• Korean Journal of School Psychology
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• v.17 no.3
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• pp.379-399
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• 2020

This study examined the relative influence of the five factors of the self-determination motivation on academic hatred. A total of 938 high school seniors (female 535, 57.0%) across eight schools in Seoul, Incheon, and Gyeonggi province were surveyed a month before Soo-neng (College Scholastic Ability Test). The findings of correlation analyses and hierarchical multiple regression analyses were summarized as follows. Academic hatred showed significant correlations with all the self-determination motivation factors except for introjected regulation. For hierarchical multiple regression analyses, starting with amotivation, the motivation factors indicating low level of self-determination were entered in order. In the final model, amotivation and introjected regulation had positive influence on academic hatred, and intrinsic regulation had negative influence on academic hatred. Specifically, introjected regulation which had no significant effect on academic hatred with amotivation and external regulation showed significant effect after identified regulation was added. Identified regulation lost its significant influence after intrinsic regulation was included. This study was meaningful in that it was the first study to clarify motivational characteristics of academic hatred based on self-determination theory. The study also presented its limitations, implications for school counseling intervention, and directions for future research.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.605-619
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• 2019

This study aimed to examine the mediating roles of self-determined motivations on the effect of class climate perceived by middle school students on self-regulated learning ablility. For this purpose, a total of 589 students were selected as subjects in this research. Structural equation modeling was conducted so as to verify the relationship among all the variables. As a results, first, the perceived autonomous class climate had a direct effect on self-regulated learning ability and an indirect effect on self-regulated learning ability through the mediation effect of identified regulation. Second, the perceived controlled class climate had a direct effect on self-regulated learning ability and an indirect effect on self-regulated learning ability through the mediation effect of identified regulation, introjected regulation, and external regulation. This study implies that facilitating autonomous engagement in learning activities will be a effective educational intervention to improve self-regulated learning ability.

• 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.

• Journal of Digital Convergence
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• v.16 no.3
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• pp.113-119
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• 2018

The problem of poor learning has been a subject that has been constantly raised in the educational field since the mid 20th century. Therefore, this study classified the components of self - regulated learning into cognitive - control, motive - control, and behavior - control strategies, and examined the effects of self - regulated learning on internal value, self - efficacy, curiosity, and self - confidence. The study was conducted on university students who participated in the program for the study of depression in A university in Changwon city. The results showed that self - regulated learning factors had a positive effect on learning motivation. Second, the learning adjustment factors have a positive effect on self - efficacy. Finally, learning control factors have a positive effect on curiosity and self - confidence. Through this study, we confirmed that a comprehensive guidance system considering interaction is needed because various factors act integrally in the learning process. As a concrete method, it is imperative to develop a learning counseling program that can enhance the motivation level by referring to cognitive, synchronous, and behavioral factors.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.3
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• pp.1148-1156
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• 2013

The purpose of this study is to investigate the relationship among self-efficacy, motivation proposed by self-determination theory and academic achievement and to confirm the relative predictive power of motivation variables in predicting 480 middle/high students' achievement. The instruments used in this study were 'Self-efficacy' and 'Self - regulation' scale. The data were analyzed with Pearson correlations and multiple regression (stepwised) analysis. The correlations among self-efficacy, self-determination motivation and academic achievement were significant. The variables among self-determination were correlated to academic achievement in middle school. Among the variables of self-determination motivation, identified regulation, Integrated regulation and intrinsic regulation were positively related to academic achievement in high school but amotivation was negatively related to academic achievement. Self-control efficacy and self-confidence were the significance predictor of academic achievement in middle school. Hard-task preference and self-control efficacy were the significance predictor of academic achievement in high school students. Introjected-regulation was the best predictor of academic achievement in middle school. Identified-regulation was the best predictor of academic achievement in high school.

• Journal of the Korea Convergence Society
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• v.9 no.12
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• pp.475-483
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• 2018

The purpose of this study based on descriptive research is to examine the convergent relationship of interpersonal competence, self-determination motivation and self-regulated learning ability in nursing students. Data collected from 251 nursing students at a university located in C province from June, 2018 to July, 2018 are analyzed using SPSS/WIN 21.0. As a result, there are positive correlation between interpersonal competence(r=.361, p<.001) and self-determination motivation(r=.466, p<.001) and self-regulated-learning-ability. Interpersonal competence and self-determination motivation have not meaningful relationship(r=.091, p=.148). It is turned out that interpersonal competence and self-determination motivation are influenced on the self-regulated learning ability respectively. Based on these results, research should be continued on the developing new educational methods through convergence of factors by analyzing relevant factors to enhance interpersonal competence and self-determination motivation that affect self-regulated learning ability.

