• 영어어문교육
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• 제15권4호
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• pp.345-364
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• 2009

This study attempts to provide a comprehensive framework for listening strategy use among university students in Korea in relation to TOEIC listening scores. In particular, this study tests whether motivation, based on the self-determination theory, mediates listening strategy use on listening comprehension (LC) process and whether reading comprehension ability moderates the use of listening strategy in LC achievement. One hundred seventy six freshmen students participated in the study during their first semester required English course. Self-report questionnaires were used to assess students' motivation and LC strategy use. The responses were statistically analyzed via the moderator and mediator model. The results indicate that internalized motivation mediates the use of listening strategy in LC achievement; however, reading comprehension skill doesn't affect students' use of listening strategies in relation to listening skill achievement. In other words, students who have internalized motivation were able to utilize listening strategies effectively in terms of achievement of the TOEIC listening skills. The findings of the current study offer in-depth understanding of the relationship among use of LC strategies, intrinsic motivation, and listening skill achievement shared by the mediator and moderator models.

• 한국간호교육학회지
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• 제27권1호
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• pp.80-90
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• 2021

Purpose: This study aimed to investigate nursing students' learning agility and confirm the mediating effect of self-leadership in the relationship between achievement motivation and learning agility. Methods: The study design was a descriptive survey design. The subjects were third- and fourth-year nursing students attending three universities in one region. Data were collected from November 28, 2019, to May 25, 2020, and a total of 202 data were collected using the scale of achievement motivation, self-leadership, and learning agility. Data analysis included frequency analysis, descriptive statistics, and Pearson's correlation coefficient using SPSS 25.0 statistics 25.0 software. The mediating effect of self-leadership was analyzed through regression analysis and bootstrapping using process macro ver. 3.4.1. Results: Self-leadership's partial mediating effect was confirmed in achievement motivation and learning agility. Achievement motivation was found to affect directly learning agility, with an indirect effect through self-leadership. Conclusion: The study results showed that nursing students could increase their learning agility through self-leadership improvement. Future research should focus on identifying the factors influencing nursing students' learning agility and develop and apply programs to improve learning agility.

• 한국보육지원학회지
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• 제19권2호
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• pp.21-42
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• 2023

Objective: This study aims investigate the moderating effect of mothers' overprotective parenting in the influence of young children's competence, as determined by their temperament, on mastery motivation. Methods: An online survey was conducted on 429 mothers with children aged 3-5. The collected data was analyzed using K-means clustering in SPSS 23.0 and the Process macro Model 2. Results: Children's temperaments were categorized into four types : easy-active temperament, easy-inactive temperament, slow temperament, and difficult temperament. It was confirmed that children's competence directly affected their mastery motivation when they had easy-inactive, slow, or difficult temperament. It was also found that mothers' intrusive control had a direct main effect on object persistence when children had easy temperament, while there was no effect on mastery pleasure. The moderating effects of mothers' anxious protection on the pathway from children's competence to object persistence were significant only among children with a slow temperament. Conclusion/Implications: This study highlights the need for mothers to adapt their parenting behavior to their children's temperament type. The study confirmed partial moderating effects of mothers' overprotective parenting in the influence of children's competence, as determined by their temperament, on mastery motivation.

• 한국초등과학교육학회지:초등과학교육
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• 제20권1호
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• pp.1-7
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• 2001

The purpose of this study is to examine the learner's variables affecting on scientific thinking and scientific process skills. To study this purpose, through the procedure study, the learner's variables were divided into cognitive variable, ego variable, and affective variable, then the questionaire survey through the reconstruction of standardization instrument was made over 120 elementary school fifth grade student in Seoul, Anyang, and Pajoo. The results of this study were as follows: 1) The learner's variables affecting on scientific thinking were cognitive variable and for female students, also affect affective variable. The subordinated catagories of statistically significant degree of explanation were achievement motivation, cognitive level, and cognitive style and another statistically significant correlation were meta-cognition, self regulated learning, self efficacy, and muliple intelligence. 2) The learner's variables affecting on science process skills were cognitive variable and affective variable. And the subordinated catagories of statistically significant degree of explanation were achievement motivation, and cognitive level. And another statistically significant correlation were meta-cognition, self regulated loaming, self efficacy, multiple intelligence, and attribution.

