미치는 영향)

  • Yang, Seung-Won;Bae, Jinho;So, Keum-Hyun
    • Journal of Korean Elementary Science Education
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    • v.33 no.1
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    • pp.129-139
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    • 2014
  • This study was conducted to examine the effect of elementary science class using name card method on scientific learning motivation and academic achievement of elementary students. Two sixth grade classes were divided into experimental group and comparison group to treat the experimental group with elementary science class using name card method. General class according to teacher manual was implemented for the comparison group. Elementary science class applying name card method was conducted for 10 sessions throughout the experimental period of 8 weeks. The results of this study were as follows. First, elementary science class with name card method was effective in improving scientific learning motivation. Second, elementary science class with name card method had significant effect on improvement of scientific learning academic achievement. The study results showed that elementary science class with name card method was effective for scientific learning motivation and academic achievement of elementary students.

The Relationship among Self-efficacy, Self-determination and Academic achievement of Middle/High School Student (중·고등학생의 자기효능감과 자기결정성 동기 및 학업성취간의 관계 연구)

  • Kim, Chung-Ja
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.14 no.3
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    • pp.1148-1156
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    • 2013
  • The purpose of this study is to investigate the relationship among self-efficacy, motivation proposed by self-determination theory and academic achievement and to confirm the relative predictive power of motivation variables in predicting 480 middle/high students' achievement. The instruments used in this study were 'Self-efficacy' and 'Self - regulation' scale. The data were analyzed with Pearson correlations and multiple regression (stepwised) analysis. The correlations among self-efficacy, self-determination motivation and academic achievement were significant. The variables among self-determination were correlated to academic achievement in middle school. Among the variables of self-determination motivation, identified regulation, Integrated regulation and intrinsic regulation were positively related to academic achievement in high school but amotivation was negatively related to academic achievement. Self-control efficacy and self-confidence were the significance predictor of academic achievement in middle school. Hard-task preference and self-control efficacy were the significance predictor of academic achievement in high school students. Introjected-regulation was the best predictor of academic achievement in middle school. Identified-regulation was the best predictor of academic achievement in high school.

The Effects of Utilization of Creative Techniques on Science Learning Motivation and Science Academic Achievement in Elementary Science Class (창의기법을 활용한 초등과학수업이 학생들의 과학 학습 동기와 과학 학업 성취도에 미치는 영향)

  • Bae, Jinho;Kang, Wooseok;So, Kumhyun
    • Journal of Korean Elementary Science Education
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    • v.31 no.2
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    • pp.243-252
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    • 2012
  • The purpose of this study was to examine the effect of utilization of creative techniques in elementary science class on science learning motivation and science academic achievement. To verify this study, the subjects of this study were sixth-grade students selected from four classes of an elementary school located in U Metropolitan city. First, the experimental group showed a significant improvement in their science learning motivation compared to the comparative group. Second, the experimental group showed a significant improvement in their science academic achievement compared to the comparative group.

Relationship among Satisfaction Level with PBL-Based Clinical Practice Education, Autonomy and Achievement Motivation - the Maternal-Child Clinical Practice - (문제중심 학습방법을 적용한 임상실습교육의 만족도, 자율성, 성취동기와의 관계 - 모아임상실습을 증심으로 -)

