• English Language & Literature Teaching
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• v.17 no.2
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• pp.139-160
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• 2011

This study examines correlations between affective variables and English learners' achievement in native teachers' classes. Specifically, it aims to study the relationships among Korean college students' English learning motivation, anxiety, WTC (willingness to communicate) and their English achievement scores. For the purpose, the questionnaire surveys were conducted, and the students' English scores were analyzed and compared. The participants were 216 university students taking the general English courses as a requirement for graduation. The results indicated that although the students had high level motivation to learn English, especially for social reasons, their WTC in and outside the classroom was low. Also, unlike the previous studies on foreign language anxiety, their anxiety level was not significant. Anxiety and motivation were negatively correlated; WTC and motivation were positively correlated. However, according to the regression analysis, the explanatory power of the three affective variables was not significant for the students' achievement scores. Several possible reasons and some pedagogical implications are provided in the conclusion.

• Journal of the Korea Society of Computer and Information
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• v.28 no.10
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• pp.301-311
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• 2023

In university liberal arts education, learners' achievement goals are an important research topic, and this also applies to liberal arts software education. In this paper, we analyzed changes in learning motivation of learners taking liberal arts software courses according to course classification using a 3 × 2 achievement goal model. The analysis was conducted on a discussion-oriented class taken together by learners receiving credits for different purposes, such as required and elective. As a result, it was confirmed that learners begin the semester with similar achievement goals. However, the avoidance goals of learners taking elective courses decreased, showing a significant difference at the end of the semester. It was a different result from the existing liberal arts software education studies that pointed to mandatory enrollment as the cause of lack of motivation to learn. In addition, it was confirmed that learners who take elective courses relatively focus on achievement rather than competition.

• Journal of Digital Convergence
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• v.17 no.7
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• pp.423-431
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• 2019

The objective of this study was to survey Chinese university students taking a required taekwondo course, with a goal to understand the impact of motives for participating in required university physical education courses on the subjective sense of well-being of the students. To achieve this end, the current study selected 256 students participating in a required taekwondo course in a university located in Shaanxi Province, China, as final effective samples. SPSS 22.0 was used to process the data, and the analysis results are as follows: First, Chinese university students' motives of participating in required physical education courses were positively correlated with their subjective well-being. More specifically, cognitive motivation, intellectual motivation, and social motivation, in that order, had significant correlation with positive emotions. Second, intellectual motivation was found to have a positive correlation with sense of satisfaction in life, while cognitive motivation had a negative correlation with sense of satisfaction in life. Third, intellectual and cognitive motivations were found to influence positive emotions, but social motivation was found not to have an influence on all areas of subjective sense of well-being. In addition, intellectual, cognitive, and social motivations were found not to have an influence on negative emotions.

• Journal of Engineering Education Research
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• v.1 no.1
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• pp.33-42
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• 1998

Three benefits of incorporating writing in engineering curricula are presented. The first benefit is in improving the communication skills which are essential for engineers and are attained through practice. The second benefit is in enhancing learning and is achieved by utilizing the complex process of writing to heighten the level of understanding. The third benefit, though difficult to recognize and even more difficult to promote in a society (and educational institutes) steeped in the behaviorist tradition, is in promoting meaningful learning by cultivating motivation internal to students themselves. The boundaries of writing activities are broadened to include that of stating a paragraph or even one complete sentence such that it may be incorporated in engineering without undue strain. A two-year trial of incorporating four types of writing assignments in six different courses (a total of 12 classes) at Michigan Technological University shows that writing assignments can be designed to achieve different degrees of the three aforementioned benefits. It is found that different types of writing activities need to be assigned depending on the status of course (elective vs. required) and on the composition of the students taking the course (upper division vs. lower division; majors vs. non-majors).

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.2
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• pp.212-221
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• 2003

The purpose of this study was to evaluate the effects and define the educational strategies of the cyber education offered to students for Bachelor of Science degree program(RN-BSN). The participants in this study were 67 students in two courses, Growth and Development, and Nursing Process. The main components of the cyber classes were the electronic board and on-line discussion board. The study was conducted from March 4, 2001 to July 23, 2001 at Y University in Seoul, Korea. To examine the effects of the cyber education, learning motivation, and learning satisfaction were measured by questionnaires to the students before the initial class and after completing the class. Learning achievement was measured by the grades for each course. The data were analyzed using frequencies, t-test, and paired t-test. The specific results of the course evaluation were compared and analysis was done to examine differences between traditional classroom teaching and cyber teaching. The study results are as follows: 1. There were no significant differences on total scores for learning motivation between pre-cyber education and post-cyber education. However, there were significant decreases in the post test compared to the pre test for the items, ' I'd like to get as high a score as possible compared to other students (t=-2.20, p=.03)' and ' I'm sure to acquire good grades(t=-5.22, p=.00) '. 2. The average score for learning satisfaction using cyber education was high at 3.52. 3. To define learning achievement using cyber education, grades for students taking cyber classes this year were compared to student grades for a class using traditional lassroom teaching last year. The score was significantly higher for classroom students in the 'Growth and Development' course (t=-3.5, p<.001), and the score was significantly higher for the cyber education students in the 'Nursing Process' course (t=4.3, p<.000). 4. The average of post scores on computer competency was significantly higher on six items, general knowledge about computers, data management and data research, ability to communicate using computer, and internet surfing. On the basis of the above findings, this study suggests that cyber education in nursing courses is effective and readily available. However, it is recommended that consideration be given to characteristics of the course when developing cyber education programs for nursing courses.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.594-603
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• 2021

