• School Mathematics
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• v.18 no.2
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• pp.397-423
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• 2016

Mathematics learning motivation is an important variable which is not only the primary goal of learning mathematics but also mediates the effects of the mathematics learning. Nevertheless, the present learning environment is full of impeding factors which reduce learners' motivation to learn mathematics and mathematical self-regulatory efficacy. The purpose of this study is to offer various suggestions for program to enhance and forster mathematics learning motivation based on empirical findings and theories on motivation, self-regulatory learning, regulatory focus, reducing academic stress and math anxiety. The concrete and practical ideas are suggested in terms of mathematical self-regulatory efficacy, learners' characteristics, learning task. The analysis of the effects revealed a positive effect on mathematical self-regulatory learning.

• Korean Journal of Child Studies
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• v.27 no.5
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• pp.183-193
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• 2006

Tests of intrinsic-extrinsic motivation, self-efficacy, and creativity were administered to 75 college students. Results were analyzed by Pearson's correlation, partial correlation and Barron and Kenny's(1986) model. The main results were that (1) creativity was positively correlated with intrinsic motivation and negatively correlated with extrinsic motivation. (2) Self-efficacy played an important mediating role in the relationship between extrinsic motivation and creativity, but not in the relationship between intrinsic motivation and creativity, suggesting that extrinsic motivation negatively affects creativity because it lowers self-efficacy, which is intimately related with creativity. (3) The negative effect of extrinsic motivation on creativity was explained by such sub-factors of self-efficacy as self-confidence and preference for difficult tasks, but not by self-regulatory efficacy.

• Korean Journal of Child Studies
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• v.25 no.4
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• pp.163-175
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• 2004

In this study, 63 university seniors majoring Child Studies were in an 8-week Web Based Instruction (WBI) program. Student characteristics of learning motivation, self-regulatory learning strategy, and learning style (Kolb, 1985) were the independent variables. Learning effects as dependent variables were measured by paper test and work assessment. Spearman's $\rho$ was calculated and tests of rank order difference were used for the data analysis. Results showed that learning motivation and self-regulatory learning strategy had meaningful positive relations with learning effects on the paper test score. Learning effects showed differences by learning style. These findings indicated that the learner's characteristics should be considered in the design and development of more effective WBI environments.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.413-444
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• 2010

The purpose of the present study is to develop an instrument of mathematical learning motivation and causal attribution for students and to analyze the results of the instrument. Based on the literature review, mathematical learning motivation is the cumulative effects of self-assessment and self-regulation in mathematical learning and achievement experience. Three factors of mathematical learning motivation is identified as self-regulatory efficacy, task difficulty and mathematical anxiety with 17 self-regulatory efficacy items, 9 task difficulty items and 9 mathematical anxiety items. Three factors of causal attribution for success is identified as ability/effort, luck, and other person with 6 ability/effort items, 4 luck items and 3 other person items. Also, four factors of causal attribution for failure is identified as ability, effort, luck, and other person with 3 ability items, 7 effort items, 3 luck items and 4 other person items. The instrument of mathematical learning motivation and causal attribution for success and failure was administered to 919 middle school students from eight different middle middle schools in Seoul, Gyeonggi-Do, Busan, jeolla-Do area. The correlation of three factors of mathematical learning motivation was calculated. As a result, a positive correlation between self-regulatory efficacy and task difficulty was appeared but mathematical anxiety has a negative correlation with self-regulatory efficacy and task difficulty. This study also examined the differences about mathematical learning motivation's sub-factors shown by three groups of mathematics achievement level. Students of higher achievement level showed that the degree of self-regulatory efficacy and task difficulty was higher than that of lower level group. Students of lowest achievement level showed significantly higher mathematical anxiety degree than that of middle and high group. Students that have higher degree of self-regulatory efficacy and task difficulty preference were attributed into ability/effort cause toward success of mathematics achievement. Also, Male students preferred more difficult task and higher degree of self-regulatory efficacy in mathematics learning than female students. On the contrary, Female students showed higher mathematical anxiety level than male students.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.111-134
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• 2008

In this article, a fairly extensive literature review was conducted to depict the current status of academic motivation and its developmental trend among Korean adolescents. The focal factors were perceived competence and autonomy which have been considered as major determinants of academic motivation. Theoretical frameworks adopted were self-efficacy theory, expectancy-value theory, and self-determination theory. Empirical studies conducted in Korean educational settings during the past decade were the target of the literature review. Results of the literature analysis revealed that, in general, there was a decreasing tendency in perceived competence from elementary to middle school which followed by a slight increase after entering high school. Similar trend revealed in the development of autonomous motivation, in that middle and high school students' intrinsic motivation levels were lower than that of the elementary groups. The amotivational tendency was increased as the grade level proceeded toward high school, which requires attention from educators. Discussion was followed in an attempt to provide plausible interpretations for this undesirable current status of Korean adolescents' academic motivation and to suggest implications for possible remedial actions both in pedagogical perspectives and students' well-being.

