• Title/Summary/Keyword: Mastery approach goal

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A Structural Model of Management Goal Orientations and Preferred Goal Achievement Index in one Hospital Employees (한 종합병원 구성원의 경영목표 지향성의 구조적 모형과 선호 경영성과지표)

  • Park, Jae-Sung
    • Health Policy and Management
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    • v.17 no.1
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    • pp.50-74
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    • 2007
  • The purpose of this study was to identify a determent of mastery approach goal and performance approach goal using a basic concept of goal orientations and goal setting theory, and to evaluate a preference of goal achievement index as a balance score card (BSC). The study model proposed had a adoptable level of goodness of fit index(.94) and root mean square residual(.08). The meditating variable, goal contribution, totally mediated the impact of goal commitment, Y-theory human behavior, and self-efficacy but organizational resource contribution for pursuing goal orientation. Moreover, goal contribution significantly determined mastery approach goal(p<.01) and performance approach goal(.05). In standardized effects, the most powerful antecedent of mastery approach goal and performance approach goal were in order of organizational resource contribution(.27/.28), goal contribution(.21/.17), self-efficacy(.07/.06), and Y -theory human behavior and goal commitment(.05/.05), respectively. Moreover, goal contribution had a more powerful impact on mastery approach goal(.21) rather than performance approach goal(.17). In the preference of BSC, all job types preferred learning and growth index in first. In the second preference, medical doctors and pharmacists chose financial results, nurses customer service, and office managers internal processes. Each job type reflected its' own preferred BSC index to that of the other job types. In comparing a preference of four BSC index of each own job type, it was statistically different at p<.001. In conclusion, one who emphasize organizational goal contribution in pursuing goal orientation has a more strong orientation toward mastery approach goal rather than performance approach goal. A hospital should overcome and harmonize the different preferences of four BSC index since the differences might cause organizational conflicts among job types with having each unique professional norm.

A Study of Educational Performance Utilizing Project-Based Learning: Focused on the 3P Model (프로젝트 기반 학습의 성과 영향 변인 규명 연구: 3P모형을 중심으로)

  • Kim, Dongsim;Jo, Hyunjeong;Kim, Woocheol
    • Journal of Practical Engineering Education
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    • v.12 no.2
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    • pp.275-291
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    • 2020
  • This study aims to identify the structural relationship between mastery-approach goal orientation, instructor support, problem solving, collaborative skills, and course satisfaction among students who participated in project-based learning. To achieve the purpose of this research, researchers have conducted surveys between June and December in 2019. A total of 283 cases were selected for analysis. According to the study, mastery-approach goal orientation and instructor support have positive effects on problem solving and course satisfaction. Instructor support has positive effects on collaboration skills, and problem solving has positive effects on collaboration skills and course satisfaction. Also, the mediating effect of problem solving in the relationship among mastery-approach goal orientation, instructor support, collaboration skills, and course satisfaction was found to be statistically significant. However, the path between mastery-approach goal orientation and collaboration skills was not statistically significant. Based on these findings, academic and practical implications were suggested.

The Prediction of Mastery-Approach Goal Orientation, Task Value, and Self-Regulated Learning Strategy on Academic Satisfaction and Achievement of Cyber Engineering University Students (사이버대학교 공학계열 학생들의 숙달접근목표지향성, 과제가치, 자기조절학습전략의 학업만족도와 학업성취도 예측력 규명)

  • Joo, Young-Ju;Chung, Ae-Kyung;Seol, Hyun-Nam;Yi, Sang-Hoi
    • 전자공학회논문지 IE
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    • v.49 no.2
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    • pp.65-74
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    • 2012
  • The purpose of this study is to verify the prediction of mastery-approach goal orientation, task value, and self-regulated learning strategy on academic satisfaction and achievement of cyber engineering university students. For this study, 219 engineering students of H cyber university who enrolled in the spring semester of 2011 was chosen and completed web surveys. A hypothetical model proposed included mastery-approach goal orientation, task value, and self-regulated learning strategy as predictors, and academic satisfaction and achievement as criteria variables. The results of this study through multiple regression analysis indicated that task value(${\beta}$=.401) and self-regulated learning strategy(${\beta}$=.401) predicted significantly on academic satisfaction. In addition, self-regulated learning strategy(${\beta}$=.301) and mastery-approach goal orientation(${\beta}$=.196) predicted significantly on academic achievement. The result of this study suggested that mastery-approach goal orientation, task value, and self-regulated learning strategy should be considered for improving academic satisfaction and achievement in cyber engineering education.

