• Educational Technology International
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• 제22권1호
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• pp.87-109
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• 2021

The purpose of this study was to understand the influence of the level of social emotional competence of college students on their achievement emotion, life satisfaction, and academic achievement. To this end, a survey was conducted with 301 college students in the Busan and Gyeongnam areas of Korea in 2019. The students were divided into high, medium, and low levels according to social emotional competence. Then, on the basis of these divisions, their achievement emotion, life satisfaction, and academic achievement were compared with oneway ANOVA. The results indicated that students with high social emotional competence had higher average scores in positive achievement emotion: enthusiasm, hope, and pride; lower average scores in negative achievement emotion: anger, anxiety, shame, frustration, and boredom; and higher average scores in life satisfaction, and academic achievement compared to the group with middle and low social emotional competence. Based on the results, this article discusses considerations and recommendations for follow-on studies. It also highlights the need for social emotional competence education in Korea against the backdrop of intense pressure on students to perform well academically and a culture where emotion is not freely expressed.

• 한국과학교육학회지
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• 제16권3호
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• pp.249-259
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• 1996

The purpose of this study was to analyze relationships among science achievement, science process skills and affective perception of high school students. The affective perception was included attitude toward science and science anxiety in the study. The instruments were developed HARS and SAMS for this study. The subject was sampled 1,115 students by stratified cluster sampling method. The major findings of this study were as follows: The tendency to affective perception was investigated according to students variables. Atittude toward science was showed a negative perception on female than male, in rural area than city. Science anxiety was percepted highly on female than male, in rural area than city. Attitude toward science showed positive relations to science process skills, science achievement, but which showed negative relation to science anxiety. Science anxiety showed negative relations among science process skills, science achievement and attitude toward science. Structural relationships among affective perception, science process skills and science achievement were analyzed by effect size through the path analysis on the independent and dependent variables. By the results, it was indicated that there have significant direct effect not only affective perception influence on science achievement but also on science process skills in hypothesized model. Prediction of science achievement and science process skills were clarified to characteristics of the affective perception.Therefore, understanding about affective perception will be helpful to make the strategy of science teaching

• 대한치위생과학회지
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• 제1권2호
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• pp.53-60
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• 2018

The purpose of this study was to examine the relationship between academic personality types and academic achievement in an effort to seek teaching and learning strategies geared toward improving the academic achievement of students. The subjects in this study were 400 dental hygiene students who were randomly selected from three-year colleges in Gyeonggi Province. Their academic personality types and academic achievement were investigated, and the findings of the study were as follows: 1. As for the academic personality types of the subjects, the inquiry-oriented type was most dominant, and the ideal-oriented one was least common. 2. In regard to differences in academic personality types according to academic year, the inquiry-oriented type was most common in every academic year, and there were statistically significant differences(p<.05). 3. As to differences in academic personality types according to academic achievement, the best academic achievement was found in the norm-oriented type, and there were statistically significant differences(p<.05). 4. Concerning differences among the subjects in academic satisfaction according to academic personality types, there were no statistically significant differences(p>.05). When the above-mentioned findings of the study were pieced together, the academic achievement of the subjects varied with their academic personality types, and it's consequently necessary to make an effort to apply different teaching methods and learning methods according to their preferences. As there are individual variances among students in achievement goal, preferred learning method and experience though they study in the same space with different learning methods, the development of student guidance programs tailored to academic personality types seems necessary.

• 대한간호학회지
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• 제40권2호
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• pp.182-190
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• 2010

Purpose: This study was done to identify self-directed learning readiness, achievement goal orientations, learning satisfaction and learning achievement, and to evaluate the factors affecting learning achievement for nursing students using a web-based Health Assessment e-Book. Methods: The research design was a cross-sectional study with a structured questionnaire and data were collected before using the web-based Health Assessment e-Book and 1 week after finishing. The participants were 80 nursing students who were taking the Health Assessment class from March to June 2009. Results: Mean score for subjective learning achievement was 31.26 and for objective learning achievement, 69.25. Subjective and objective learning achievement were positively correlated with self-directed learning readiness, mastery goal, attitude toward distance education, and learning satisfaction. In subjective learning achievement, learning satisfaction and mastery goal were significant predictive factors and explained 64% of the variance. Objective learning achievement was significantly predicted by learning satisfaction and self-directed learning readiness, which explained 24% of the variance. Conclusion: Learning satisfaction, mastery goal and self-directed learning readiness were found to be very important factors associated with learning achievement for nursing students using a web-based Health Assessment e-Book. To provide high quality and effective web-based courses and to improve nursing students' learning achievement and learning satisfaction, educators should consider the learner's characteristics from the initial stages of lecture planning.