  • Baek, Kyoung-Seon;Song, Ae-Ri;Kim, Yeong-Hie;Kim, Tae-Kyung
    • Journal of East-West Nursing Research
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    • v.13 no.2
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    • pp.92-106
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    • 2007
  • Purpose: The purpose of this study was to examine nursing students' satisfaction level with PBL-based clinical practice, their autonomy, achievement motivation and what affected them in those regards in an attempt to lay the groundwork for providing more systematic and efficient clinical practice, Method: The subjects III this study were 138 nursing sophomores at J college who participated in PBL-based clinical practice, Results: They got a mean of 3.34, 3.83 and 3.83 in satisfaction level with the clinical practice, autonomy and achievement motivation respectively. In regard to the relationship of the satisfaction level to general characteristics including motivation of choosing the major and time for undergoing the clinical practice, the students who decided to major in nursing at their own option(3.61) were most contented with practice teaching(F=6.356, p<.01), and those who underwent the clinical practice after taking lessons(3.82) were most pleased with the content of the clinical practice (t=2.129, p<.05). Concerning connections between autonomy and general characteristics involving age, satisfaction with the major and time for the clinical practice, the students who were at the age of 22(3.92) valued themselves the most(F=3.003, P<.05). And those who found their major satisfactory (4.28) and undergo the clinical practice after taking lessons(4.37) respected others the most(F=3.133, p<.01). As to relations between achievement motivation and general characteristics, the students who were contented with their major(4.00) excelled the others who weren't in that aspect(F=6.038, p<.01). The satisfaction level with the clinical practice was positively correlated to autonomy (r=.328, p<.01) and achievement motivation(r=.476, p<.01). Conclusions: The findings illustrated that the nursing students expressed the satisfaction with the PBL-based clinical practice education. The older students who were 22 years old were more autonomous, and those who took part in the clinical practice after receiving theoretical instruction were more autonomous and more pleased with the practice. The students who found their major more satisfactory surpassed the others in autonomy and achievement motivation. There was positive correlation among the clinical-practice satisfaction level, autonomy and achievement motivation. There are some suggestions: Intensive research efforts should be directed into getting a profound grasp of PBL-based clinical practice education geared toward nursing students. The development of modules for PBL-based nursing clinical practice education was required. How to provide PBL-based theoretical education to nursing students should be studied.

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The Effect of Algorithm Learning by Playing on Learning Motivation and Achievement (놀이를 통한 알고리즘 학습이 학습동기 및 학업성취도에 미치는 영향)

  • Kwon, EunJung;Lee, EunKyoung;Lee, YoungJun
    • The Journal of Korean Association of Computer Education
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    • v.12 no.6
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    • pp.33-39
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    • 2009
  • Abstract characteristic of algorithm may disturb improving learners' motivation and learning. Therefore, a design of teaching and learning method requires to minimize the learner's intrinsic cognitive load and to maximize the learning motivation. We developed an algorithm learning program by playing to enhance learning motivation and achievement for vocational high school students. And then, we implemented the developed program in vocational high school classes and analysed the educational effects of the developed program. We found that the developed program was helpful in enhancing learners' learning motivation and achievement level. It means that doing the activities, such as playing games, helps learners to acquire an algorithm concept that has abstract nature and is difficult to understand.

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Relationship between ARCS (Attention, Relevance, Confidence, and Satisfaction) Learning Motivation Factors and Class Effectiveness Inherent in Problem-Based Learning Classes (문제중심학습 수업에 내재된 학습동기 유발요인과 수업효과성의 관계)

  • Lee, Mi Suk;Chae, Soo Eun
    • Korean Medical Education Review
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    • v.16 no.3
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    • pp.156-166
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    • 2014
  • The current study aimed to find the relationship between attention, relevance, confidence, and satisfaction (ARCS) learning motivation and class effectiveness inherent in problem-based learning (PBL) classes designed for dental and nursing students. Seventy-nine participants responded to survey items for motivation and class effectiveness after completion of their classes. The study findings were as follows. First, the differences among the $dental^{**}$, $clinical^{**}$, and $nursing^{**}$ PBL classes were identified in terms of class effectiveness (F=3.63, p<0.05) and academic achievement (F=13.9, p<0.01). Second, three learning motivation factors-satisfaction (t=4.07, p<0.01), confidence (t=2.84, p=0.01), and relevance (t=2.96, p<0.01)-appeared to determine class effectiveness in the abovementioned order. Only attention (t=2.02, p=0.05) was significantly related to academic achievement. Third, the relationship between hours of learner contribution to the PBL tasks and academic achievement was statistically significant. Therefore, we suggest the incorporation of ARCS motivation factors in PBL classes on the basis of the characteristics of each major and grade.

