• Journal of Families and Better Life
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• v.31 no.3
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• pp.49-62
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• 2013

The purpose of this study was to investigate the emotional ability between abused children and general children by comparing their emotional intelligence and emotional control. Participants were 17 abused children who had been separated from their abusers and 17 general children, all elementary school students. The answers to the questionnaire items on emotional intelligence and situations of emotional motivation were analyzed by Mann-Whitney U as a study tool. The results of this study were as follows: First, the difference of emotional intelligence between abused children and general children was statistically significant. Abused children received lower scores than general children when it came to their emotional recognition, emotional expression, empathy, and emotional regulation as a subordinate scope of emotional intelligence. Second, the difference of emotional regulation strategy between abused children and general children was statistically significant. Abused children presented negative responses and less frequently used positive strategy, inhibitory avoidance strategy and alternative strategy than general children. Third, the difference of emotional regulation motivation between abused children and general children was statistically significant. Abused children presented less prosocial motivation, motivation of self-preservation and normative motivation than general children.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.866-878
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• 2012

The Natural Science High School is specialized in vocational education or training related to natural sciences such as biology or chemistry. Therefore, natural science high school students are expected to possess a high level of science learning motivation. This study aims to explore natural science high school students' level and structure of science learning motivation by comparing students in general high school. One hundred ninety three students from a natural science high school and 208 from a general high school participated in this study. We administered a questionnaire that consisted of seven science motivation components: 1) career motivation; 2) science grade motivation; 3) understanding the relevance of scientific knowledge; 4) need for learning science; 5) self-determination; 6) self-efficacy; and 7) attitudes toward science class. We employed independent t-test, path analysis, bivariate correlation, and stepwise multiple-regression for the statistical analyses. Our findings illustrated that the natural science high school students' levels on all seven variables were significantly lower than the general high school students.' The path analysis illustrated that career motivation and science grade motivation had relatively stronger influence on self-determination and self-efficacy in the natural science high school student sample than in the general high student sample. The explanatory powers of four independent variables (career motivation, science grade motivation, understanding the relevance of scientific knowledge, and need for learning science) predicting self-determination and self-efficacy were 30% higher in the natural science high school student sample than in the general science high student sample. These results suggested that natural science high school students' science learning motivation may be easier to change by extrinsic motivations such as career and science grade motivation.

• Journal of Science Education
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• v.41 no.3
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• pp.281-296
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• 2017

The purpose of this study is to explore the science learning motivation of technical high school students through comparison with general high school students. 596 high school students and 1063 general high school students participated in the study. Three statistical methods were used for data analysis: two-way ANOVA, independent sample t-test, and Pearson correlation analysis. The results showed that the interaction between school type and grade had a significant effect on the difference of students' motivation for science learning. There was a significant difference in learning motivation among general high school students according to academic year, while there was no significant difference between first and second grader of technical high school students. Especially, technical high school students showed low level of science learning motivation compared to the students in general high school. The correlations among five motivational factors of science learning motivation were also significantly lower than that of general high school students. Lastly, the result of correlation analysis between science motivation and academic achievement showed that second year students in technical high school had less correlation coefficients than the first year students. Given these results, it is necessary to develop a educational strategy for enhancing science learning motivation of technical school students. We will discuss the direction of science education for technical high school based on our findings.

• Journal of the Korean Applied Science and Technology
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• v.40 no.3
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• pp.374-384
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• 2023

Universities that previously targeted in 20s have recently diversified their operation methods, founding purposes, and target. With a significant decrease in the school-age population relative to the number of universities, universities are making their best efforts to secure new students and minimize student attrition. In this study, an online survey was conducted to empirically examine the effects of motivation for major selection and sense of belonging on learning persistence intention among students in beauty-related departments at 2-year and 4-year general universities and cyber universities. The collected data from 119 students at general universities and 113 students at cyber universities were analyzed using SPSS 28. The key findings can be summarized as follows: For general universities, motivation for major selection did not have a significant effect on learning persistence intention, but sense of belonging had a significant positive effect. Additionally, an interaction effect was observed, indicating that as the sense of belonging increased, extrinsic motivation significantly increased learning persistence intention. For cyber universities, intrinsic motivation and sense of belonging among motivations for major selection had a significant positive effect on learning persistence intention, while the moderating effect of sense of belonging in the relationship between motivation for major selection and learning persistence intention was not significant. In summary, for general universities, the factor that influenced students' learning persistence intention was a sense of belonging to the university, while for cyber universities, intrinsic motivation played a significant role. These findings are expected to provide meaningful insights and data for universities to develop effective policies for preventing student attrition.

