• 한국보육지원학회지
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• 제15권5호
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• pp.113-138
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• 2019

Objective: This study aimed to determine the effect of a teacher professional learning environment at workplace day care centers on the professionalism of beginning teachers and also to verify the mediating effects of the beginning teachers'work task motivation on that relationship. Methods: The participants were 129 new teachers currently employed at workplace day care centers. The Current Status for Professional Competence was used to measure the teachers' professionalism. The Professional Learning Environment Inventory assesses the professional learning environment of day care centers. To measure the work task motivation, the Work Tasks Motivation Scale for Teachers was used. Results: Firstly, positive relationships were identified between a professional learning environment and their intrinsic motivation and identified motivation. However, there were also negative relationships between the professional learning environment and their introjected motivation and amotivation. Secondly, this study partially verified the mediating effects of the beginning teachers'work task motivation on the relationship between the professional learning environment and teachers' professionalism. Conclusion/Implications: The relationship between the professional learning environment and the professionalism of beginning teachers was mediated by the teachers'own intrinsic motivations, identified motivations, and amotivation.

• 대한물리치료과학회지
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• 제30권3호
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• pp.84-90
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• 2023

Background: This study aimed to investigate the effects of flipped learning education on academic motivation and class satisfaction in physical therapy students. Design: Cross-sectional study. Methods: Participants included 72 physical therapy students (experimental group=36, control group=36). In order to compare the effects of flipped learning education, flipped learning and lecture-style learning were provided in a class titled Acticities of Daily Living and Practice. An independent t-test was used to compare academic motivation and class satisfaction between two groups. Results: The flipped learning group showed a significantly higher level of academic motivation and class satisfaction compared to the traditional learning group (p<0.05). Conclusion: These results showed that flipped learning education is an effective learning strategy for improving the academic motivation and class satisfaction of physical therapy students.

• International Journal of Contents
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• 제15권4호
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• pp.89-96
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• 2019

This study examines the impact of online collaborative English language learning to enhance learner motivation and classroom engagement in university English instruction. The role of learner motivation and classroom engagement has gained much attention under the premises of current constructivist framework of English as a foreign language education. To promote learner motivation and classroom interaction in English instruction, participants in this study engaged in integrative English learning activities through online group collaboration and peer-tutoring. They exchanged productive peer response and shared their learning experiences throughout the integrative English learning activities. Digital technology played an integral role in motivating the learning process of the participants. Data for this study were gathered through an online questionnaire survey and semi-structured interviews. The data were analyzed based on the ARCS motivational model of instructional design to identify the motivational aspects of integrative English learning activities. This study reveals that participants of this study regarded online collaborative English learning activities as the positive and motivating learning experience. The online collaborative English reading instruction had positive effect on improving EFL university students' learning performance. Participants of this study also identified affective and metacognitive benefits of online collaborative EFL learning activities for learner motivation and classroom engagement. This study reveals that the social networking platform in online group collaboration played a crucial role for the participants in understanding the integration of online group collaboration as the positive and effective language learning strategy. This study may have implications in suggesting the effective instructional design for promoting learner motivation and classroom interaction in EFL education.

• 산업융합연구
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• 제20권6호
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• pp.73-81
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• 2022

본 연구는 비대면 전공수업을 경험한 간호대학생의 학습동기, 학습몰입과 학습관련 자기주도성 관계를 파악하고자 시도된 서술적 조사연구이다. 자료수집은 2021년 8월 1일부터 30일까지였으며, 수집된 자료는 IBM SPSS/WIN 22.0 프로그램을 이용하여 분석하였다. 본 연구결과 학습동기는 학습몰입, 학습관련 자기주도성과 양의 상관관계가 있었고, 학습동기와 학습관련 자기주도성의 관계 역시 상관관계가 나타났다. 학습몰입에 영향을 미치는 요인으로 학습동기과 학습관련 자기주도성으로 분석되었으며, 학습관련 자기주도성은 학습동기와 학습몰입의 관계에서 부분 매개변수임을 확인하였다. 따라서, 간호대학생의 학습관련 자기주도성은 학습동기와 학습몰입에 중요 요인이므로, 이를 향상시킬 수 있는 구체적인 방안이 마련되어야 한다.

• Human Ecology Research
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• 제61권4호
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• pp.663-671
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• 2023

This study aimed to determine whether the achievement motivation of adolescents from multicultural families in their third year of middle school influenced their adaptation to school learning activities. It also explored the mediating effect of career attitude on achievement motivation and adaptation to school learning activities. An analysis was performed on data obtained from students in the third grade of middle school who participated in the sixth wave of the Multicultural Adolescents Panel Study (MAPS). The main findings were as follows. Firstly, achievement motivation exhibited a positive correlation with both career attitude and adaptation to school learning activities. Secondly, the achievement motivation of adolescents from multicultural families and their career attitude both exerted a positive effect on their adaptation to school learning activities. Thirdly, the mediating effect of career attitude on the relationship between adaptation to school learning activities and achievement motivation of adolescents from multicultural families was verified.

