• 대한영양사협회학술지
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• 제26권4호
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• pp.278-288
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• 2020

This study examined the effects of response-facilitating factors(Food-related Knowledge, Response-Efficacy, and Self-Efficacy) and response-inhibiting factors(Severity, Vulnerability, and Consumer Stress) on the consumer' behavior intention based on protection motivation theory, which explains the behavioral change to protect oneself. This study was conducted to reduce the customers' concerns regarding food safety accidents and introduce ways to make them more interested in food safety. A sample of 225 adults over 19 years of age was collected in February 2018 through a self-administered questionnaire. The results of the cognitive mediation process of protective motivation theory showed that the consumers' knowledge and self-efficacy which are response-facilitating factors, positively influence the behavioral intention. Severity and consumer stress were response-inhibiting factors. On the other hand, response-efficacy, which is a response-facilitating factor, and vulnerability, which is a response-inhibiting factor, did not influence the behavioral intention. Therefore, severity and consumer stress are response-inhibiting factors. The results were analyzed as a result of a behavioral change to protect oneself from food safety accidents. The applicability of the theory of protection motivation on the topic of food safety was also confirmed.

• 한국의류산업학회지
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• 제20권5호
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• pp.520-532
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• 2018

This study examines whether any correlation exists amongst participative motivation in an educational fashion training program, participants' program satisfaction and performance. In addition, this study investigates the moderating effect of participants' self-efficacy and job engagement in the influence of participative motivation on program satisfaction. Questionnaire data from 212 employed learners who participated in one or more educational fashion training programs were analyzed. For the data analysis, SPSS 24.0 statistical package was used. The study results were as follows. First, the participative motives of the educational fashion training program were grouped into the following three factors: goal-oriented, learning-oriented, and organizational support. Second, learning-oriented participative motivation positively affected their program satisfaction. Third, higher program satisfaction led better program performance. Fourth, there was a significant difference in the magnitude of the effect of learning-oriented participative motivation on satisfaction according to self-efficacy. Fifth, there was a significant difference in the magnitude of the effect of goal-oriented participative motivation on satisfaction according to vigor. Even if the participative motivation in an educational fashion training program predicts the program satisfaction, the strength is changed by interacting with the self-efficacy and vigor. The results of the study provide various implications for educators or policy makers who are interested in educational fashion training program development.

• 한국초등과학교육학회지:초등과학교육
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• 제29권1호
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• pp.47-55
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• 2010

This study was to examine science learning motivation of primary students participating in science museum educational programs. The subject was 36 primary students in the programs in a science museum during a month. The questionnaire for this study consisted of items developed by us and some items from Motivated Strategies for Learning Questionnaire developed by Pintrich et al.(2001). The results included primary students' motivation of joining the programs in a science museum, their perceptions about the programs, and the effects of the programs on their science learning motivation. It seemed that the students had the opportunities of doing science activities in the museum on the recommendation of their family or teachers, especially their parents. And they were motivated to participate the programs with interests of science and they were interested in the activities in the programs. The statistics showed that the program have an positive effects on the students' self efficacies and values on science tasks. Based on this results, discussion and implications were presented.

• International Journal of Contents
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• 제10권3호
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• pp.73-83
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• 2014

Participants in Open Source Software (OSS) development projects usually contribute voluntarily without expecting direct compensation for their work. One of the central puzzles raised by the success of OSS is the motivation of the participants; why top-notch programmers choose to write software that is released for no fee. In order to respond to this peculiarity employing a meta-research method, we first identify and review theoretical perspectives from diverse disciplines including economics, sociology, political science, anthropology, psychology, and management. Then, we suggest a comprehensive framework that provides a holistic understanding of the puzzle in question. Reviewing key empirical studies based on the suggested framework, we also suggest a future research agenda.

• 디지털융복합연구
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• 제18권12호
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• pp.1-10
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• 2020

이 연구는 교직 희망 학생의 진로 특성(자기 이해, 진로 계획성, 일에 대한 태도)을 의사직 희망 학생과 비교하여 진단하는 데 목적을 두었다. 한국교육종단연구 2013의 초등학교 5학년부터 중학교 2학년까지의 학생 자료를 분석, 교직 희망 학생과 의사직 희망 학생을 추출하고, 이들의 진로 특성을 비교하고 아울러 학년별 추이를 진단하였다. 연구결과, 진로 특성의 하위 영역인 '자기이해'와 '진로계획성', '일에 대한 태도' 측면에서 교직 희망 학생은 의사직 희망 학생에 비해 다소 낮은 점수를 보였다. 또한, 장래 희망 직업에 관계없이 학년이 올라갈수록 진로 특성의 하위 영역의 점수가 낮아지고 있었고, 모든 학년에 걸쳐 의사 희망 학생에 비해 교직 희망 학생의 하위 영역별 점수가 낮은 것으로 나타났다. 특히, 중학교 1-2학년에만 측정된 '일에 대한 태도' 점수는 의사 및 교직 희망 학생 모두 다른 하위 영역 점수에 비해 낮게 나타나 중학생들이 바람직한 직업 가치에 기반하여 장래 희망 직업을 정하고 있다고 보기 어려웠다. 연구결과에 바탕하여 바람직한 교직 희망 학생을 유인할 수 있는 방안에 대해 논하였다.

