• 가정과삶의질연구
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• 제3권1호
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• pp.69-76
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• 1985

This study was attempted to investigate the relationship between the academic achievement and the internal and external motivation of academic achievement. Here, the internal motivation of academic achievement refers to the case that a student feels the necessity of study and h satisfaction, expects rewards, or has interest in his study; external motivation of academic achievement means that a student has outward motivation such as other's recognition, rewards, or compulsion. As the result of this study, there showed significant difference in the academic achievement in proportion as the level of internal and external academic achievement motivation (P<.001). the students with the higher internal motivation and the lower external motivation turned out to have the highest effect of academic achievement; on the other hand, the students with the lower internal motivation and the higher external motivation showed the least academic achievement. There was 11.60 points-difference on the average between those two groups in terms of grade. The academic achievement and the internal motivation shows significant correlation(r=.25, P<.001) while academic achievement and the external motivation presents negative tendency (r=-.10). Through the results of regression analysis, the estimation of the academic achievement by the two variables to academic achievement motivation was 6.22%(P=.0001)

• 대한가정학회지
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• 제43권9호
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• pp.163-173
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• 2005

The purpose of the present research was to explore the effect of paternal and maternal behavior on adolescents' autonomous academic motivation. The subject of the study were 532 middle school student in grades 1-2. The results of the study were as follows: 1. Autonomous academic motivation was higher among 1st graders than 2nd graders. 2. Factors that affected adolescents' autonomous academic motivation differed depending on sex and grade. The boys' and girls' autonomous academic motivation was affected by father's academic-expectation, mother's attachment and guidance, and frequency of mother's academic-involvement, but father's academic-pressure affected only girls' autonomous academic motitation. First and 2nd graders' autonomous academic motivation was commonly affected by father's academic-expectation. However, for older adolescents, the demand for autonomy-encouragement of the mother is greater than that for direct involvement.

• Child Studies in Asia-Pacific Contexts
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• 제4권2호
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• pp.95-108
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• 2014

The purpose of this study was to examine group differences in paternal behaviors (i.e., paternal connection, paternal punitiveness, and paternal knowledge) within and across three academic achievement levels-low, moderate, and high, and to explore the effects of paternal behaviors on the academic motivation of Chinese adolescents within these three achievement groups. Analyses of variance (ANOVAs) indicated that adolescents with low achievement perceived their fathers as more punitive than teens with moderate and high academic achievement. Regression analyses also revealed that paternal punitiveness (negative) and paternal knowledge (positive) were significant predictors of academic motivation for teens with low levels of academic achievement; while paternal punitiveness was a significant negative predictor of academic motivation among adolescents with moderate achievement. In contrast, for adolescents with high achievement, paternal connection was a positive significant predictor of academic motivation. The present findings provide some evidence that the impact of parental behaviors on teen's motivation varies across adolescent academic achievement levels, which may prove useful for professionals working with fathers to help target the most effective parenting behaviors to foster academic motivation.

• 대한수학교육학회지:학교수학
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• 제16권1호
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• pp.157-180
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• 2014

본 연구에서는 중학생의 학업스트레스와 수학 학습 동기의 관계를 분석하고, 이를 바탕으로 중학생들의 학업동기유형이 학업스트레스와 매개하여 수학 학습 동기에 어떠한 영향을 미치는지를 구조모형분석을 통해 확인하였다. 상관분석 결과, 학업스트레스는 수학 학습 동기와는 부적 상관을 보였고, 학업동기유형 중 무동기와 통제동기와는 정적 상관을, 자율동기와는 부적 상관을 보였다. 또한 수학 학습 동기는 무동기와 통제동기와는 각각 부적 상관을, 자율동기와는 정적 상관을 보였다. 그러나 성취수준별 상관분석 결과, 수학 학습 동기와 통제동기는 상집단에서만 부적 상관을 보였고 하집단에서는 상관이 유의하지 않았다. 구조모형분석 결과, 중학생들의 학업스트레스와 수학 학습 동기는 학업동기유형에 의해 완전매개되는 것으로 나타났다. 이때 성취수준 상집단, 하집단, 남학생 집단, 여학생 집단 모두에서 학업동기유형 중 통제 동기는 수학 학습 동기에 영향을 미치지 않는 것으로 나타났다. 또한 학업스트레스가 학업동기유형을 매개하여 수학 학습 동기에 미치는 영향은 성취수준 상, 하 집단, 남녀 학생 집단에서 설명력의 차이가 나타났다. 성취수준 상집단에서 하집단보다 학업스트레스가 모든 학업동기유형을 더 많이 설명하는 것으로 나타났고, 하집단은 상집단보다 학업스트레스와 학업동기유형이 수학 학습 동기를 더 많이 설명하는 것으로 나타났다. 남학생보다 여학생 집단에서 학업스트레스가 무동기와 자율동기를 더 많이 설명하고, 학업스트레스와 학업동기유형이 수학 학습 동기를 설명하는 정도도 더 큰 것으로 나타났다.

• Human Ecology Research
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• 제61권3호
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• pp.429-443
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• 2023

The purpose of this study was to investigate whether internal control, autonomous motivation of middle school students, and perceived parental pressure on academic performance affect academic procrastination, while verifying the moderating roles of autonomous motivation and parental pressure on academic performance. The participants were a total of 371 middle school students. Academic procrastination, internal control, autonomous motivation, and parental pressure on academic performance were measured using the Procrastination Inventory (Aitken, 1982) revised by Jeon and Park (2014), the Internal-External Control Scale (Ko, 2014), the Academic Self-Regulation Questionnaire (Ryan & Connell, 1989) revised by Kim (2002), and the Scale of Kang (2003), respectively. The collected data was analyzed using SPSS 26.0 and a Process Macro Model 2 (multiple additional modulation effect). The results of the study are summarized as follows. First, middle school students' internal control, autonomous motivation, and perceived parental pressure on academic performance directly affected the students's academic procrastination. Second, the moderating role of parental pressure on academic performance was significant. On the other hand, the moderating role of autonomous motivation was not significant. In conclusion, the results of this study suggest that in order to reduce and prevent academic procrastination it is important to improve internal control by helping middle school students become confident enough to believe that they have the ability to change their behavior and achieve their aims. At the same time, parents need to be interested in the process rather than only the academic performance of their children and support their autonomy.