This study explored the moderating effects of task difficulty for flow, learning motivation, and interesting in distant PBL classes of pre-service teachers. For this, the research model was constructed by analyzing previous studies. The research model verification was conducted by 105 students of taking courses in the curriculum. The distant PBL used a real-time video conference system. Cooperative activities were carried out in real time. After the end of the distant PBL activity, the level of learning motivation, interesting, flow, and task difficulty perception were measured. The collected data were analyzed using a test of the structural model invariance across the groups using a structural equation model. This analysis verifies the difference in path coefficients between measurement models. The control effect of task difficulty was verified through the difference in path coefficient. As a result, it was verified that interesting mediates the influence of learning motivation on flow. And the moderating effect of the perceived task difficulty appeared on the path from learning motivation to interesting.

• (The)Korea Educational Review
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• v.23 no.4
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• pp.79-99
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• 2017

This study aims at analyzing the course selecting standards of college students including Electives and Major courses. For the purpose of this study, we developed a survey through analyzing previous related-research and conducting interviews and pilot study. Using our survey questions, on- and off-line survey was conducted for 301 college students from November 1st to December 5th. As a result of the survey, college student's course selecting standards consist of five factors including 'convenience in learning', 'characteristics of instructors', 'practicality of courses', 'expectations of and interests in learning', and 'external factors.' With the result of factor analysis, we analyzed course selecting standards of college students divided into Electives and Major courses. For electives, 'convenience in learning' was most considered among five factors, followed by 'expectations of and interests in learning', 'external factors', 'characteristics of instructors' and 'practicality of courses.' On the other hand, 'characteristics of instructors' was the highest consideration of college students when selecting courses in Major subjects, followed by 'convenience in learning', 'expectations of and interests in learning', 'external factors' and 'practicality of courses.' This study examined what standards affect college student's course selection, considering Electives and Major courses respectively. We suggested further study on how college students select their courses and how this affect their satisfaction with college education.

• Journal of Korean Academy of Nursing
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• v.30 no.4
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• pp.1035-1044
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• 2000

The purpose of this study was to develop and evaluate an internet based program for nursing informatics. The course subject, Nursing Informatics, was made by a computerized instructional module using the internet. The program was developed after taking into consideration the level of competence and knowledge in the subjects. It was based on 10 steps of the CAI module developed by Alessi and Trollip. The subjects consisted of 76 junior nursing students taking a Nursing Informatics course. Two sets of questionnaires were used for this study. First, a questionnaire was administered to 76 students to collect general information on their experience while using computers and the internet. Secondly, another questionnaire was administrated to 76 students after they took the course. They were asked to evaluate the program in terms of easiness of use, precision of contents, freshness of contents, motivation in learning, effectiveness of learning, enhancement of communication, precision of screen, and interest in the contents. IDs and passwords were given to the students. The students were asked to write their IDs and passwords when they connected to Nursing Informatics (http://hallym.ac.kr/~yhyom/ inform.html). They were led the menu page which was categorized into 8 icons (i. e., syllabus, lecture notes, quick test, Q & A board, assignment, on-line test, related web sites and mailing lists) after confirming their IDs and passwords. The students' responses were very positive. This program was a very useful in increasing the effectiveness of learning and motivation in the students. Suggest to be use for other nursing courses.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.12
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• pp.414-422
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• 2017

This study was conducted to analyze the effects of motivation and satisfaction with continuing education on the intention to participate in college continuing education programs among adult learners. and participation of continuing education to improve the quality of Continuing education programs operated by College and to develop diverse educational programs that reflect the needs of adult learners and increase their participation rate. This study analyzed data collected from 412 adult males and females taking courses at the Lifelong Education Center in four professional universities in Gyeonggi-do from May 1 to June 20, 2017. Data analysis was performed using SPSS Version 21.0 program, and general characteristics of the subjects were used. Descriptive statistics, t-tests and ANOVA were used to identify differences in participants' motivation, satisfaction with education, and intention to participate. Participants' motivation, satisfaction with education, and intention to participate were analyzed by Pearson's correlation. Participants were analyzed by stepwise multiple regression analysis. There was a significant positive correlation between motivation for participation in college continuing education programs, intention to participate in education programs, and intention to participate. The factors influencing participants' motivation for participation were participation motivation and education satisfaction 41.2%.The results of this study suggest that it is necessary to develop and operate a program considering the factors that can improve motivation for participation and educational satisfaction to increase learner motivation.

• Korean Journal of Childcare and Education
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• v.10 no.1
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• pp.81-94
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• 2014

This study is intended to identify the motivations for seeking child care credentials through online education and factors influencing the career decision-making. The study was conducted among students taking child care courses online, and data was analyzed through t-test, F-test, Scheffe posteriori test, and hierarchical regression analysis. The findings are as follows. 1) Motivation for seeking the credentials varied depending on background variable. Livelihood was a stronger motivation for low-income group than higher come group. Self-realization desire was a stronger motivation for the group with low education level than the group with higher education level. 2) Age affected the participants' career decision-making. The younger they were, the more dependent they were on other people's advice. 3) Different variables influenced the students' rational, intuitional, and dependent career-decision making. Factors influencing their rational career decision-making were age, motivation to acquire the credentials for making a living, and motivation for building a better future. For intuitional career decision-making, age affected the decision. For dependent career decision-making, motivation to seek credentials for making a living was an influencing variable.