• Journal of The Korean Association For Science Education
• /
• v.26 no.1
• /
• pp.1-8
• /
• 2006

This study investigated the causal relationships between high school student multiple-choice algorithmic chemistry problem solving and 1) the motivational variables of achievement goal (task goal/performance goal/performance-avoidance) and perceived ability, and 2) the cognitive variables of learning strategy (deep learning/surface learning) and self-regulation. Path analysis supported a causal model in which perceived ability and task goal were found to positively influence algorithmic chemistry problem-solving ability via self-regulation. In particular it was found that perceived ability directly influenced algorithmic chemistry problem-solving ability. Moreover, deep learning was found to have been influenced by perceived ability and task goal, while surface learning was influenced by performance-avoidance goal. Lastly, there did not appear to be any causal relationship between learning strategy and algorithmic chemistry problem-solving ability.

• Journal of Information Technology Applications and Management
• /
• v.27 no.2
• /
• pp.1-21
• /
• 2020

The purpose of this study is to investigate the behavioral factors affecting the security attitude and intention to use biometrics password based on the protection motivation theory. This study also investigates security awareness training to understand trust, privacy, and security vulnerability regarding biometric authentication password. This empirical analysis reveals security awareness training boosts the protection motivational factors that affect on the behavior and intention of using biometric authentication passwords. This study also indicates that biometric authentication passwords can be used when the overall belief in a biometric system is present. After all, security awareness training enhances the belief of biometric passwords and increase the motivation to protect security threats. The study will provide insights into protecting security vulnerability with security awareness training.

• Journal of Information Technology Applications and Management
• /
• v.26 no.3
• /
• pp.81-98
• /
• 2019

Despite the growing enthusiasm for the persuasive system like an interactive mirror system little is known about what motivates the customers to try the system and makes customers return repeatedly to the system. The key to understanding persuasive system adoption is the identification of the preconditions needed for the system adoption. Using grounded theory building methodology, we identified the preconditions needed for the system adoption. First, past research regarding users' motivational factors to use the persuasive system is reviewed. Then, research methodology and data analysis are presented. Finally, the study findings and conclusions are presented.

• Journal of the Korean Society for Library and Information Science
• /
• v.47 no.4
• /
• pp.103-124
• /
• 2013

This study investigated how Problem-Based Learning method effects on students' Self-Regulated Learning Strategies especially for the LIS education. For this purpose, the differences in students' self-regulated learning strategies were examined as a pre and a post survey using the same questionnaire. Correlation between cognitive and motivational self-regulated learning strategies was examined, and the details of the SRL's sub-components were measured to see the effects of Problem-based learning. Statistical significance using the paired sample t-test were also conducted. The results revealed that Problem-based learning is effective in improving students' cognitive motivational self-regulated learning and found out the possibilities for a follow-up study for motivational self-regulated learning.

• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.13 no.4
• /
• pp.239-247
• /
• 2013

This study is aimed to perform the qualitative evaluation based on the ARCS Model of educational mobile applications for smart phones. The evaluation has been performed targeting 60 students who attending the subject of informational education in 3 different universities in 2012 by allowing them to select the available educational mobile App installed in their smart phone. After, the level of persistent learning-intension from each student and the efficacy of ARCS motivational strategy was measured at learner's perspective. The structural equation model(SEM) was established and analyzed with PLS method to understand the relationship between the ARCS motivational strategy and the persistent learning-intension. The results of the study could be summarized as followings. First, the educational mobile App in various the motivational strategies showed different results that is the highest attention as well as the lowest satisfactory level. Second, the relevance in motivation strategies had the statistically significant effect in attention, confidence, and satisfaction. On the other hand, the other factors of attention, relevance, and confidence showed statistically significant effect in satisfaction. Finally, result demonstrate that the relevance is the critical factor inducing the significant effect in persistent learning-intension among the motivational strategies.

• Journal of The Korean Association For Science Education
• /
• v.17 no.4
• /
• pp.415-423
• /
• 1997

The purposes of this study were to investigate the intercorrelations among various motivational patterns and learning strategies and to examine the differences in motivation and strategy usage in terms of students' science achievement level, gender, and grade. A questionnaire on achievement goal, self-efficacy, self-concept of ability, expectancy, value, causal attributions, and learning strategies was administered to 360 junior high/high school students (178 males, 182 females). Students who adopted performance-oriented goal tended not to be task oriented. Task-oriented students had high levels of self-efficacy, high self-concept of ability, and expectancies for future performance in science. They also valued science and attributed thier failures to the lack of effort. However, performance-oriented students evaluated their ability negatively, did not value science, and attributed thier failures to uncontrollable causes. With respect to learning strategy, task-oriented students tended to use deep-level strategy, whereas performance-oriented students tended to use surface-level strategy and not to use deep-level strategy. High-achieving students, boys, and junior high school students were more task-oriented, evaluated their ability more positively, and valued science more than low-achieving students, girls, and high school students, respectively. High-achieving students and boys also used deep-level strategy more than each of their counterparts. However, no significant difference in learning strategy was found between junior high school students and high school students. Educational implications of these findings are discussed.

