• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.373-379
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• 2014

This study was conducted empirically to explore the relationship between transformational and transactional leadership and in-role performance focusing on the mediating effect of motivation, intrinsic and extrinsic motivation. To accomplish this, we have thoroughly reviewed the studies and theories related to transformational-transactional leadership and in-role performance. Based on the literature review, I proposed research model and hypothesis and statistically tested. The data for this study was collected via survey. The basic informations involved 159 employees who work for companies in Busan and sourthern Kyunsan province. The results were follows. Transformational and transactional leadership have meaningful influence on in-role performance. The mediating effect of intrinsic and extrinsic motivation between transformational leadership and in-role performance was supported. These results imply that leaders should support the vision of employees as a symbol of success and it could foster the performance.

• Management & Information Systems Review
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• v.36 no.1
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• pp.251-271
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• 2017

This research examined a study on the effect of the self-determination and motivation in the crowdsourcing on the continuous participation intention. This study has classified the three elements of the self-determination which is not forced by outer pressure has intended to analyze practically the effect on the motivation of the customers participating in the crowdsourcing into the intrinsic motivation phase and extrinsic motivation phase. The autonomy, competence and relatedness could be verified with the intrinsic motivation phase of the participants who affect positively the enjoyment and accomplishment. In the effect autonomy, competence and relatedness on the monetary compensation and recognition by others of the extrinsic motivation phase, the hypothesis that the effect autonomy, competence and relatedness of the on the monetary compensation would be negative was overruled, which must have been because while the participation in the crowdsourcing is proposing voluntarily one's own ideas, the concept that the monetary compensation makes the participants participate in order to perceive others not in the voluntary proposals but in the competitive relationships and win them worked and thus the autonomy was perceived negatively. Also, the reason why the relationship between the monetary compensation and the autonomy, competence and relatedness was not supported can be said to be because the crowding-out effect which decreases the intrinsic motivation affected the external compensation and the motivation.

• Korean Journal of Child Education & Care
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• v.17 no.3
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• pp.65-82
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• 2017

The purpose of this study was to provide a better understanding of the relationship between teaching entry motivation and teaching competence by examining the role of self-encouragement as a mediator. Data were collected from 202 students at university(Dept. of Early Childhood Education) in Daejeon. The results were as follows. First, there was the significant differences in teaching competence level by self-encouragement and teaching entry motivation styles. Second, It was also found that students with intrinsic motivation conceived higher teaching competence than others. The more students self-encouraged, the higher teaching competence they conceived. Third, it was found that the self-encouragement partially mediated the relationship between intrinsic teaching entry motivation and teaching competence. Also, it was analyzed that the self-encouragement fully mediated the relationship between extrinsic teaching entry motivation and teaching competence. Finally, it is necessary to understand of the teaching entry motivation styles and of the importance of the self-encouragement.

• Korean small business review
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• v.41 no.4
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• pp.37-63
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• 2019

The reason why Small enterprise cooperatives are important in the history of cooperatives is that they provide the basis for the development of cooperatives. Small enterprise cooperatives are composed of five or more members of small business owners and has received financial support from the government through the evaluation of the business plan from 2013. In 2018, however, Small enterprise cooperatives must be evaluated for five years of performance. In this study, we surveyed Small enterprise cooperatives members in 2015 to identify motivating factors that affect the sustainability and cooperation of Small enterprise cooperatives. On conclusion, intrinsic motivation has been found to be an independent variable affecting the sustainability and collaboration of Small enterprise cooperatives.

• Journal of Korea Game Society
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• v.12 no.2
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• pp.43-51
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• 2012

The purpose of this study is to find out whether G-learning method can raise students' academic motivation of the mathematics in elementary school. The subjects were 687 students in the same school. They were divided into two groups, control group and experimental group. Written tests were taken before and after the semester to evaluate the students' motivation of the mathematics. According to the results, the participation in G-learning program improved their academic achievements of mathematics. Experimental group showed statistically significant improvement in intrinsic motivation. On the contrary, control group showed statistically significant improvement in extrinsic motivation. This means that G-learning method make students study mathematics on their own initiative.

• The Journal of Information Systems
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• v.18 no.4
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• pp.105-130
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• 2009

정교화가능성모형과 기술수용모형에 의해 정보기술 수용의 설득과정을 시도한 연구들이 이론적으로 미친 영향은 매우 크다. 그러나 이들 연구의 대부분은 횡단면적 접근에 기반한 정적 모형을 사용했기 때문에 시간 흐름에 따른 변수 간의 관계 변화를 적절히 설명하지 못하고 있다. 가령, 교육 프로그램을 통한 정보기술 수용은 일정기간의 시간을 요하는데 설득경로가 유용성의 지각에 미치는 영향력은 달라질 수 있다. 따라서 정보기술 수용과정을 충분히 규명하기 위해서는 기존의 연구모형은 종단적으로 확장되어 시간 흐름에 따른 시스템 사용을 평가해야 한다. 한편 정보기술수용 연구에서 내재적 동기의 중요성이 강조되고 있음에도 불구하고 수용 설득과정에서 내재적 동기에 대한 고려는 별로 없었고 대부분의 연구는 유용성과 같은 외재적 동기를 중심으로 이루어졌다. 본 연구의 목적은 정보기술수용 설득과정의 이해를 넓히기 기존 연구에서 제시된 연구모형에 내재된 동기에 관련된 변수를 포함하고 전체적인 모형을 종단적으로 확장했고, 실증적 검증을 위해 정규 대학과정 과목의 학생들을 대상으로 두 번에 걸친 표본 조사를 하였다.