• 수산해양교육연구
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• 제25권4호
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• pp.915-927
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• 2013

This study aimed to discover the affective ability of students by applying a thematic project model concerning the marine field unit of science for third grade middle school students from among diverse methods of realizing STEAM education. Also, based on this, STEAM education is a new type of learning including the process of exploring by oneself, presenting, discussing and mutually evaluating by becoming an independent person in learning As the results of the study are as follows: First, the STEAM class applied with a thematic project model was discovered to promote a learning attitude toward science by learners. Second, the STEAM class applied with a thematic project model was shown to be effective in improving the self-directed learning characteristics of learners. Third, STEAM education applied with a thematic project model was found to promote learners' motivation for learning science. This may be an effective method for learners who have felt difficulty in the science curriculum or have not been interested in the curriculum by triggering voluntary motivation.

• Human Ecology Research
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• 제61권3호
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• pp.429-443
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• 2023

The purpose of this study was to investigate whether internal control, autonomous motivation of middle school students, and perceived parental pressure on academic performance affect academic procrastination, while verifying the moderating roles of autonomous motivation and parental pressure on academic performance. The participants were a total of 371 middle school students. Academic procrastination, internal control, autonomous motivation, and parental pressure on academic performance were measured using the Procrastination Inventory (Aitken, 1982) revised by Jeon and Park (2014), the Internal-External Control Scale (Ko, 2014), the Academic Self-Regulation Questionnaire (Ryan & Connell, 1989) revised by Kim (2002), and the Scale of Kang (2003), respectively. The collected data was analyzed using SPSS 26.0 and a Process Macro Model 2 (multiple additional modulation effect). The results of the study are summarized as follows. First, middle school students' internal control, autonomous motivation, and perceived parental pressure on academic performance directly affected the students's academic procrastination. Second, the moderating role of parental pressure on academic performance was significant. On the other hand, the moderating role of autonomous motivation was not significant. In conclusion, the results of this study suggest that in order to reduce and prevent academic procrastination it is important to improve internal control by helping middle school students become confident enough to believe that they have the ability to change their behavior and achieve their aims. At the same time, parents need to be interested in the process rather than only the academic performance of their children and support their autonomy.

• 한국항공운항학회지
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• 제22권1호
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• pp.114-123
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• 2014

Due to the recent aircraft accidents both in Ethiopian airline and Malaysian airline, almost all the media are focusing the importance of the airline safety. Especially, media's eyes and ears are interested in the reasons why Malaysia airline's missing presumed as by either terrorist attack or pilot's mistake. Safety Behaviors of pilot are viewed as the most important human factor issues among researchers. This is because, if it were the case of a commercial airline, pilot's safety behavior would be directly related to the lives of couple of hundreds passengers. This paper considers the antecedents of this safety behaviors as pilot's leadership, pilot's leadership and self-efficacy. This paper has tried to find out which human factors of a pilot would have significant impact on their safety behaviors. According to the empirical research result from SEM (Structural Equation Model), it was found out both the leadership and self-efficacy of a pilot had direct impact on their safety behaviors through safety motivation. Thus it could be concluded that flight crew must follow the instruction of a pilot who had the authority of the flight operation. The managerial implication are discussed in the conclusion part of this paper. As an implication, this paper concluded that it would be necessary to do further research on pilot's leadership and self-efficacy.

• 보건교육건강증진학회지
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• 제25권1호
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• pp.1-12
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• 2008

Objectives: The researchers investigated the relationship among fun seeking, self-efficacy, interest in physical activity and actual physical activities of male college students, in orders to provide valuable information to professionals in health promotion. Methods: The participants were 316 male college students whose ages ranged from 18 to 30(M=22.53, SD=2.09). The questionnaires and psychological tests used in this research included the following: sub-scale of Korean Version of BAS/BIS Scale, The General Self-Efficacy Scale, International Physical Activity Questionnaires, & sub-scale of The Intrinsic Motivation Inventory for physical activity. Results: Results indicated that male students who had moderate level of fun seeking were more likely to engage in physical activities than those who showed low or high level of fun seeking. And students with the strong self-efficacy were more likely to do physical activity than with the weak self-efficacy, especially high level of physical activity. Male students who had greater interest in physical activity were more likely to engage in physical activities than those who were not interested in physical activity. A regression analysis revealed that interest in physical activity accounted for the most variance; it accounted for around 14.5% variance of actual physical activity with self-efficacy. The interaction effect of self-efficacy and interest in physical activity was significant for actual physical activity. Conclusion: This study reiterates the roles of self-efficacy and the interest in physical activity on physical activity, and found that non-linear relation of fun seeking to physical activity. These results may provide useful information for health practitioners.

• 영어어문교육
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• 제11권3호
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• pp.89-112
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• 2005

This study investigated the effects of collocation-based vocabulary instruction for the experimental group (G2). It was compared to the traditional wordlist-based vocabulary instruction for the control group (G1). This results reflect the development of low level high school EFL learners' vocabulary learning strategy use and the positive change in the affective domain. In the analysis of the survey responses, G1 and G2 did not differ significantly on the first questionnaire. They did, however, differ significantly on the second questionnaire. G2 used more strategies to discover and to consolidate the meaning of the words by means of combining words. In terms of the affective domain, G2 participated more actively in the learning activities, which had a significant effect on vocabulary growth, memory, self-confidence, motivation, and cooperative learning. This is attributable to the fact that G2 was more inquisitive, interested, challenged, participatory, cooperative, and attentive than G1 in performing the vocabulary task activities. Moreover, the data collected from the questionnaire showed that G2 performed more interactive and dynamic activities in solving the given tasks.