• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.11
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• pp.443-454
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• 2020

The purpose of this study is to propose a structural theoretical model that can explain the learning flow of online distance education participants and to clarify the structural causal relationship among related variables that affect the learning flow of cyber university learners. Study results found a modified final model with a statistically significant fit based on the structural research model proposed in this study explained the learning flow of cyber university learners. Second, as a result of verifying the relationship between learning motivation and learning flow of cyber university learners, it was found that intrinsic motivation had a significant positive effect on learning flow. Third, as a result of the empirical verification on the relationship between academic self-efficacy and learning flow of cyber university learners, it was found that academic self-efficacy had a significant effect on learning flow. Fourth, as a result of empirical verification on the relationship between self-directed learning and the learning flow of cyber university learners, it was found that the learner's self-directed learning ability had a significant effect on learning flow. Such research results can be used to suggest a strategic direction for successful settlement and diffusion of a new paradigm of online non-face-to-face distance education, which has recently attracted attention.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.2
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• pp.404-414
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• 2020

This study aims to explore latent classes in terms of changing patterns in achievement motivation among the samples from elementary school to middle school students in multicultural families and to investigate factors to predict latent groups and their relationship with academic achievement. 1254 pairs of mother and child from the 1st to 6th years of Multicultural Adolescents Panel Study (MAPS) was utilized for the Latent Class Growth Analysis (LCGA), One-way ANOVA, Multinomial Logistic Regression. The results showed that there were four distinct subgroups within the samples in terms of achievement goal orientations (i.e. very-high changing group, average changing group, low stable group, very-low stable group) at all six time points, and students who reported high achievement motivation were likely to have higher academic achievement. Four groups were extracted based on parent's efficacy, students' self-esteem, and teacher's support. Suggestions and practical implications for understanding the types of subgroups for the achievement motivation of multicultural families were discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.574-583
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• 2018

The purpose of this study was to investigate the effects of emotional intelligence, self-leadership, and psychological well-being on academic achievement among nursing college students. The subjects included college students in various cities. A total of 199 students were analyzed in the study. Collected data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation, and stepwise multiple regression. The findings show that behavioral strategy, a subarea of self-leadership, self-motivation ability, a subarea of emotional intelligence, and autonomy and positive interpersonal relationship, two subareas of psychological well-being, had significant effects on their academic achievement and had an explanatory power of 13.0%. The study examined relationships between academic achievement and general characteristics and found differences in academic achievement according to gender and grade. Academic achievement had positive correlations with self-motivation ability, a subarea of emotional intelligence, behavioral strategy, a subarea of self-leadership, and autonomy and positive interpersonal relationship, two subareas of psychological well-being. In short, there is a need to develop programs that help nursing college students improve their behavioral strategy of self-leadership, self-motivation ability of emotional intelligence, and their autonomy and positive interpersonal relationship of psychological well-being, for high academic achievement.

• Korean Business Review
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• v.22 no.1
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• pp.157-176
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• 2009

This research is designed to comprehend the 'participation' motivation of fishing village, and analyze the effect of such participation' motivation of the overall satisfaction on fishing village, in aspect of 'demand'. And, this thesis is intended to present the detailed factors of such participation motivation, and raise and address the pertained problems, in an effort to strengthen the effective marketing activities in fishing village and rejuvenate the fishing village tourism. The signifiant difference has made, with regard to demographical traits, and available traits and participation motivation of fishing village tourism. Concerning significant relations and effects of participation motivation and satisfaction, the five factors, such as "somatic and self-realization", "recreation", and "educational or cultural" reveals to have had effects on the satisfaction of fishing village tourism, in turn. But, "status or fame" have had less direct effects on the satisfaction.

• Korean Educational Research Journal
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• v.40 no.3
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• pp.85-108
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• 2019

This study examined the relationship between homeroom teachers' transformational leadership, high school students' satisfaction in school life, and learning motivation. The researchers selected boys and girls' general high school as the target population and gathered survey data. The number of participants was 606; these were students from first and second grades. Questionnaires on teachers' transformational leadership, students' learning motivation, and satisfaction in school life were measured. T-tests showed the following: As a result of the analysis of the difference of transformational leadership, the average of the teachers with careers spanning over 15 years was statistically significantly higher than those whose career spanned over less than 5 years. The group which perceived the transformational leadership of the homeroom teacher as high showed higher motivation scores than the group with lower perception. The means were statistically significant in all the sub-variables. In school - life satisfaction, the average of the former group which perceived the transformative leadership of the homeroom teacher as high was significantly higher than that of the other group.