• The Journal of the Korea Contents Association
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• v.19 no.3
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• pp.659-674
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• 2019

The purpose of this study is to verify the path of the motivation, the flow, and problem gambling and intervention points. To this end, we verified the mediation effect of the motivation of the users outside sales offices influences the problem gambling through a flow and the moderated mediation effect of the frequency of the use of a bicycle racing tracks in that process. A total of 411 cases were analyzed using surveys conducted for one day on a weekday and weekend (September 13th and 15th 2018) for adults using an outside sales office in Jangan. According to the analysis, the causality of gambling by gambling motivation(amusement, excitement, avoidance, society, money) showed its effect positively by mediating the flow. The adjusted effect of the frequency of the use on the intermediary effect of the motivation ${\rightarrow}$ flow ${\rightarrow}$ problem gambling behavior, which is the main concern of this study, was found to be statistically significant. More specifically, the effect of adjusting the frequency of the use was statistically significant in both paths: motivation/flow and flow/problem gambling. It was also shown that, in the model with excitement, avoidance and social motivation, the adjustment of the frequency was only significant in the causal relationship between the flow and problem gambling. Based on these findings, this study made clinical and policy suggestions for intervention for gamblers and user protection regulations.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.4
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• pp.103-124
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• 2013

This study investigated how Problem-Based Learning method effects on students' Self-Regulated Learning Strategies especially for the LIS education. For this purpose, the differences in students' self-regulated learning strategies were examined as a pre and a post survey using the same questionnaire. Correlation between cognitive and motivational self-regulated learning strategies was examined, and the details of the SRL's sub-components were measured to see the effects of Problem-based learning. Statistical significance using the paired sample t-test were also conducted. The results revealed that Problem-based learning is effective in improving students' cognitive motivational self-regulated learning and found out the possibilities for a follow-up study for motivational self-regulated learning.

• Asia Marketing Journal
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• v.10 no.2
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• pp.71-98
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• 2008

Considerably many numbers of studies on country-of-origin(hereafter COO) effects have been presented in international business and marketing areas. Recent studies have been included the effects of COO of manufacture, parts, and design, as well as the effects of brand origin, reflected by the accelerating convergent manufacture circumstances and increasingly competitive environments. Moderating constructs such as knowledge of product category and involvement as individual variables, have been also introduced and researched in various angles. In addition, how the effects of COO occur as processes is also argued in previous studies. This research has attempted to explain business corporation's strategic decisions on choosing a domain of its product manufacturing for several critical reasons, for cost reduction or better image. We displayed two constructs of brand and manufacture in a positive and negative country image group to reconfirm the existence of the effects of COO. Additionally, the effects of respondents' regulatory fit between their motivational focus and the contents of product messages, have been declared. Furthermore the respondents' motivational focus moderates the main effect of COO on product evaluations in a positive 'made-in' combination, while, surprisingly, it does not statistically moderate in a negative, except attitude. Based on the results, implications and suggestions on how to plan and execute more effective marketing strategies regarding COO dimensions, especially COO of manufacture, are separately presented for each situations when it has already been determined and when it is to be.

• Culinary science and hospitality research
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• v.16 no.3
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• pp.130-146
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• 2010

This research examines difference in learning motivation and self-regulated learning according to the general characteristics of the students in hotel and food service related departments at vocational colleges, and subsequently identifies correlation between the two attributes. The research conducted a survey for 300 students in hotel and food service related departments at three vocational colleges in Daegu region, and 267 copies were used for the final analysis. In terms of learning motivation, students in the age between 20 and 24 indicated 'employment after graduation' as the strongest motivation while relatively older students indicated 'joy of learning' as their motivation. It turned out that students who showed strong motivation in terms of 'employment after graduation' and 'fun of college life' acquired more professional certificates. Next, regarding self-regulated learning, female students showed higher ability than male students. Students in higher grade, with older age, and with field practice experience showed more strength in self-regulated learning. Students with higher levels of a cognitive strategy, meta cognition and achievement value acquired more professional certificates. Learning motivation and self-regulated learning showed positive correlation with an exception of 'amotivation' among learning motivations. 'Amotivation' demonstrated negative correlation with all the factors of self-regulated learning ability.