• Title, Summary, Keyword: Achievement Motivation

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The Effectiveness of Problem Based Learning(PBL) across Learning Styles in Nursing Students (간호대학생의 학습유형에 따른 문제중심 학습의 효과)

  • Lee, Insook;Park, Chang-Seung;Park, Hee-Ok
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.14 no.11
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    • pp.5658-5671
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    • 2013
  • This study was to identify the difference of achievement motivation, self-efficacy, self-directed learning across the learning styles after application of the Problem based learning(PBL) in Nursing students. Descriptive survey was performed from march to june, 2009 at a university in Jeju. The participants were 268 in freshman nursing student and PBL was used during one semester. The data from 242 participants were analysed using IBM SPSS 20.0 The results revealed that most nursing students had converger in learning styles. Achievement motivation and self-efficacy were the greatest scores in accommodator and self-directed learning was the greatest scores in converger. However, Achievement motivation, self-efficacy, and self-directed learning were lowest in diverger. Significant positive correlation was found among achievement motivation, self-efficacy, and self-directed learning each other. There were significant difference in achievement motivation, self-efficacy and self-directed learning across learning styles. More research is needed to determine the effects of PBL in nursing education including many variables.

A study on the Effect of Flipped Learning on Learning Motivation and Academic Achievement (플립러닝 학습이 학습동기 및 학업성취도에 미치는 효과에 관한 연구)

  • Lee, Hee-Suk;Kang, Shin-Cheon;Kim, Chang-Suk
    • The Journal of Korean Association of Computer Education
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    • v.18 no.2
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    • pp.47-57
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    • 2015
  • In this study, the experiment was carried out on an experiment group of 24 and a control group of 25 in order to investigate the effect of flipped learning on the motivation and academic achievement of elementary students. Research tools such as flipped learning program, motivation questionnaire and academic achievement questionnaire were used. Study procedures consisted of pre-test, experimental process, and post-test in order and the data processing was performed by independent sample t-test and paired sample t-test. The results show that flipped learning has a positive effect on learning motivation and academic achievement. For instance, flipped learning influenced on improvement of motivation elements such as attention and confidence. Also flipped learning has a more effect on low-level students than high-level students in academic achievement.

Dental hygienist image among dental hygiene students according to clinical practice experience (치위생과 학생들의 임상실습 경험 유무에 따라 치과위생사 이미지에 영향을 미치는 요인 연구)

  • Youn, Hye-Jeong;Jung, Jung-Ock;Lee, Kyeong-Hee
    • Journal of Korean society of Dental Hygiene
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    • v.12 no.4
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    • pp.781-792
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    • 2012
  • Objectives : The purpose of this study was to examine what image dental hygiene students had about a dental hygienist during clinical practice and what factors affected their image of dental hygienist. Methods : The subjects in this study were the dental hygiene students at three different colleges. After a survey was conducted, the answer sheets from 427 respondents were analyzed. Results : The dental hygiene students who had engaged in clinical practice had a higher self-esteem than those who hadn't in general(p<0.01). A statistically significantly stronger achievement motivation was found among the dental hygiene students who had engaged in clinical practice than those who hadn't(p<0.01). The dental hygiene students who had engaged in clinical practice had a statistically significantly worse image of a dental hygienist than the others who hadn't(p<0.01). Whether the self-efficacy, self-esteem and achievement motivation of the dental hygiene students had any impact on their image of a dental hygienist was analyzed in consideration of their clinical practice experience. As a result, the dental hygiene students who had engaged in clinical practice had a more positive image of a dental hygienist when they had a higher self-esteem(p<0.05) and a stronger achievement motivation(p<0.001), and those who hadn't engaged in clinical practice had a more positive image of a dental hygienist when they had a higher self-esteem(p<0.01). Conclusions : Given the above-mentioned findings, a wide variety of programs should be developed to bolster the self-esteem and achievement motivation of students and improve their image of a dental hygienist, as self-esteem and achievement motivation are the variables that exert the largest influence on one's image of a dental hygienist.

