• School Mathematics
• /
• v.16 no.1
• /
• pp.157-180
• /
• 2014

This study investigated relationships between academic stress and mathematics learning motivation focusing on the mediating effect of academic motivation types. It also tested differential structural relationship among the variables in the high vs. low academic achievement level groups and the boys vs. girls of middle schools. The participants were 952 second graders from five middle schools. Student scores from the standardized tests that were developed to assess the students' academic stress, mathematics learning motivation, and three types of motivation (amotivation, controlled motivation, and autonomous motivation) were used in this study. The results demonstrate that there were significant differences in the relationship patterns of the research variables. Correlation analysis provided evidences that academic stress was negatively related with mathematics learning motivation and autonomous motivation but positively related with amotivation and controlled motivation. Also, mathematics learning motivation was negatively related with amotivation and controlled motivation but positively related with autonomous motivation. Structural equation modelling analysis provided the evidence that the full mediation model was a significant, in that the students' types of academic motivation mediated the effect of academic stress on mathematics learning motivation. Multiple group analysis revealed that there were group differences in the path coefficients of the structural model. But the academic stress showed negative influence on the mathematics learning motivation via amotivation and autonomous motivation in all groups.

• The Journal of the Korea Contents Association
• /
• v.13 no.7
• /
• pp.522-530
• /
• 2013

This study was conducted to examine the effects of the "motivation semester" program, which was implemented for the freshmen at the K-university. The program, which was carried out for the first time among universities in Korea, was designed to help university freshmen with increasing academic motivation and adjusting university life. For four weeks, various programs such as self-leadership camp, major commitment programs, and career exploration were offered to all freshmen at the K-university. The study design was a pre-post comparison of academic motivation scores among four undergraduate departments freshmen, majoring social welfare, hospital management, radiological science, and optometry. The subjects of this study were 196 students. The T-test result, which was used to analyze the differences between pre- and post-program scores, was statistically significant(t=-2.523, P<.05). The study results showed that the "motivation semester" program significantly enhanced the academic motivation of freshmen. It was encouraged to develop programs for university freshmen to improve academic motivation in their major areas.

• Journal of Gifted/Talented Education
• /
• v.24 no.1
• /
• pp.1-16
• /
• 2014

This study was to examine whether high school students' academic motivation and learning strategies influence their competence. Of the 600 high school students surveyed from 3 high schools in two metropolitan cities, Korea, 489 completed and returned the questionnaires yielding a total response rate of 81.50%. The final sample consisted of 399 males (81.6%) and 82 females (16.8%). Among the final sample, 113 students were gifted, and 376 students were non-gifted. Their average age was 17.20 years. Measures of students' competence (i.e., cognitive competence, and social competence), academic motivation (i.e., intrinsic motivation to know, toward accomplishment, and to experience stimulation, and extrinsic motivation identified, introjected, and external regulation, and amotivation), and learning strategies (i.e., metacognition, self-monitoring, strategy formation) Spearman's rho(${\rho}$) indicated that students' competence was positively associated with intrinsic (i.e., to know, toward accomplishment, to experience stimulation) and extrinsic (i.e., identified, introjected) motivation, and learning strategies. However, students' competence was negatively associated with amotivation. Hierarchical multiple regression analyses showed that intrinsic motivation (i.e., to experience stimulation), extrinsic motivation(i.e., external regulation), and learning strategies (i.e., strategy formation) were the crucial contributors for enhancing students' competence. Results are discussed in relation to theoretical implications and school settings.

• The Journal of the Korea Contents Association
• /
• v.14 no.10
• /
• pp.403-415
• /
• 2014

This study explored three types of educational participatory motivations among 196 adult social work students at one of Cyber University in Seoul, Korea. and examined the relationship of educational participatory motivations and educational satisfaction, aiming to provide suggestions for increasing adult social work students' educational satisfaction. Results revealed that students had goal-oriented motivation the most, followed by learning-oriented motivation and activity-oriented motivation. Results showed that age and three types of educational participatory motivations, in order of goal-oriented, learning-oriented, and activity-oriented motivations, influenced educational satisfaction. In conclusion, this study suggested that cyber universities should improve educational environments including educational curriculum, in order to meet adult social work students' goal-oriented motivation, and provide methods to satisfy adult social work students' activity-oriented motivation, reflecting their altruism. In addition, young social work students' educational participatory motivations should be explored to increase their educational satisfaction.