• Journal of Korean Home Economics Education Association
• /
• v.30 no.1
• /
• pp.29-42
• /
• 2018

The purposes of this study were to develop and apply teaching-learning plans using ARCS strategies to improve character of middle school students and analyze whether a home economics class helps to give positive effects on youth character change. Nine-period classes were conducted for 110 male students in 4 classes of M middle school in Gwangju metropolitan city for 5 weeks from March 6 through April 7 in 2017. The effectiveness of classes were examined with learners' class assessment and pre- and post- character index test. The research steps and results in this study are as follows. First, the teaching-learning plans for 9 periods were developed for the character education class of the chapter 'Understanding families'. These teaching and learning course plans were designed to enhance learner's interests in learning using ARCS motivational strategy and improve character of middle school students in consideration of character elements. In the chapter 'Understanding families' of Technology Home Economics in middle school, the teaching-learning plans for 9 periods, 14 student activity sheets, and 2 powerpoint materials for teaching and learning were developed. Second, students who had the character education classes using ARCS motivational strategy showed significant differences in all character elements. Therefore, the character education class using ARCS shows positive effects to build up character of middle school students. Third, the character education classes using ARCS motivational strategy increased the class satisfaction of learners. The character education class teaching and learning course plans and learning materials in Technology Home Economics using ARCS motivational strategy will be used as a basic resource to build up students' character in the future.

• Korean Journal of Culture and Social Issue
• /
• v.14 no.1_spc
• /
• pp.135-152
• /
• 2008

The purpose of this study is to research psychological and social devices to foster self-regulated learning of Korean adolescents. This study investigated metacognitive, motivational, and behavioral factors of self-regulated learning through current research. In terms of metacognitive factors, we reviewed the importance of cognitive and metacognitive learning strategies of adolescents for better self-regulated learning. Especially we gave a great emphasis on the role of comprehension monitoring metacognitive strategy for the learning to read in this review. For motivational factors, recent research of self-regulated learning has tended to focus on self-efficacy and goal orientation. The current research examining behavioral factors of self-regulated learning has tended to focus on time management and academic procrastination. Research findings in the motivational aspect suggest that we need to develop the program to improve adolescents' self-efficacy and recognize new re-conceptualization of the goal theory. Research findings in the behavioral aspect recommend practical tips and strategies to improve time management skills and to overcome academic procrastination. Finally, future directions for research are discussed.

• Journal of the Korea Convergence Society
• /
• v.10 no.4
• /
• pp.73-80
• /
• 2019

The purpose of this study was to examine how flipped learning strategy affects learners' self-regulating ability in both general English and Spanish, based on the study hypothesis that self-regulating learning ability of general English learners will make a meaningful difference in comparison to that of traditional learning. The study was also focused on how flipped learning was related to learners' self-regulating ability. From September 10, 2018 to December 10, 2018, a total of 81 students in general English and Spanish were surveyed in which three sub areas of self-regulating learning (cognitive, motivational, and behavioral control) were considered, and which were divided into six sub-domains, a total of 65 items were composed. Although not very significant results were shown in the case of motivational control, both English and Spanish classes have statistically significant differences in cognitive and behavioral self-regulating learning abilities.

• Journal of The Korean Association For Science Education
• /
• v.28 no.6
• /
• pp.675-684
• /
• 2008

This study investigated the effects of the prescribed instructional strategy for reducing students' connecting errors in learning chemistry concepts with multiple external representations by students' field independence-dependence. Seventh graders (N=126) at a coed middle school were assigned to control and treatment groups. The students learned "Boyle's Law" and "Charles's Law" for two class periods. Results revealed that the students in the treatment group scored significantly higher than those in the control group in a conception test. The scores of the treatment group were significantly higher than those of the control group in a motivational learning test, especially in 'attention' of the test. However, there was no significant interaction between the instruction and students' field independence-dependence in the two tests. Most students in the treatment group perceived the instruction positively in cognitive and motivational aspects.