• Journal of The Korean Association For Science Education
• /
• v.19 no.2
• /
• pp.305-314
• /
• 1999

The effects of three teaching models were compared in this research. One of those is concept change model, another is concept change model based on students learning motivations, the other is traditional teaching method based on science textbooks. The subjects of this research were the 8th grade students of Korean middle school. They were divided into three groups, and tested learning motivations. All of the three groups improved their learning motivations and concept understanding by the classes. Especially, the group of concept change model based on students learning motivations represented most effective improvement of learning motivations. The concept change teaching model and concept change teaching model based on students learning motivations are more effective in concept understanding than traditional teaching method based on textbooks. The students who have high learning motivations improved their concept understanding by the classes of concept change model based on students learning motivations. The students who have low learning motivations improved their learning motivations by the classes of concept change model based on students learning motivations also.

• Journal of The Korean Association For Science Education
• /
• v.19 no.1
• /
• pp.91-99
• /
• 1999

The researches related to students' preconceptions and conceptual change model have been reported that students' learning motivation is one of the key variable for the conceptual change. The effects of students learning motivations on conceptual changes were evaluated. Subjects of this study were 8th grade students. and they were divided into 2 groups. One group was taught by traditional teaching method, and the other group by concept change teaching model. After the intervention, learning motivations of the students were testified. The students of high motivation who were taught by concept change teaching model showed higher scores in the concept of chemical change than the students by traditional teaching method. But there was no difference in both groups of students who have low learning motivations. The learning motivations before the intervention. the motivations stimulated by classes. and the degree of concept understanding showed high correlation. The motivations stimulated by classes explain 23.3 % of the degree of concept understanding. The results seems to mean that students learning motivations contribute to the understanding of concepts. Especially confidence of learning as a subcategory of the learning motivation contributes significantly to the understanding of new concepts. In contrast, the traditional teaching methods and the teaching methods of concept change learning theory were not effective for the stimulation of students learning motivations.

• Journal of The Korean Association For Science Education
• /
• v.20 no.1
• /
• pp.137-153
• /
• 2000

In this study. 'extended science investigation' was conceptualized as a comprehensive science investigation contrasted with exercise of process and skill component and cookbook style experiment. The extended investigations should be pursued for giving opportunity of more authentic science activities in school science. And one of important educational objectives in students' science investigations is to achieve motivation for investigation which drives and triggers further investigations. It can be discerned as positive and negative by its direction and also as internal and external by its cause. The purpose of this study was to describe change of students' motivation for investigation while they were performing the extended science investigations. The subject was 128 7th grader attending coeducational school in Seoul. Questionnaires and students' reports were analysed complementarily to describe students' motivation for investigation. The number of students who showed positive motivation for investigation did not increase in the developed extended investigations than in the directive investigations in textbook, but the cause of positive motivation for investigation has changed largely from task-exclusive factors to task-inclusive factors. In case of negative motivation for investigation, regardless of the kind of investigation task, task-inclusive factors were recognized as the main causes. Among those whose motivation changed during successive extended investigations, the students who showed change from negative to positive were more than the reverse. And the number of positive intrinsic motivation for investigation was increased at the second half of the extended science investigations. So it can be said that there was a desirable change of motivation for investigation at the second half the extended science investigations.

• (The) Korean Journal of Educational Psychology
• /
• v.32 no.1
• /
• pp.183-205
• /
• 2018

This study aims to demonstrate the longitudinal structural relationship between learner-centered instruction, learning motivation, growth beliefs, and academic stress. In particular, this study was carried out to focus on the structural effect of the related variables using data from the 3rd to 5th year of the Gyeonggi Education Panel Study. Results showed that while learner-centered instruction positively predicted both intrinsic and extrinsic motivation of learners, it predicted the former better. In addition, learner-centered instruction influenced academic stress through motivation, both intrinsic and extrinsic motivation were found to increase stress. Further, growth beliefs mediated motivation with learner-centered instruction; specifically, learner-centered instruction influenced learners' positive beliefs about growth, and learners who had growth beliefs had intrinsic motivation. At the same time, external motivation tended to be lower for learners who believed in the possibility of growth. Finally, the perceptions of learner-centered instruction affected academic stress through changes in growth beliefs. However, the other 3 factors (learner-centered instruction, learning motivation, and academic stress) were not statistically significant. In conclusion, learner-centered instruction was able to mitigate academic stress, demonstrating that this relationship is influenced by changes in growth beliefs rather than learning motivation, as previously studied. These results suggest that learners' perceptions and beliefs contribute to not only intrinsic motivation but also academic stress. Furthermore, it is suggested that learners need to change their learning environments in positive ways.

• The Journal of the Korea Contents Association
• /
• v.17 no.2
• /
• pp.258-268
• /
• 2017

The purpose of this research was to examine the factors affecting motivation for change of injured workers. Data from 305 injured workers were anlayzed using hierarchical regression Factors associated with injured workers' motivation for change were: multiple psychological security, acceptability of injury, and independence at personal level, family support at family level, and perceptive severity of injury, job, and return to job.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.14 no.11
• /
• pp.5762-5770
• /
• 2013

The purpose of this study was to identify the predictors of motivation to change in people with an alcohol dependence. The participants were 209 peoples with alcohol dependence. Data were collected through self-report questionnaires, which were constructed to include socio-demographics, alcohol drinking-related factors, and psychosocial-spiritual factors. Data were analyzed with the SPSS 19.0 programs. The significant predictors of motivation to change in peoples with alcohol dependence were gratitude, professional support, and age at first admission. These alcohol drinking-related factors and psychosocial factors explained 22.7% of the variance in peoples with an alcohol dependence. These results suggest that motivation to change in people with an alcohol dependents can be changed positively by increasing gratitude and professional support.