• The Journal of Information Systems
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• v.25 no.3
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• pp.91-116
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• 2016

Purpose Quality and quantity of knowledge in virtual communities is at the discretion of knowledge contributors, and understanding what motivates knowledge contributors' behavior can be invaluable. The purpose of this paper is to find the social aspect of knowledge contribution in virtual communities within the frame of self-determination theory. Also, we seek differential effects of motivation value for novice vs. expert knowledge contributors. Design/methodology/approach Reputation and altruistic motives are studied as antecedents of intrinsic and extrinsic values in contributing knowledge in virtual communities. Gained social connectedness and satisfaction in their knowledge were behaviors studied as dependents of the motivational value. Also, the proposed model was tested for group differences between expert and novice knowledge contributors seeking motivational changes. Self-determination theory is the base theory which explains how externally motivated behaviors can evolve from extrinsically motivated to intrinsic-like behavior with social experiences as knowledge contributors. Findings Analysis of 262 data points gathered from knowledge contributors in Korean virtual communities in 2005 reveals social connectedness as an important dependent variable both for novice and expert knowledge contributors. Group difference analysis shows altruism has negative influence on extrinsic value only for experts. Intrinsic value has a positive influence on satisfaction for both groups alike but the expert group shows a statistically stronger influence than the other.

• Korean Journal of Culture and Social Issue
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• v.16 no.4
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• pp.469-485
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• 2010

The present research investigated the influence of the enlistment motivation on an image of military organization, soldier's stress, a confidence of social life after discharge from military service and military life satisfaction in Korean military service. Participants of this research were 257 soldiers (121 conscript Army soldiers and 136 voluntary Marines) from 2 companies in the army and 2 companies in the Marine Corps located in South Korea. Results of this study showed that 1) conscript Army group(M=2.39, SD=.71)had a significantly higher score than voluntary Marines group(M=1.95, SD=.63)in extrinsic enlistment motivation. On the contrary, Marines group(M=4.16, SD=.76) had a significantly higher score than Army group(M=3.62, SD=.87) in intrinsic enlistment motivation. 2) Enlistment by intrinsic motivation has positive influence on the military life. Result of Regression analysis showed that enlistment by intrinsic motivation significantly predicted a military life satisfaction(𝛽=.402, t=6.424, p<.001), a confidence of social life(𝛽=.528, t=9.836, p<.001), and an image of military organization(𝛽=.494, t=8.486, p<.001). On the other hand, enlistment by extrinsic motivation has negative influence on the military life. Result of Regression analysis showed that enlistment by extrinsic motivation significantly predicted the soldier's stress in military life(𝛽=.415, t=6.642, p<.001), and no confidence of social life(𝛽=-.177, t=-3.306, p<.001). These results suggest that Korean military needs to focus on enhancing intrinsic enlistment motivation of young men of conscription age before conscription by educating, and advertising etc. And also, we discuss that Korean military needs to consider how to boost intrinsic motivation of military life.

• Journal of Convergence for Information Technology
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• v.11 no.12
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• pp.59-69
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• 2021

This study aimed to clarify the effects of nursing students' major selection motivation on their career decision making self-efficacy and major satisfaction. For the goal, the study made a questionnaire survey of 300 nursing students in their 3rd or 4th year of a college in J City. 285 sheets were finally analyzed using the SPSS 25 Program. The findings of this research are as follows. Concerning general characteristics, there's a significant difference in influence on the abovementioned self-efficacy between personality and school satisfaction. Major satisfaction significantly varied depending on school satisfaction. There were significantly positive correlations existed between major selection motivation, and major satisfaction. Either intrinsic or extrinsic motivation affected the foresaid self-efficacy and major satisfaction in a significant, positive way. Regarding the influence of factors of major satisfaction on those of major selection motivation, curriculum and perception satisfaction had significant effects on intrinsic motivation as well as extrinsic one, while relationship satisfaction had such effect only on intrinsic motivation. These findings suggest that strategies for raising nursing students' major selection motivation should be taken, resultantly improving their career decision making self-efficacy and major satisfaction.

• (The) Korean Journal of Educational Psychology
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• v.32 no.1
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• pp.183-205
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• 2018

This study aims to demonstrate the longitudinal structural relationship between learner-centered instruction, learning motivation, growth beliefs, and academic stress. In particular, this study was carried out to focus on the structural effect of the related variables using data from the 3rd to 5th year of the Gyeonggi Education Panel Study. Results showed that while learner-centered instruction positively predicted both intrinsic and extrinsic motivation of learners, it predicted the former better. In addition, learner-centered instruction influenced academic stress through motivation, both intrinsic and extrinsic motivation were found to increase stress. Further, growth beliefs mediated motivation with learner-centered instruction; specifically, learner-centered instruction influenced learners' positive beliefs about growth, and learners who had growth beliefs had intrinsic motivation. At the same time, external motivation tended to be lower for learners who believed in the possibility of growth. Finally, the perceptions of learner-centered instruction affected academic stress through changes in growth beliefs. However, the other 3 factors (learner-centered instruction, learning motivation, and academic stress) were not statistically significant. In conclusion, learner-centered instruction was able to mitigate academic stress, demonstrating that this relationship is influenced by changes in growth beliefs rather than learning motivation, as previously studied. These results suggest that learners' perceptions and beliefs contribute to not only intrinsic motivation but also academic stress. Furthermore, it is suggested that learners need to change their learning environments in positive ways.