• 문화기술의 융합
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• 제4권2호
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• pp.97-105
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• 2018

본 연구에서는 페이스북 접속동기가 페이스북 사용후 대인관계 변화와 페이스북의 지속적 사용의도에 어떻게 영향을 미치는 지를 알아보고자 하였다. 이러한 목적으로 부산 및 경남지역 대학생 420명을 대상으로 설문조사를 실시하였다. 본 연구를 통하여 확인된 주요결과는 다음과 같다. 첫째, 관계유지를 위한 페이스북 접속동기와 사회적 압력에 의한 페이스북 접속동기가 페이스북 사용후 대인관계변화에 정적인 영향을 미치는 것으로 나타났다. 둘째, 습관적 이용에 의한 페이스북 접속동기가 페이스북의 지속적 사용의도에 정적인 영향을 미치는 것으로 나타났다. 셋째, 관계유지를 위한 페이스북 접속동기와 사회적 압력에 의한 페이스북 접속동기가 사용후 대인관계의 변화를 통하여 간접적으로 페이스북의 지속적 사용의도에 영향을 미치는 것으로 나타났다. 본 연구는 관계유지를 위한 페이스북 접속동기와 사회적 압력에 의한 페이스북 접속동기가 페이스북 사용후 대인관계변화를 유발하는 요인으로서 작용할 수 있으며, 관계유지를 위한 페이스북 접속동기와 사회적 압력에 의한 페이스북 접속동기가 페이스북 사용후 대인관계를 변화시켜 페이스북을 지속적으로 사용하게 됨을 밝혔다는 데에 연구의 의의가 있다.

• 한국문헌정보학회지
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• 제40권3호
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• pp.73-97
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• 2006

독서 동기유발의 정도는 학생들의 나이, 성별, 관심 및 적성에 따라 각각 다르게 나타난다. 따라서 각 학생들이 독서 동기유발의 여러 가지 요인 중 어떤 요인에 더 영향을 받는지를 이해하는 것은 학생들을 평생 독서가로 이끄는 역할을 하는 사서교사에게 가장 필수적인 척도가 될 것이다. 이에 본 연구에서는 학년별 성별. 그리고 출생순서별로 독서 동기유발에 차이점이 있는지를 살피고 어떤 요인으로 학생들의 독서 흥미유발을 시도할 것인가를 조사하기 위해서 질문지법을 사용하여 연구를 수행하였다. 질문지는 독서 동기를 유발하는 요소를 6가지로 범주화하여 25개 항목으로 구성하였으며. 278명(2학년 142명 5학년 136명/ 140명의 남학생. 138명의 여학생/ 119명의 첫째, 그리고 159명의 둘째 이상으로 태어난 학생)을 대상으로 하였다. 연구 결과 2학년과 5학년간에는 독서 동기유발의 정도에서 유의한 차이가 나타났으나. 남학생과 여학생 그리고 첫 자녀와 기타 출생순서의 자녀에서는 유의한 차이가 나타나지 않았다. 연구의 끝 부분에는 학생 개개인 또는 그룹별을 위한 독서 흥미를 유발할 수 있는 실제적인 방안과 활용법을 제시하였다.

• 한국산학기술학회논문지
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• 제17권9호
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• pp.340-350
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• 2016

이 연구는 평생학습에 참여하는 성인학습자의 특성, 참여동기, 강사의 학습진행방법, 기관만족, 학습성과의 구조적 인과관계를 분석하는 것을 목적으로 수행하였다. 또한 성인학습자 특성과 학습성과의 관계에서 다른 세 개의 변인이 어떻게 매개역할을 하는지 역시 살펴보았다. 연구대상은 평생교육에 참여하는 성인학습자 444명에게 설문을 실시하고 구조방정식모형 분석을 통해 연구가설을 검증하였으며 연구 결과는 다음과 같다. 첫째, 성인학습자의 특성이 학습성과 뿐만 아니라 강사의 학습진행방법, 참여동기, 기관만족에 미치는 영향은 모두 정(+)적인 유의한 결과를 얻었다. 둘째, 강사의 학습진행방법은 기관만족에는 유의한 영향을 미치는 것으로 나타났지만, 참여동기에는 영향을 주지 않으며 학습성과에는 부(-)적인 영향을 미치는 것으로 나타났다. 또한, 참여동기는 학습성과와 기관만족에 모두 유의한 영향을 미치는 것으로 나타났다. 셋째, 성인 학습자 특성과 학습성과 사이에서 최적의 매개경로 모형을 살펴본 결과, 기관만족을 통한 경로가 최적임을 확인하였다. 이러한 결과를 바탕으로 평생교육현장에서 성인학습자의 학습성과를 높이기 위한 방안과 평생교육기관의 역할을 제언하였다.