The Effect of Achievement Needs and Entrepreneurship on the Start-up Intention: Focus on Mediation Role of Start-up Motivation (성취욕구와 창업가정신이 창업의지에 미치는 영향: 창업동기의 매개역할을 중심으로)

  • Yoo, Bong Ho
    • Asia-Pacific Journal of Business Venturing and Entrepreneurship
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    • v.10 no.3
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    • pp.51-60
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    • 2015
  • This study looked into entrepreneur-like psychological characteristics such as achievement needs and entrepreneurship including start-up motivation in order to discover factors that would affect start-up intention which can be referred to as an origin of start-up vitalization and to discuss causal relations among the factors. In other words, the study took a look into how both achievement needs and entrepreneurship would influence start-up intention as focusing on mediating roles of start-up motivation. To achieve the research goal, the study conducted an empirical analysis on a total of 181 samples of survey gathered from founders of these companies that had moved into a start-up support center. Findings of the analysis reported that first of all, achievement needs and entrepreneurship have positive effects on start-up motivation, and the study confirmed that the two variables work as antecedent variables of start-up motivation. Second of all, start-up motivation is significantly connected to start-up intention, and that definitely proved precedence relation following relation between the two variables. Third of all, mediating effects of start-up motivation on relations among start-up needs, entrepreneurship and start-up intention which are said to be cores of this study were observed. To sum up, the study learned that start-up motivation as a mediator contributes to how achievement needs and entrepreneurship would strengthen start-up intention. In conclusion, the study suggests that these entrepreneur-like psychological characteristics such as achievement needs, entrepreneurship and especially start-up motivation should be improved if anyone would like to increase start-up intention. Based on results presented above, the study offers theoretical and practical implications in relation to start-up intention.

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A Study on the Father’s Role Performance and Children’s Achievement Motivation (아버지의 역할수행과 아동의 성취동기에 관한 연구)

  • Kim, Jin;Lee, Sin-Sook;Shin, Hyo-Shick
    • Journal of Korean Home Economics Education Association
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    • v.7 no.1
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    • pp.47-55
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    • 1995
  • The purpose of this study were to identify the importance of father’s roles on children. A survey was carried out on 458(227 boys and 231 girls) 6th-graders at randomly chosen 4 elementary schools in Kwangju. Frequency, percentage, average, standard deviation and Pearson’s coefficient were checked and one-way ANOVA, Duncan’s multiple range test and multiple regression analysis were also carried out on the collected data. The results were as follows; 1. Evaluation of fathers’role performance depending on background variables ranged from 46.17 to 58.51 points(equivalent to 61.56∼78.01 points in the 100-point scale). Background variables that caused statistically significant difference were children’s sex, fathers’religion (whether they had one or not) fathers’education, monthly family income and decision-makers at home. The degrees of fathers’role performance were higher when the answerers were girls, when fathers had religions, when fathers educational level was higher, when the family income was higher, and when all family members participated in the decision-making. 2. Evaluation of children’s achievement motivation depending on background variables ranged from 77.17 to 84.34 points( equivalent to 68.90∼75.35 points in the 100-point scale). Background variables that caused statistically significant differences were children∼s sex and decision-makers at home. Children∼s achievement motivation were higher in the case of girls and when all family members participated in the decision-making. 3. When it comes to the children’s achievement motivation in relation to father’s role performance, 1)The overall aspect of fathers’ role performance caused significant differences in children’s achievement motivation. 2) The influence of fathers’role performance on children’s achievement motivation was highest in the investigation-faciliator role (${\beta}$=2.5) and then the economic role (${\beta}$=.14) and the valuetransmitter role (${\beta}$=.14). The explanative power of these variables was 22%.

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