• 한국산학기술학회논문지
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• 제14권3호
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• pp.1148-1156
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• 2013

본 연구는 중 고등학생을 대상으로 자기효능감과 자기결정성 동기 및 학업성취 간에 어떠한 관계가 있는지를 알아보았다. 이를 위해 서울 시내의 중 고등학생 480명을 대상으로 자기효능감 검사와 자기결정성 동기 검사를 실시하였다. 수집된 자료를 활용하여 상관관계, 중다 회귀 분석을 실시하였다. 중 고등학생 모두 자기효능감 합계와 학업성취와 정적상관이 있었다. 자기결정성 동기에서는 중학생은 자기결정성 동기의 하위 요인 모두가 학업성취와 상관이 있었던 반면에, 고등학생은 하위 요인 중에서 동일시조절, 통합조절, 내적 동기와 학업성취 사이에 정적상관이 있고, 무동기는 부적상관을 나타내었다. 자기효능감 하위요인 중에서 중학생은 자기조절효능감과 자신감이, 고등학생은 과제 난이선호도와 자기조절효능감이 학업성취를 의미 있게 설명하였다. 자기결정성동기 하위요인 중에서 중학생은 내사조절이, 고등학생은 동일시조절이 학업성취에 유의미한 영향력이 있었다.

• 한국과학교육학회지
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• 제40권5호
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• pp.473-483
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• 2020

본 연구는 2009 개정 교육과정의 과학과 교육과정 성취기준에 대한 학생들의 학업성취 특성을 분석하여 교육과정 개선에 대한 시사점을 마련하는 것이다. 이를 위해서 2009 개정 교육과정에 따라 시행된 2015~2018년 학업성취도 평가 결과를 바탕으로 중학교 과학과 교육과정 성취기준 84개에 대한 숙달여부를 성취수준별(우수학력, 보통학력, 기초학력 등)로 분석하였다. 분석에서는 성취수준별 대표문항 정보, 정답률 등을 활용하고, 포커스 그룹을 이용하여 숙달여부 판정에 대한 타당성을 점검하였다. 분석 결과를 보면 84개의 성취기준 중에 숙달여부를 판정할 수 없는 성취기준은 15개였다. 성취수준별로 보면 우수학력도 숙달하지 못한 성취기준은 6개였으며, 우수학력 학생까지 숙달한 것으로 판단된 성취기준은 38개, 보통학력 학생까지 숙달한 것으로 판단된 성취기준은 23개, 기초학력 학생까지 숙달한 것으로 판단된 성취기준은 2개였다. 우수학력도 숙달하지 못하였거나 우수학력 학생들만 숙달한 성취기준이 전체 성취기준의 절반 이상이므로 과학에 대한 학생들의 전반적인 이해도 향상을 위한 노력이 필요하다. 영역별로 살펴보면, 운동과 에너지, 지구와 우주 영역에서는 우수학력과 보통학력에 해당하는 성취기준의 개수가 비슷하였으나, 물질과 생명 영역에서는 우수학력에 해당하는 성취기준이 가장 많았고 특히 생명 영역에서는 거의 대부분이 우수학력에 해당하였다. 우수학력 학생들도 성취하기 어려운 6개의 성취기준은 대부분의 학생이 교육과정에서 요구하는 수준까지 도달하기 어려운 내용이므로 교육과정에서 관련 내용을 조정하거나 학생의 어려움을 해결할 수 있는 교수·학습 자료를 개발·보급할 필요가 있다.