• International Journal of Human Ecology
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• 제13권1호
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• pp.17-28
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• 2012

This study determines what affects the academic achievement of senior high school students in the context of the individual, family, and school environment. The sample selection consisted of 1484 high school seniors in Korea. The following are the results of this study: First, female students scored higher in academic achievement than male students. Second, academic achievement by male students was related to levels of school satisfaction, academic motivation, and family strength, while academic achievement by female students was related to levels of parents' education, family income, ego-resiliency, school satisfaction, academic motivation, and family strength. Third, the most important predictor of academic achievement for male and female students is academic motivation, followed by school satisfaction. The present study highlighted the necessity to develop academic achievement improvement programs appropriate for both genders of senior high school students.

• 한국초등과학교육학회지:초등과학교육
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• 제34권4호
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• pp.447-457
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• 2015

This study has attempted to find the teaching methods for the elementary students with low science achievement by examining the differences of science learning motivation, academic stress and stress coping styles and the characteristics shown in the relationship between them. To achieve this, the differences of science learning motivation, academic stress and stress coping styles of the elementary students with low science achievement and their relationship was set up as a study problem. A science learning motivation using a science learning motivation questionnaire reconfigured with PALS along with underachievers diagnosis were measured targeting 660 elementary students located in Seoul. Using an academic stress questionnaire and stress coping style questionnaire, an academic stress and stress coping styles were measured. The results of analyzing the collected data are as follows. First, a science learning motivation of elementary students with low science achievement was lower than the general students but the academic stress was shown higher. Especially, the self-efficacy of science learning motivation was significantly lower and the school stress was highest. For stress coping styles, a tendency of passive and avoidment coping styles were shown higher than the general students. Second, among the science learning motivation of elementary students with low science achievement, the self-efficacy motivation and school stress have shown a negative correlation but had a positive correlation with the goal-oriented motivation centered on ability. In the correlation between the science learning motivation of elementary students with low science achievement and the stress coping styles, the pursuit of social support coping styles have shown a significant positive correlation with the science learning motivation and its subcategories. As a result of conducting a regression analysis on the influence of academic stress and stress copying styles on the science learning motivation of elementary students with low science achievement, among the academic stresses, the school stress was shown to have the biggest influence. Among the stress coping styles, the pursuit of social support coping styles had the biggest influence on the science learning motivation followed by active coping behaviors, passive and avoidment coping behaviors. Low science learning motivation as underachievement factors of elementary students with low science achievement was identified as having a relationship with high school stress and undesirable stress copying styles. Therefore, guidance and a program are required for the elementary student with low science achievement to have desirable stress coping methods on the stressful situations. In addition, for the improvement of science learning motivation, a learning environment is needed for the elementary students with low science achievement with seeking of relevant educational methods.

• 대한가정학회지
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• 제49권3호
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• pp.23-37
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• 2011

This study attempted to examine the influences of achievement pressure from parents and the discrepancy of real self and ideal self on the academic achievement motivation among adolescents. To achieve the purpose of this study, a survey was conducted among 1140 students including 559 middle school students in second grade and 581 high school students in second grade in Seoul and Gyeonggi-do. The results of the study showed that male students were more effected by the achievement pressure from parents than female students and the ideal discrepancy of self-discrepancies had a greate effects on academic achievement motivation regardless of gender. In conclusion, higher achievement pressure and lower ideal discrepancy represented higher academic achievement motivation.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제27권1호
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• pp.129-150
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• 2024

This study utilized South Korean elementary and middle school student data to examine the longitudinal change trajectories of learning motivation types according to the longitudinal change trajectories of mathematics academic achievement. Growth mixture modeling, latent growth model, and multiple indicator latent growth model were used to examine various change trajectories for longitudinal data. As a result of the analysis, it was classified into 4 subgroups with similar longitudinal change trajectories of mathematics academic achievement, and the characteristics of the mathematics subject, which emphasize systematicity, appeared. Furthermore, higher mathematics academic achievement was associated with higher self-determination and higher academic motivation. And as the grade level increases, amotivation increases and self-determination decreases. This study suggests that teaching and learning support using this is necessary because the level of learning motivation according to self-determination is different depending on the level of mathematics academic achievement reflecting the characteristics of the student.

• 아동학회지
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• 제28권5호
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• pp.253-267
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• 2007

This study examined the relationships between multiple intelligences as cognitive factors and affective factors of learning motivation and academic self-concept. The data were collected from 276 4th grade elementary school students and analyzed by correlation, multi-variate analysis, and step-wise multiple regression. Results were that (1) multiple intelligences, learning motivation, and academic self-concept had statistically significant correlations among themselves. Multi-variate analysis showed that intra-personal intelligence explained 58.6% of the linear combination of learning motivation and academic self-concept. (2) Intra-personal intelligence explained 29% to 58% of learning motivation and its sub-factors of achievement motivation, internal locus of control, self-efficacy, and self-regulation. (3) Intra-personal intelligence, logical-mathematical intelligence, musical intelligence, and inter-personal intelligence were explanatory variables for academic self-concept and its sub-factors.