• Journal of Digital Convergence
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• v.14 no.3
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• pp.445-452
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• 2016

The purposes of this study were to examine the two processes of social comparison and self-comparison, and to suggest the applications of social comparison theories and self-comparison theories. For these purposes, social comparison theory, self-evaluation maintenance model, control theory, self-discrepancy theory, regulatory focus theory, and temporal comparison theory were reviewed. The processes of social comparison and self-comparison are different, but both comparisons are similar in that they have some effects on self-evaluation, emotion, motivation and behaviors. Suggestions on education, health, economic justice and interpersonal relationships were discussed.

• Journal of Korea Entertainment Industry Association
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• v.13 no.1
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• pp.185-197
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• 2019

This study intended to analyze the early childhood education freshmen's academic interest. For this study relationship among academic self-efficacy, character strength and learning motivation. The study subjects were 144 early childhood education freshmen at K-college in Deagu. They answered the survey regarding academic self-efficacy scale, VIA-IS(Values in action inventory of strength) short form scale, school learning motivation scale. The collected data were analyzed by frequency analysis, descriptive statistics, pearson correlation and multiple regression analysis using SPSS 18.0 program. The study finding are as follows. First, the average of academic self-efficacy, character strength and learning motivation of students were near at the intermediate-level. Second, academic self-efficacy, character strength and learning motivation were significantly positive correlated. Third, when examining the relative effect of early childhood education freshmen's academic self-efficacy and character strength on learning motivation, self regulatory efficacy among the sub-factors for academic self-efficacy and courage among the sub-factors for character strengths.

• Korean Journal of Social Welfare
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• v.62 no.4
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• pp.103-128
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• 2010

This study applied self-determination theory to investigate the relationships between volunteers' perception of supervisors' autonomy support, volunteering motivation, and persistence intentions among collegiate students. Collegiate volunteers(n=515) involved in volunteer activities completed measures of supervisors' autonomy support, 5 forms regulation, and persistence intentions. Bivariate correlations indicated that volunteer motivation demonstrated an ordered pattern of relationships, such that adjunct points along the regulatory continuum would be more positively associated with on another than distal points. Analyses using structural equation modeling revealed that supervisors' autonomy support was positively related to more autonomous motivation(intrinsic motivation and identified regulation), while was natively associated with amotivation. Amotivation was negatively related with persistence intentions, and more autonomous motivations(intrinsic and identified) predicted grater intentions to continue with volunteer activity for next 6 months. The findings are discussed in light of the self-determination theory.

• Asia Marketing Journal
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• v.14 no.2
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• pp.23-37
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• 2012

Individuals often make their judgments on the basis of the ease or difficulty with which information comes to mind (for reviews, see Greifeneder, Bless, and Pham 2010; Schwarz 1998, 2004). Recent research, however, has documented that variables known to determine the degree of cognitive resources invested in information processing such as personal relevance (Grayson and Schwarz 1999; Rothman and Schwarz 1998), accuracy motivation (Aarts and Dijksterhuis 1999), and processing capacity (Menon and Raghubir 2003) can affect the extent to which individuals draw on metacognitive difficulty in making their judgments. The primary aim of this research is thus to investigate whether individuals with substantial cognitive resources or those with lack of cognitive resources are more likely to draw on metacognitive difficulty when making their product evaluations. The findings from two laboratory experiments indicate that individuals who perceive a greater level of fit between their self-regulatory orientation and temporal construal (Experiment 1), and between their self-construal and the type of product benefit appeal (Experiment 2) are more likely than those who perceive the lack of such fit to evaluate a target product less positively after thinking of many rather than a few positive reasons. The findings provide supporting evidence for the two-stage backward inference process involved with the effect of metacognitive difficulty on consumer judgments in that consumer judgments based on metacognitive difficulty may require greater cognitive resources than those based on the content of information generated. Also, the current research documents further empirical evidence for the relationship between self-regulatory orientation-construal level fit and cognitive resources such that perceived regulatory-construal level fit can increase consumer willingness to invest cognitive resources into their judgment tasks. Last, the findings can help marketers differentiate purchase situations where asking consumers to think of many positive benefits from purchase situations where asking consumers to think of a few key benefits is relatively more beneficial.

• Journal of Christian Education in Korea
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• v.74
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• pp.255-271
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• 2023

Purpose of study: The purpose of this study is to explore the moderating effect of learning motivation in the effect of cognitive presence on cognitive regulation. Research content and method: The subjects of this study were 160 preservice teachers who are enrolled in the Faculty of Education of a university. The survey measured cognitive control, human presence, and learning motivation. Among the collected data, learning motivation was averaged. In addition, a group with low learning motivation and a group with high motivation were distinguished. Next, this study compared the averages of cognitive control by classifying the learning motivation levels. The collected data was analyzed using a multiple regression (Stepwise) method to explore the effect of cognitive presence on cognitive control. First, multiple regression analysis was performed on the entire group. Second, multiple regression analysis was performed by dividing the group with low learning motivation from the group with high motivation. Conclusions and Suggestions: As a result of the analysis, the group with high learning motivation showed a higher level of cognitive control than the group with low motivation. In the group with high learning motivation, only content understanding among the sub-factors of cognitive presence had an effect on cognitive control. In the group with low learning motivation, all factors of cognitive presence were affected.