• 한국초등수학교육학회지
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• 제14권2호
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• pp.177-196
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• 2010

본 연구의 목적은 한국교육과정평가원(KICE) 제작 학업 성취도 평가 도구와 교사 제작 학업 성취도 평가 도구의 내용타당도를 분석 비교하는데 있으며, 학교 현장에서 실시되는 학업 성취도 평가 도구의 개선을 위한 기초 자료를 제시하는데 그 의의가 있다. 학업 성취도 평가 도구의 내용 타당도를 검증하기 위하여 행동차원별, 내용차원별로 수업목표와 평가목표의 비율차 검증을 하였다. 그 결과 교사 제작 수학과 3-가 학업 성취도 평가도구와 한국교육과정평가원(KICE)에서 제작한 3학년 국가수준 기초진단 학업 성취도 평가도구는 행동차원과 내용차원에서 모두 내용타당도가 높은 것으로 나타났다. 이 연구는 교사 제작 학업 성취도 평가도구는 내용타당도는 높으나 평가 문항이 지식, 이해력, 적용력을 평가하는데 집중된 경향을 보여 창의력 신장을 위한 고등정신기능을 기르는 평가가 이루어지도록 평가 방법 개선 방안과 평가 도구 개발에 힘써야 할 것이며 각 학교간의 편차를 해소하기 위하여 많은 교사들의 상호 교류도 활발히 진행되어야 할 것임을 제언한다.

• 전기학회논문지P
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• 제60권1호
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• pp.1-5
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• 2011

The main purpose of this study was to examine the learning abilities of college electrical students, especially self-regulated learning abilities and problem solving ability. In addition, this study was to explore the effects of self-regulated learning abilities and problem solving ability of the college students on academic achievement. For this purpose, a total of 58 college freshmen was chosen to conduct a survey. The results of this study showed that self-regulated learning abilities and problem solving ability significantly influenced on the college engineering students' academic achievement. Based on these study results, the above variables investigated in this study should sufficiently considered in the design and development of the college engineering courses that enable students to become self-regulated learners and improve their academic achievement.

• Educational Technology International
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• 제7권1호
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• pp.59-79
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• 2006

The purpose of this study is to measure the impact of motivation on academic achievement and satisfaction of adult learners in an e-Learning environment, and to come up with strategies to improve the effectiveness of e-Learning for adult learners. In order to find answer, devices were developed, tested for validity and reliability, and use for testing variables for 289 adult learners. To measure the impact of achievement motivation on learning in job training, a multiple regression analysis was performed. The analysis results show that achievement motivation has an impact on academic achievement with significance level .001, but does not have an impact on a learner's satisfaction. Further analyses on the subcategories of achievement motivation show that individual-oriented motivation affects achievement with significance level of .001, while social-oriented motivation does not. From this finding, some strategies to boost individual-oriented motivation are suggested to enhance effectiveness of job training in e-Learning environment. Further strategies to boost individual-oriented motivation should be developed by studying various aspects of e-Learning such as learning environments, learning culture, learning modes and methods, and evaluation.

• International Journal of Computer Science & Network Security
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• 제22권8호
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• pp.292-298
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• 2022

The study aimed to measure the effectiveness of using Cognitive virtual tours based on Marzano model to develop the achievement and some of historical research Skills for secondary school students. To achieve the objectives of the study, the experimental method was used and two study groups consisted of (60) students were divided into two groups, one is Control (30) students and the other is in experimental (30) students at Alsalam secondary in Ismailia Governorate. The study used several tools: The experimental processing tool of Cognitive Virtual tours based on Marzano model, Cognitive achievement test for the first unit of Secondary first grade history Course. Historical research skills. The finding of the study showed the effectiveness of using cognitive virtual tours based on Marzano model in developing the achievement and some of historical research skills for first grade secondary students which there are Statistically differences at level (0.01) between the average scores of the students in (experimental and Control) groups in post application for Cognitive achievement test. Practical application of the study can contribute to clarify how to use Cognitive virtual tours based on Marzano model in teaching history, and Draw the attention of history developers to the development of historical research skills.