• The Journal of the Convergence on Culture Technology
• /
• v.4 no.2
• /
• pp.97-105
• /
• 2018

This study examined the psychological process in which Facebook access motivation impact upon offline interpersonal relationship change and continuance usage intention of Facebook, A questionnaire was administered to 420 college students in the Busan, and Gyeongnam provinces This research resulted in a number of key findings: First, Facebook access motivation of maintenance of social connection had a positive influence on offline interpersonal relationship change. Second, Facebook access motivation of social pressure from others had a positive influences on offline interpersonal relationship change. Third, Facebook access motivation of habitual use had a positive influences on continuance usage intention of Facebook, Fourth, Offline interpersonal relationship change mediates between Facebook access motivation of maintenance of social connection & Facebook access motivation of social pressure from others and continuance usage intention of Facebook, This study reveals that, Facebook access motivation of maintenance of social connection and Facebook access motivation of social pressure from others were a significant predictors of offline interpersonal relationship change, and Facebook access motivation of maintenance of social connection and Facebook access motivation of social pressure from others indirectly affected continuance usage intention of Facebook through the offline interpersonal relationship change.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2001.04b
• /
• pp.619-622
• /
• 2001

실시간 응용 프로그램은 미디어 데이터간에 만족되어야 할 동기화 제약조건(synchronization constraints)을 가지고 있다. 이러한 제약조건은 프리젠테이션 되어야 할 미디어 데이터간의 지연시간 및 서비스 품질을 나타낸다. 미디어 데이터간의 지연시간 및 서비스 품질을 효율적으로 표현하기 위해서는 이에 적합한 새로운 동기화 기법이 요구된다. 제안된 논문은 가변적 전송 지연 시간을 흡수하면서 미디어 데이터간의 동기화를 수행하는 동적 동기화이다. 즉, 최대 지연 지터 시간을 이용한 동기화 구간 조정과 지연시간의 변화에 따른 가변적 대기 시간을 융통성 있게 처리하여 미디어 데이터간의 동기화 요구를 만족시킬 수 있는 기법이다. 본 논문은 동기화 구간 조정을 처리하기 위해 지연 지터를 적용함으로써 트래픽 증가로 인한 미디어 데이터의 손실 시간 및 지연시간의 변화로 인한 데이터 손실을 감소시켰다. 그리고 스무딩 버퍼의 대기 시간을 가변으로 처리함으로써 지연시간의 변화로 인한 불연속을 감소시켰다. 제안된 논문은 고품질 서비스의 보장을 요구하는 시스템에 적합하며 재생율 증가와 손실율 감소 등 서비스 품질을 향상시켰다.

• Journal of Digital Convergence
• /
• v.12 no.11
• /
• pp.515-530
• /
• 2014

The purpose of this research is to examine the empirical effect of participating motives for lifelong education on the releasing of controlled inferiority, the gratification of retained desire, and voluntary resocialization. The motives for lifelong education were divided into an external viewpoint focusing on consumers' behaviors and an internal viewpoint based on activity of the ego. External motives were divided into pragmatic, entertaining, and relational motives, while internal motives were divided into self-realization, self-existence, and self-participation motives. The results show that the pragmatic motive and the self-realization motive, the entertaining motive and the self-existence motive, and the relational motive and the self-participation motive are highly related to each other. It was found that the pragmatic motive and the self-realization motive affected the lifelong education participants' release of controlled inferiority relatively stronger, the entertaining motive and the self-existence motive affected participants' gratification of retained desire relatively stronger, the relational motive and the self-participation motive affected participants' voluntary resocialization relatively stronger.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2003.05c
• /
• pp.1603-1606
• /
• 2003

음악에서 동기는 독립성을 지니는 최소 단위이며, 저작권 검사의 단위로 이용된다 따라서, 한 음악에서 약간의 변화를 가지고 반복되는 주제선율을 추출하거나, 다른 음악간의 유사도를 측정하는데 유사도 계산은 필요하다. 본 논문에서는 비교되는 동기의 선율정보를 음 길이와 음높이가 함께 고려되는 시계열 데이타로 변환하고, cosine measure를 이용하여 동기간의 유사도를 계산한다. 시계열 데이타에서 유사도 계산으로 사용되는 유클리드 거리함수 대신 cosine measure를 이용한 경우, 공간상의 거리 합대신 변화 방향이 반영됨으로써 비교되는 동기간의 유사도를 정확하게 계산한다. 본 논문에서 제안된 동기간의 유사도 계산은 내용 기반 음악 검색에서 색인으로 사용되는 주제선율을 추출하거나, 다른 음악의 동기간의 유사성을 비교하는데 이용될 수 있다.