Structural relationships among achievement goal orientation, self-leadership and sport motivation of skating athletes (빙상선수의 성취목표성향과 셀프리더십 및 스포츠 동기의 구조적 관계)

  • Nam, Jung Hoon
    • Journal of the Korean Data and Information Science Society
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    • v.24 no.3
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    • pp.453-464
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    • 2013
  • This study was to verify the structural relationships among achievement goal orientation, self-leadership and sport motivation of skating athletes. The data were collected out of skating athletes in Seoul and Gyonggi area, and total 369 copies of data were utilized in this study. To verify the relationships among achievement goal orientation, self-leadership and sport motivation, the construct validity and reliability for each factor were analyzed using SPSS18.0 and AMOS18.0 program. And the relationships among three factors were analyzed using covariance structural analysis. The results were as follows. First, the achievement goal orientation of skating athletes had positive effects on self-leadership. Second, the achievement goal orientation of skating athletes had positive effects on sport motivation. Third, the self-leadership of skating athletes had positive effects on sport motivation.

The effectiveness of the ARCS model which is adapted to improve the solution of mathematical problems for the induction of motivation in learners (동기유발을 위한 ARCS이론을 적용한 수업이 수학과 문제해결력 신장에 미치는 영향)

  • 성열욱;김상운
    • Journal of the Korean School Mathematics Society
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    • v.4 no.2
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    • pp.93-102
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    • 2001
  • All men′s achievement and behavior is always based on motivation. It has been reported that learning motivation plays an important role to get the achievement of study to approximately 16 ~ 38%. Therefore, a lot of researchers agree that learning motivation must be required for learning achievement. This study focuses on "How behavior induces learning motivation from learners\ulcorner" I adapted "the Attention, Relevance, Confidence, Satisfaction" which is supported by John. M. Keller in the model of ARCS to the course of teaching-learning in order to improve them systematically. The effectiveness and results of adaptation must be considered to solve the math problems.

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Relation among Father's Child-Rearing Involvement, Father-Child Communication Style, Children's Achievement Motivation and School Adjustment (아버지의 양육참여도, 의사소통 유형 및 아동의 성취동기와 학교생활적응의 관계)

  • Do, Kum-Hae
    • Journal of Korean Home Economics Education Association
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    • v.20 no.4
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    • pp.139-155
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    • 2008
  • The purpose of this study was to investigate the relation among father's child-rearing involvement, father-child communication style, children's achievement motivation and school adjustment. The subjects were 236 - 5th and 6th graders of elementary schools in Daegu. The major findings were as follows: first, children's achievement motivation was affected by father's child-rearing involvement. Second, children's achievement motivation was affected by father-child communication style. Third, children's school adjustment was affected by father's child-rearing involvement. Fourth, children's school adjustment was affected by father-child communication style. Fifth, children's school adjustment was affected by achievement motivation. Sixth, father's open communication style was the most important variable to teacher adjustment compared to other variable. Children's achievement motivation was the most important variable to peer adjustment compared to other variable. Father's leisure activity involvement was the most important variable to school education adjustment compared to other variable. Children's achievement motivation was the most important variable to school rule adjustment compared to other variable.

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Structural Relationships of Variables Affecting Application of Job Training in the Public Health Promotion Personnel (보건소 통합건강증진사업 담당자의 현업적용도에 영향을 미치는 변인의 구조적 관계)

  • Park, Kwi Hwa;Kim, Hyun-Ju;Yim, Jun
    • The Journal of the Korea Contents Association
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    • v.18 no.6
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    • pp.424-433
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    • 2018
  • The purpose of this study was to analyze the structural relationship of variables affecting application of job training in the Integrated Public Health Promotion Program Personnel(IPHPPP); intrinsic motivation, individual oriented achievement motivation, achievement and satisfaction of program. The subjects were 115 IPHPPP who participated in job training program of Incheon City Integrated Health Promotion Support Team. Data were collected using a structure self-report questionnaire. Data were analyzed by a ANOVA, correlational analysis, and path analysis. As a result, the application of job training was high in the 40s. There was no significant difference in each variable by job application. Application of job training was positively correlated with intrinsic motivation, individual oriented achievement motivation, achievement and satisfaction of program. Further, Application of job training was directly by intrinsic motivation, individual oriented achievement motivation, and indirectly by satisfaction of program. Satisfaction of program was directly or indirectly influenced by achievement and application of job training. This showed that satisfaction of program play an important role in application of job training. Increasing the motivation and satisfaction of the participants is necessary as a way to increase application of job training. This findings may help to design educational programs to improve application of job training for IPHPPP.