• Korean Journal of Culture and Social Issue
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• v.27 no.4
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• pp.585-607
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• 2021

In order to examine the variables affecting gambling behavior and find intervention strategies, this study examined the effects of basic psychological needs satisfaction on the severity of gambling behavior and low-level gambling behavior through the general motivation level and mattering respectively. Self-reported data of 402 adults who have participated in gambling at least once in the last 3 months were analyzed, and dual-mediator model was conducted. Basic psychological needs satisfaction significantly contributed to gambling behavior severity through general motivation and mattering. Specifically, basic psychological needs satisfaction had a significant positive effect on mattering through general motivation. and mattering through this path had a significant negative effect on gambling behavior severity. On the other hand, basic psychological needs satisfaction had a significant negative effect on low-level gambling behavior, but the dual mediating effect of general motivation and mattering was not significant in this relationship. Based on these results, the theoretical implications on the effects of the general motivation and interpersonal presence on gambling behavior were proposed, study limitations and suggestions for future research were discussed.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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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.

• Journal of Agricultural Extension & Community Development
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• v.22 no.2
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• pp.233-243
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• 2015

This study is for understanding differences of satisfaction followed by learning and teaching presence perceived by learners and participation motivation on learning in a distance education. General characteristics of learner are classified as an entrance type, sex, age, new/transfer of distance university learners. Perceived presence is classified with learning presence and teaching presence. Participation motivation on learning is classified with the directivity of activity, goal, and study based on the reason of participating in classes in a distance university. And this research tried out to find the effects of learner's characteristics, perceived presence, and participation motivation on learning satisfaction. The results are as follows. First, there was no meaningful difference of general characteristic on satisfaction. It means sex, age, and entrance type did not have an effect on satisfaction. Second, with the level of presence perceived by learner, satisfaction has meaningful differences. It means that students who had higher learning presence perceived of distance university showed higher satisfaction, and so as in teaching presence perceived on satisfaction. Third, factors effecting satisfaction based on participation motivation on learning differ with types of motivation. There was no meaningful difference of the level of activity directivity study participant on satisfaction, but was a meaningful difference of goal directivity and of study directivity in participation motivation on learning satisfaction. It was the learning presence that had a significant effect on learning satisfaction of adult learning.

• Journal of The Korean Society of Integrative Medicine
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• v.7 no.3
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• pp.11-19
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• 2019

Purpose : The purpose of this study is to examine the effect of instrumental-activity of daily living program on a patient with subacute stroke in the view of self-efficiency, motivation for rehabilitation, social support. Methods : Eight stroke patients who attended instrumental-activity of daily living program at P hospital in Busan Metropolitan City from march 2018 to January 2019 were recruited. Instrumental-activity of daily living program was offered to 8 stroke patients 1 session (at least 1 hours) a day, 5 times a week, for 4~5 weeks. The instrumental-activity of daily living program was based on occupational therapy practice framework (OTPF) and international classification of functioning, disability and health (ICF). We evaluated self-efficacy, rehabilitation motivation, social support before and after intervention. Self-efficacy was evaluated using the general self-efficacy scale. The collected data was processed using SPSS 20.0 and were analyzed using descriptive statistics, Wilcoxon signed rank test, Pearson's correlation coefficient. Results : There were statistically significant differences in self-efficiency, rehabilitation motivation, social support between before and after instrumental-activity of daily living program (p<.05). Examining the correlation between the self-efficiency, rehabilitation motivation and social support of the stroke patient, there was a correlation between the self-efficiency and social support (p<.05). Conclusion : This study showed that the instrumental-activity of daily living program have positive effects on self-efficacy, rehabilitation motivation, social support. When considering the instrumental-activity of daily living program with improved self-efficacy, rehabilitation motivation, social support of the participants, we suggest that further studies will be needed to examine more extensive instrumental-activity of daily living and rehabilitation to the society with a larger sample size.

• Journal of Digital Convergence
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• v.10 no.9
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• pp.443-448
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• 2012

This study aims to investigate the relationship between various motivational factors and to identify other causative components affecting English learners' learning motivation(From March to Jun, 2012). In case of integrative motivation and instrumental motivation, there was a statistically significant difference among those who have studied in other countries. However, in the case of negative motivation, there was a statistically significant difference among those who have no learning experience in other countries. English learners' learning motivation between the students majoring in Liberal Arts and Others, learning contents and teaching methods were significant factors.

• Journal of Korean Academy of Nursing Administration
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• v.12 no.1
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• pp.5-13
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• 2006

Purpose: The aim of this study was to analyze effects of internal marketing activities on nurse's motivation based on the Herzberg's two factor theory. Methods: The subjects of this study were 521 nurses who were working in the 4 general hospitals located in Seoul and Incheon area. The data were collected by self-reporting questionnaires. The data were analyzed using descriptive statistics and path analysis. Results: The mean score of nurse's perception of internal marketing was 3 point, and it was similar to previous studies results. In the motivation factors, the most satisfied factor was a responsibility. Advancement was the most unsatisfied factor. In the hygiene factors, the most satisfied factor was a technical supervision. Policy and administration were the most unsatisfied factors. Internal marketing activities affecting on nurse's motivation were different by each motivation-hygiene factors. In an aspect of motivation factors, the statistically significant internal marketing factors were paid-leave, employee welfare and communication, however, in hygiene factors, education, employee welfare and reward. Conclusion: These results will be used to develop a macro or micro internal marketing strategies to enhance nurse's motivation based on motivation factors and hygiene factors.