• Journal of Korea Entertainment Industry Association
• /
• v.13 no.1
• /
• pp.185-197
• /
• 2019

This study intended to analyze the early childhood education freshmen's academic interest. For this study relationship among academic self-efficacy, character strength and learning motivation. The study subjects were 144 early childhood education freshmen at K-college in Deagu. They answered the survey regarding academic self-efficacy scale, VIA-IS(Values in action inventory of strength) short form scale, school learning motivation scale. The collected data were analyzed by frequency analysis, descriptive statistics, pearson correlation and multiple regression analysis using SPSS 18.0 program. The study finding are as follows. First, the average of academic self-efficacy, character strength and learning motivation of students were near at the intermediate-level. Second, academic self-efficacy, character strength and learning motivation were significantly positive correlated. Third, when examining the relative effect of early childhood education freshmen's academic self-efficacy and character strength on learning motivation, self regulatory efficacy among the sub-factors for academic self-efficacy and courage among the sub-factors for character strengths.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2015.05a
• /
• pp.463-464
• /
• 2015

The purpose of this study is examine the relation with the academic motivation variable, cognitive style and the academic achievement, and guide to strategies of Mobile game learning development. Based on cognitive theory, the academic motivation variable has more related with academic achievement. As a result, internal motivation variables has highly positive correlation on academic self efficacy.

• Korean Journal of Culture and Social Issue
• /
• v.14 no.1_spc
• /
• pp.111-134
• /
• 2008

In this article, a fairly extensive literature review was conducted to depict the current status of academic motivation and its developmental trend among Korean adolescents. The focal factors were perceived competence and autonomy which have been considered as major determinants of academic motivation. Theoretical frameworks adopted were self-efficacy theory, expectancy-value theory, and self-determination theory. Empirical studies conducted in Korean educational settings during the past decade were the target of the literature review. Results of the literature analysis revealed that, in general, there was a decreasing tendency in perceived competence from elementary to middle school which followed by a slight increase after entering high school. Similar trend revealed in the development of autonomous motivation, in that middle and high school students' intrinsic motivation levels were lower than that of the elementary groups. The amotivational tendency was increased as the grade level proceeded toward high school, which requires attention from educators. Discussion was followed in an attempt to provide plausible interpretations for this undesirable current status of Korean adolescents' academic motivation and to suggest implications for possible remedial actions both in pedagogical perspectives and students' well-being.

• Journal of Digital Convergence
• /
• v.13 no.9
• /
• pp.277-286
• /
• 2015

The purpose of this study is to analyze the effects of creativity instruction activities on academic motivation and career maturity of university students and the relationship between these factors. The subjects of this study were university students who took creativity liberal arts based on NFTM-TRIZ creativity education model for a term. The research scales were the self-efficacy scale and failure tolerance scale of academic motivation tests and the Career Maturity Inventory Attitude Scale. The results of this study were as follows : First, creativity instruction activities had a positive influence on academic motivation and career maturity. Especially the effects on self control efficacy, task preference level, career decisiveness and compromise showed significantly(p<.01). Secondly, academic motivation showed positive relationship with career maturity(p<.05).

• Journal of Gifted/Talented Education
• /
• v.26 no.1
• /
• pp.141-159
• /
• 2016

The purposes of the study are to recognize importance of motivation in math education and to increase interest in students' motivation problem by comparing math motivation between mathematically gifted and non-gifted 5th graders based on Keller's ARCS theory and analyzing correlations between math motivation, mathematically affective characteristics and mathematical achievements. For this purpose, 436 students who were mathematically gifted and non-gifted 5th grade students were asked to take questionnaires and test to measure math motivation, mathematically affective characteristics and mathematical achievements. After analyzing the data, there are statistically differences in three educational factors between two groups. In addition, there are correlations between three educational factors. This study revealed that highly motivated students showed positive mathematically affective characteristics and high mathematical achievements. As results indicate that motivation could be a crucial factor in learning, teachers should consider motivation strategy to plan students' lessons regarding to learners' giftedness.

• Journal of the Korean School Mathematics Society
• /
• v.19 no.3
• /
• pp.217-238
• /
• 2016

The purpose of the study is to analyze the influence of the accomplishing pressure of teachers and parents on academic achievement in mathematics in accordance with the differences in the degree of intrinsic motivation in mathematics. The accomplishing pressure of teachers was meaningful on the academic achievement in mathematics in the analysis including the interaction of intrinsic motivation in mathematics. The students with high degree of intrinsic motivation were influenced in a negative manner. Meanwhile the students with middle or low degree of intrinsic motivation were influenced in a positive manner. The result implies that it is more important to consider the level of mathematical intrinsic motivation, when teachers accomplish an achievement pressure to improve academic achievement in mathematics. On the analysis including the interaction of intrinsic motivation of mathematics, the accomplishing pressure of parents showed positive effect in general on the academic achievement in mathematics. The students with high or middle degree of intrinsic motivation were highly influenced in a positive manner than the students with low degree of intrinsic motivation. The result implies the necessity of the implementation of continuous accomplishing pressure on students as the high degree of accomplishing pressure of parents leads to positive influence on the academic achievement in mathematics.