• 아동학회지
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• 제30권5호
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• pp.23-39
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• 2009

This study examined influences of teacher's transformational leadership, and their trust and empathic understanding on children's learning motivation. Participants were 513 $5^{th}$ and $6^{th}$ graders from Seoul, Buchon and Inchon. Data were collected via questionnaires and analyzed by descriptive statistics, Pearson's correlation, and multiple regression analysis. Results showed that (1) Teacher's transformational leadership, trust and empathic understanding were positively related to children's learning motivation. (2) Teacher's transformational leadership was the strongest predictor for children's learning motivation. (3) Teacher's transformational leadership had a direct influence on children's learning motivation empathic understanding mediated between teacher's transformational leadership and children's learning motivation.

• 대한치과기공학회지
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• 제44권3호
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• pp.97-103
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• 2022

Purpose: This study sought to identify the factors influencing learning motivation and demotivation in online dental technology students. Methods: A survey was conducted from October 1 to 30, 2021, on 188 dental technology students. The collected data were processed using the IBM SPSS IBM SPSS Statistics ver. 22.0 statistical program (IBM), and frequency, factor, and one-way ANOVA analyses were performed, for which the significance was set at 0.05. Results: It was found that the main online learning motivation factors were the usefulness of the learning content, interest, and confidence in the activities, the relationships with the teachers and friends, the feedback, and learning satisfaction. The factors that reduced the students' online learning motivation were interaction difficulties, maladaptation to the self-directed learning environment, the inadequate number of learning activities, and activity difficulty. Conclusion: Based on the identified online class motivation and demotivation factors, better systematic management and increased research are needed to improve the quality of non-face-to-face classes.

• 정보교육학회논문지
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• 제20권5호
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• pp.433-442
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• 2016

본 연구의 목적은 플립러닝이 소프트웨어교육에 있어서의 대학생들의 학습동기에 미치는 영향을 분석하는 것이다. 이를 위해 K교육대학교 1학년 2개 반을 실험집단과 비교집단으로 구성하여 10주간 스크래치를 이용한 소프트웨어 교육을 실시하였다. 실험집단은 SW교육 관련 온라인 강좌 사이트를 동시에 병행하여 플립러닝을 적용하였다. 실험 결과, 실험집단의 사후 학습동기는 사전 학습동기에 비해 유의미하게 놓아졌으며, 사후 학습동기 검사 결과도 실험집단이 비교집단에 비해 학습동기가 유의미하게 높게 나타났다. 이에 향후 소프트웨어교육에서 플립러닝이 대학교에서 뿐 아니라 초중등 교육 현장에서도 효과적인 학습 전략으로 저변 확대되기를 기대한다.

• 한국콘텐츠학회논문지
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• 제11권6호
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• pp.428-437
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• 2011

본 연구는 요양보호사 교육원에서 교육을 받고 있는 교육생들의 학습동기가 학습몰입에 미치는 영향을 알아보고자 하였다. 조사 대상자는 B시의 요양보호사 교육원의 교육생 230명이었다. 연구도구는 학습동기 척도와 몰입 상태 척도를 사용하였다. 학습동기가 학습몰입에 미치는 영향을 알아 본 결과 내재적, 외재적 학습동기가 학습몰입과 상관관계를 가지고 있었다. 또한, 학습과제에 대한 몰입은 학습동기가 증가될수록 높아지는 성향을 나타내었다. 그러나 외재적 학습동기보다 내재적 학습동기가 학습몰입과 더 높은 상관관계를 가지고 있는 것으로 나타났다. 따라서, 요양보호사 교육생들의 몰입정도는 내재적 동기에 가장 많은 영향을 받고, 외재적 동기에도 영향을 일부 받는 것으로 나타났다. 성공적인 요양보호사 인력 양성을 위하여 요양보호사 교육에 대한 다각적인 측면의 연구가 필요한 것으로 보인다.

• 기본간호학회지
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• 제17권2호
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• pp.240-248
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• 2010

Purpose: This study was done to examine learning motivation and self-directedness when animation prior learning of fundamental nursing practice education was used. Method: For the study 220 nursing students participated in a fundamental nursing practice session after prior study using animation every week for 15 weeks. They responded to questionnaires that included measures of learning motivation and self-directedness. Results: There was no statistically significant difference in total scores for learning motivation over the 15 weeks of the practice sessions, but there was a difference for self-directedness. There was a significant difference in learning motivation in the group that always watched the animation and for which animation helped with the practice sessions and where the application purpose was postive. There was a difference in self-directedness for the students whose future was described as health teachers and where the application purpose was positive. Learning motivation showed positive correlations with self-directedness. Conclusion: Learning motivation and self-directedness utilizing animation prior to fundamental nursing practice were high and correlated with each other indicating the usefulness of this teaching method.