Convergence Study on the Factors Affecting Creativity and Personality of Students in Dental Hygiene department. (치위생학과 학생들의 창의와 인성에 영향을 미치는 요인에 관한 융합연구)

  • Lee, Jae-Ra;Kim, Seo-Yeon
    • Journal of Convergence for Information Technology
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    • v.8 no.6
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    • pp.257-263
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    • 2018
  • The purpose of this study is to identify the factors affecting creativity and personality of students in dental hygiene department. From 14 May 2018 to 1 June 2018, 114 dental hygienists were enrolled at S University in Gwangju. The overall average of meta-cognition was 3.26. There was a significant difference between satisfaction and satisfaction of the major 3.36. The overall average of the mastery approach goals was 3.26. There was a significant difference in the satisfaction of the major satisfaction by 3.38. The overall average of autonomous educational climate was 3.08. According to the study variables, there was a significant difference in the satisfaction of major majors 3.17. The overall average of creativity and personality was 3.37. There was a significant difference between satisfaction and satisfaction of the majors. The factors affecting creativity and personality of college students were meta cognition and mastery approach goal. Metacognition and mastery approach goal score showed higher creativity and personality.

Identification of the Structural Relationship between Goal Orientation, Teaching Presence, Approaches to Learning, Satisfaction and Academic Achievement of Online Continuing Education Learners (원격평생교육 학습자의 목표지향성, 교수실재감, 학습접근방식, 만족도 및 학업성취도 간의 구조적 관계 규명)

  • Joo, YoungJu;Chung, Aekyung;Choi, Miran
    • The Journal of the Institute of Internet, Broadcasting and Communication
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    • v.16 no.2
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    • pp.137-144
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    • 2016
  • The purpose of this study is to investigate the structural relationships among goal orientation, teaching presence, approaches to leaning, satisfaction and academic achievement. For this study, the web survey was administered to 235 learners who participated in distance lifelong education centers of A, B, and C university in South Korea. Structural equation modeling (SEM) analysis was conducted in order to examine the causal relationships among the variables. The results indicated that first, mastery-approach goal and teaching presence had positive effects on deep approach. Second, mastery-approach goal showed negative effects on surface approach, while teaching presence did not. Third, deep approach had positive effects on satisfaction, Fourth, surface approach had negative effects on satisfaction. Fifth, deep approach showed positive effects. Last, surface approach showed negative effects on academic achievement. Based on the result of the research, the study propose the constructive foundation for providing strategies raising the satisfaction and academic achievement in distance life-long education.

Core Safety Disposition as a Cause of Safety Consciousness (안전 의식의 결정 요인으로서 핵심 안전 성향)

  • Park, Young Seok;Jung, Ji Hee
    • Journal of the Korean Society of Safety
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    • v.34 no.6
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    • pp.58-64
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    • 2019
  • Over the past decades there has been a growing body of researches that examines the psychological traits related to safety outcomes. After briefly reviewing the relationships between psychological dispositions and safety outcomes, we empirically examine the relationships with 2 samples of 1,102 participants. Fifteen psychological dispositions (big 5 personality, locus of control, cognitive failure, affection from job and relations, 4 achievement goal orientations, self-efficacy, fatigue, and depression) and four psychological outcomes (safe behavior, unsafe behavior, accidents, and injuries) are examined. After covariance structure modeling variances of safety outcomes are well explained by simple 4 dispositions of consciousness, mastery-approach goal orientation, self-efficacy, and depression. We name them 'core safety disposition', and name four psychological outcomes 'safety consciousness', and the relationships between those latent variables are stronger than between measurement variables. We propose core safety disposition as a cause of safety consciousness, and discuss implications for research and practices.

A Study of Factors Effecting on Gifted Students' Achievement : Self-determination, Learning Goal-orientation, Self-efficacy, Implicit Theory of Intelligence, and Self-regulated Learning Strategy (영재의 학업성취에 영향을 주는 심리적 요인들: 자기결정성, 학습목표지향성, 자기효능감, 지능관 및 자기조절학습전략을 중심으로)

  • Jo, Son-Mi
    • Journal of Gifted/Talented Education
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    • v.21 no.3
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    • pp.611-630
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    • 2011
  • The purpose of the study was to investigate which psychological factors influence on the gifted students' achievement. As a psychological factor, self-determination, learning goal-orientation, self-efficacy, belief of intelligence, and self-regulated learning strategy were examined. The difference in psychological factors between the gifted with high achievement and the gifted with low achievement was to explored. For the study 128 gifted students' data from second-year data of Korean Education Longitudinal Study (KELS) were selected and analyzed. The findings indicate that the predictors of gifted students' achievement are extrinsic regulation, identified regulation, mastery-approach goal, self-efficacy, elaboration, and meta-cognition factor. Especially, the factor of elaboration and identified regulation are the strongest predictors. The findings from t-test analysis indicate that the gifted with low achievement show the low level in self-determination, mastery-approach, self-efficacy, elaboration, meta-cognition, place management and seeking social assistance from teacher. Therefore the developing elaboration, one of regulation learning strategy, is essential to improve the achievement of the gifted students with low scores.