• Asia pacific journal of information systems
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• 제10권4호
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• pp.57-75
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• 2000

Most current literature on knowledge and technology transfer(Appropriability Model, Dissemination Model, and Knowledge Utilization Model), describe the process of transfer in details, but has limitation in terms of their application in contemporary high-tech industries since most studies have not provided plausible explanation on levels and factors affecting transfer of knowledge and/or technology. To overcome these limitations, the four levels of knowledge and technology transfer are suggested: Knowledge and Technology Creation(Level I), Sharing(Level II), Implementation(Level III), and Commercialization(Level IV). Comprehensive literature identifies sixteen variables affecting the process and results of knowledge and technology transfer. The survey results show four key factors in knowledge and technology transfer: Communication, Distance, Equivocality, and Motivation, Communication refers to the degree to which a medium is able to efficiently and accurately conveys task-relevant information and media while distance involves both physical and cultural proximity. Equivocality refers to the degree of concreteness of knowledge and technology to be transferred while motivation involves incentives for and the recognition of the importance of knowledge and technology transfer activities. Further analysis shows that there are four distinctive clusters and they show very contrasting characteristics in terms of four key factors. The careful mapping of the four clusters on the four key factors show very informative knowledge and technology transfer patterns, the Knowledge and Technology Transfer Grid. Finally, actions to increase communication interactivity and motivation, and to reduce cultural distance and equivocality are suggested.

• 한국과학교육학회지
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• 제38권3호
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• pp.407-417
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• 2018

미래 사회에서 요구되는 핵심역량을 기반으로 한 교육이 국내외에서 강조되면서, 과학 교과에서도 학생들의 '과학적 역량' 신장을 위한 교육과정과 교수학습 활동에 대한 관심이 높아지고 있다. 본 연구에서는 학생들의 과학적 역량 획득에 있어서 학교 과학수업 활동과 학생의 학습동기가 갖는 역할을 분석하고, 과학적 역량을 기를 수 있는 과학수업을 위한 시사점을 제안하고자 하였다. 이를 위하여, 이 연구에서는 한국 고등학교 학생들의 PISA 2015 결과 자료를 토대로 학교과학수업에서의 교수학습 활동이 학생의 학습동기 변수들을 매개로하여 과학적 역량에 어떤 영향을 주는지 통계적으로 분석하였다. 경로 분석 결과, 과학수업에서 상호작용이 강조된 활동과 실생활연계가 강조된 활동은 내재적 동기와 도구적 동기, 과학효능감을 유의하게 정적으로 예측하고 있었다. 이에 비해 학생의 주도로 이루어지는 탐구활동은 학습동기에 미치는 영향이 나타나지 않았다. 또한 과학에 대한 학습동기가 높을수록 과학적 역량의 세 영역인 '현상에 대해 설명하기', '과학탐구 과정을 평가하고 설계하기', '증거와 자료를 과학적으로 해석하기' 영역들의 점수가 높아졌다. 마지막으로 학교 과학수업의 실행은 학습동기를 통해 과학적 역량 획득에 간접적인 영향을 주고 있었는데, 구체적으로 상호작용이 강조된 활동은 내재적 동기를 통해서, 실생활과 연계된 수업 활동은 모든 학습동기 변수들을 통해서 성취에 긍정적으로 영향을 주고 있음을 알 수 있다. 끝으로 이러한 결과들이 학생의 과학적 역량 신장을 위한 학교 과학수업의 설계와 역할에 주는 시사점을 논의하였다.

• 유통과학연구
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• 제16권5호
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• pp.71-81
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• 2018

Purpose - Our research aims to investigate the mediating effect of employee creativity on the relationship between intrinsic motivation and job performance using relationship using Chinese department salespeople samples. Another objective of this study is to be clear boundary conditions that strengthen or weaken the effects of intrinsic motivation on work outcomes (i.e., employee creativity and job performance). Drawing on JD-R theory, we suggest that the two types of coworker support play differential moderating roles in the intrinsic motivation, employee creativity relationship by increasing or decreasing job resources and demands in different ways. Research design, data, and methodology - This empirical study data were collected from gathered from a sample of full time salespeople in China. A total of 550 questionnaires were distributed and 300 responses were collected, indicating a response rate of 84.0%. Working with a sample of 300 salespeople working in a department store in China. SPSS 18.0, Process 2.16 Macro, and M-Plus 8.0 software were used in the data analysis. Descriptive statistics were used to evaluate the distribution of the employee profiles and correlations between variables. M-Plus 8.0 software was used to test the model fit, validity and reliability of the variables. Finally, all research hypotheses was estimated by SPSS Macro 2.16. Results - To test our research hypotheses, we employed an analytical strategy suggested by Hayes (2013; 2015) and Shrout and Bolger (2002). In this study, we tested the relationship between intrinsic motivation and job performance throughout employee creativity. Results showed intrinsic motivation and job performance was partially mediated by employee creativity. The positive relationship between intrinsic motivation and employee creativity when coworker emotional support was high than when it was low. In contrast, the positive association between intrinsic motivation and employee creativity was stronger when coworker instrumental support was low than when it was high. Coworker emotional and instrumental support further moderated the indirect effect of intrinsic motivation on job performance through employee creativity. Conclusions - This study extends the conceptual model and empirical researches in coworker supports literature by representing a fundamental mechanism of how salespeople's intrinsic motivation and job performance throughout employee creativity.