• The Journal of Korean Academic Society of Nursing Education
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• v.10 no.1
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• pp.20-32
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• 2004

Purpose: The purpose of this study is to investigate undergraduate nursing students' volunteering activities, volunteering motivation- needs, sociability and satisfaction in their major for those who take the social service activities, and to provide basic information for operating the credit system of social service activity as service-learning system. Method: This study is a descriptive study and the participants were 363 of 2nd- and 3rd-year students at a nurses' college in I City, who completed the basic course of volunteering, and the survey was conducted during April 2004. Result: The group who participated in counseling service as a volunteering activity was high in volunteering motivation-needs, sociability and satisfaction in their major. In the group who performed volunteering through circle activities, those who volunteered for children, who participated longer and who had an active attitude showed high volunteering motivation-needs. In the group who had volunteering activities during weekdays, those who took an active attitude toward volunteering showed high sociability. Those who were somewhat dissatisfied with volunteering activities, however, showed significantly high sociability. Satisfaction in the major, namely, nursing was higher in senior students, in those who participated in volunteering activities for the first time at college, those who had religion, those who are active in volunteering activities and those who were highly satisfied with volunteering activities. Considering that active attitude toward volunteering activities and high volunteering motivation-needs enhance nursing students' satisfaction in their major, it is necessary to upgrade the current volunteering activities to the level of service learning. That is, it is necessary to develop new service learning in nursing curriculum that utilizes volunteering activities as well as what they learn in major for community societies.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.395-402
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• 2024

The purpose of this study is to verify the effect of the intensive support program for junior college students with low academic performance on students' learning motivation and self-learning efficacy, and to explore its meaning. This study was conducted with 46 students who participated in the JUMP-UP program supported by the D University Teaching and Learning Development Center in Busan for backers and students with low grades. The research question of this study is, first, does the JUMP-UP program affect the reinforcement of the learning motivation of junior college students? Second, does the JUMP-UP program affect the self-learning efficacy of junior college students? As a result of examining the effectiveness by conducting a survey before and after participating in the JUMP-UP program, the JUMP-UP program showed statistically significant changes in all items of participating learners' learning motivation and self-learning efficacy. Through this, it can be seen that an intensive support program such as the JUMP-UP program is valuable as a support program suitable for improving the learning motivation and self-learning efficacy of vocational college students suffering from low academic performance.

• Korean Journal of School Psychology
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• v.9 no.3
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• pp.485-503
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• 2012

Academic engagement has been known as a strong predictor of students' cognitive and affective outcomes in an educational context. Despite increasing interest and theoretical usefulness of this construct, a few researchers seem to be interested in the validation of instruments to measure academic engagement for Korean students. Thus, this study would like to introduce one of academic scales widely used, UWES-S(Utrecht Work Engagement Scale-Student) (Schaufeli et al., 2002a: 2002b) and to validate the UWES-S for Korean college students. To validate the Korean version of the UWES-S, 651 college students (285 for Field Trial, 366 for Main Study) were used. The procedure is as follows. First, we used an integrated adaptation procedure to produce a Korean version of the UWES-S. Second, EFA(exploratory factor analyses) was applied to explore the factor structure of the UWES-S on the field trial data. Third, the psychometric properties of the UWES-S items were examined by graded response model(GRM). Also CFA(confirmatory factor analysis) was used to examine its internal construct validity for the data from the main study. Finally, the external validity of the UWES-S was scrutinized with the related variables such as academic motivation and satisfaction. As a result, the Korean version of the UWES-S with 13 items was accepted that the four items were excluded from its original version. Second, the internal validity was supported that the 3 factor CFA model(vigor, dedication, absorption) fit the data well. Third, we supported the partial mediation model that academic engagement played as a mediating variable between academic motivation(internal/external) and academic satisfaction. Finally, the differences between a validation of UWES-S for Korean college and high school students, the necessity of construct equivalence testing, and direction for future research of scale validating were discussed.

• Journal of Digital Convergence
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• v.8 no.3
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• pp.115-127
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• 2010

This study investigates the effect of E-learning service quality toward users' learning satisfactions when moderating by users' study motivations at cyber universities. For this end, the E-learning service quality was measured with SERVQUAL which was widely employed in academic research area. From rich survey analysis, this study finds that the three factors of E-learning service quality such as concreteness, certainty, credibility and sympathy are statistically correlated with users' learning satisfactions, but the responsiveness is not. Also in order to test the hypothesis that the study motivation is a moderate variable, the three step regression analysis was applied. Finally, this research finds that the study motivation has the role of moderate variable to affect the users' learning satisfactions.

• Korean Journal of Human Ecology
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• v.13 no.6
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• pp.833-845
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• 2004

This study examines different individual and environmental factors that affect children's self-control. For an analysis, locus of control, perceived competence, and achievement motivation were all included in individual variables. For family variables, mothers' parenting and patents' marriage conflict were examined. For classroom psycho-social environment, teacher support, peer relationship, class involvement, and teachers' supervision were used. The sample consisted of 548 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, Pearson's correlation, and Hierarchical Regression. Several major results were found from the analysis: First, locus of control, perceived competence, and achievement motivation had a positive correlation with children's self-control. Second, mothers' affective parenting had a positive correlation with children's self-control. However, mothers' controlling parenting and parents' marriage conflict had a negative correlation with it. Third, teacher support, peer relationship, and class involvement had a positive correlation with children's self-control. In addition, teacher supervision had a positive correlation with girls' self-control. Fourth, class involvement, locus of control, and academic competence were important variables predicting boys' self-control. On the other hand, Class involvement, achievement motivation, academic competence, teacher's supervision, and mothers' controlling parenting were important variables predicting girl's self-control.