• 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 Social Welfare Studies
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• v.48 no.4
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• pp.221-249
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• 2017

This study aims to investigate determinants that affect job retention of injured workers depending upon types of return to work in order to suggest define the intervention priority for those who returned to original works and for those who did not. After constructing explaining variables based on literature reviews, determinants were verified analyzing 1,292 people using Panel Study of Worker's Compensation Insurance(PSWCI) data. The job retention period turned out to be 46.6 months for those who returned to original work and 34.2 month for those who returned to new works. Injured workers who return to new works tend to have more unemployment experiences. As a result of Cox proportional regression analysis, the longer it takes to return to work, the longer both groups tend to retain after the accident. Age, recuperation period, health status, psycho-social rehabilitation, education and occupational training also affect on job retention probability for those who return to new work. Based upon the analyzed result, setting up an adequate duration for return-to-work, intervention for injured workers who experienced vulnerable working condition before the accident and continuous case management after return-to-work are suggested.