Exploring Changes in Multi-ethnic Students' Mathematics Achievement Motivation : A Longitudinal Study using Expectancy-Value Theory (다문화가정 학생의 수학학업성취 동기 변화 연구: 기대가치 이론에 따른 종단연구)

  • Cho, Eunhye;Hwang, Sunghwan
    • The Mathematical Education
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    • v.58 no.1
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    • pp.101-120
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    • 2019
  • The goal of this study was to apply an expectancy-value model(Wigfield & Eccles, 2000) to explain changes in six multi-ethnic students' achievement motivation in mathematics during sixth (2012) to eighth (2014) grades. In order to achieve this goal, we used narrative research methods. Although individual students' achievement motivation and mathematics related life experiences differed, there are some common factors influencing their motivation development, especially (a) roles played by parents and teachers; (b) assessment of peers' competencies; (c) past learning experiences related to mathematics curriculum; (d) perception of the relationship between mathematics competency and other subjects; (e) home backgrounds; and (f) perceived task values. In this study, we achieved some insight into why some multi-ethnic students are willing to study hard to get good scores while others are uninterested in mathematics, and why some multi-ethnic students are likely to pursue new mathematical tasks and persist despite challenges, while others easily give up studying mathematics in the face of adversity. We argue that in order to increase and sustain multi-ethnic students' achievement motivation, educators and parents should recognize that motivation is contextually formulated in the intersection of current people, time, and space, not a personal entity formed in an individual's mind. The findings of this study shed light on the development of achievement motivation and can inform efforts to develop multi-ethnic students' positive motivation, which might influence their mathematics achievement and success in school.

A Study on the Effect of Gifted Students' Self-efficacy, Achievement Motivation and Academic Achievement for Mathematics Prerequisite Learning -Focused on the Science Education Institute for the Gifted, University- (수학 선행학습이 학생들의 자기효능감, 성취동기 및 학업성취도에 미치는 영향 - 대학 영재교육원 학생들을 중심으로 -)

  • Han, Jiseon;Park, Hyungbin;Lee, Heonsoo
    • Journal of the Korean School Mathematics Society
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    • v.16 no.1
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    • pp.87-112
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    • 2013
  • Gifted education, receiving private tutoring and prerequisite learning, is emerging as a remarkable phenomenon currently in Korea. Hence, we need to find out that whether prerequisite math learning influences academic achievement in any aspect after they enter the center. In this paper, we investigate the effect of mathematics prerequisite learning of gifted students focused on the their self-efficacy, achievement motivation and academic achievement. As a result, the period of mathematics prerequisite learning did not influence academic achievement of gifted students. However, the correlation between self-efficacy and achievement motivation was positive.

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A Study on Predictors of Academic Achievement in College Students : Focused on J University (대학생의 학업성취도 예측요인 연구 : J 대학을 중심으로)

  • Son, Yo-Han;Kim, In-Gyu
    • The Journal of the Korea Contents Association
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    • v.20 no.1
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    • pp.519-529
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    • 2020
  • The purpose of this study is to establish a model for predicting academic achievement of college students and to reveal the interrelationship and relative influence of each factor. For this, we surveyed the personal factors and learning strategy factors of 1,310 learners at J University, and analyzed the discriminant factors and patterns of the predictors of academic achievement through the decision tree analysis, a data mining method, and examined the relative effects of each factor. Binary logistic regression analysis was performed for viewing. As a result, the most important factor for predicting academic achievement was efficacy, and other factors such as motivation, time management, and depression were predictive of academic achievement. The patterns of factors predicting academic achievement were found to be high in efficacy and time management, and high in motivation for learning even if the efficacy was moderate. Low efficacy and learning motivation, and high depression have been shown to decrease academic achievement. Based on these results, the study suggested the efficacy and motivation to improve academic achievement of college students, strengthening time management education, and managing negative emotions.