• Journal of Convergence for Information Technology
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• v.8 no.4
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• pp.55-62
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• 2018

This is a primitive experimental study to find effects of 10 times classwide peer tutoring on academic achievement, self-leadership and interpersonal ability of nursing students. According to the results of Mann-Whitney U and Kruskal-Wallis test using SPSS/WIN 19.0, the motive of admission was the factor affecting the most mean ranks related to general characteristics. There were significant differences between academic achievements, cognitive strategy, and promoting relationships(p<.001; p=.020; p=.040), and there was a positive correlation between self-leadership and interpersonal ability(r=.296, p=.041) in Wilcoxon Signed Ranked test. As results of this study, the classwide peer tutoring could be applied in nursing classes for enhancing students' competence, but the researcher suggests further researches with wider range of subjects and setting control group.

• Journal of the Korean Applied Science and Technology
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• v.37 no.1
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• pp.133-144
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• 2020

The purpose of this study was to investigate the relationship among coach support, achievement goal orientations and continuous participation intention for golf participants. To achieve the goal of this study, a total of 250 questionnaires were distributed and 250 copies were collected back. Out of those returned questionnaires, insincerely replied or double-replied questionnaires were excluded and finally 226 questionnaires were analyzed for this study. For analysis of the data, frequency analysis, exploratory factor analysis, reliability analysis, confirmatory factor analysis, correlation analysis, and structural equating modeling were conducted using SPSS 18.0 and AMOS 18.0. Main findings were as follows: First coach support had a positive effect on achievement goal orientations. Second, achievement goal orientations had a positive effect on continuous participation intention. Third, coach support had a positive effect on continuous participation intention. Fourth, achievement goal orientations mediated the relationship between golf participant coach support and continuous participation intention. If golf participants improve their physical and psychological health effects through golf and achievement goal orientations increase from gaining a sense of accomplishment such as acquiring or improving golf skills, they will be able to lead a better quality of life.

• Journal of The Korean Association of Information Education
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• v.6 no.2
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• pp.202-211
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• 2002

The purpose of this paper is to compare and analyze on the result of academic motivation and achievement between two groups in order to certify the application possibility of the cooperative learning method in computer education, and on these research results this paper is to propose the profitable learning and teaching method to the teachers in the class of the computer department and to contribute the improvement of the academic motivation and achievement in computer education of the vocational high school's students. As a result, the post-test average score of academic motivation and achievement in experimental group appeared to be significantly higher than that of the comparative group. And that result is accepted as statistical in significance level p<.001

• The Journal of Korean Association of Computer Education
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• v.9 no.4
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• pp.35-42
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• 2006

We have investigated the effect of student-generated rubrics on learning motivation and achievement in performance evaluation of computer class. We studied the related previous researches and developed the procedure for performance evaluation using student-generated rubrics. According to thc developed procedure, the performance evaluation has been carried. Students have more clear understanding of their assignments and rubrics during the negotiation process. Student generated rubric has a positive effect on learning motivation and achievement.

• Journal of Korea Game Society
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• v.8 no.2
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• pp.37-46
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• 2008

Underachievers, having had more experience with failure in teaming, tend to lose their self-confidence and motivation for study. If they achieve more when studying, they will enhance their self-confidence and motivation and their learning accomplishments will be increased. A game-style learning system was, therefore, developed in which the learner gains self-satisfaction and motivation with a proper 'hit and win' in a game-style program. The system supplies learning content automatically and randomly while adapting to the student's level by continuously checking the learning progress. Positive effects in motivation and learning achievement were recorded when underachievers used this program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.4
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• pp.1595-1603
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• 2013

This study uses the Importance Performance Analysis (IPA) on viewing motivation for the revitalization of Korean creative musicals. The IPA is the evaluation techniques to simultaneously compare and analyze relative importance and achievement of each attribute for multi-attribute models. This analysis uses the discerning method by displaying the matrix that includes the factors about which customers care and customer satisfaction on each factor. The customer satisfaction is determined by customer expectation for each attribute and its implementation level. This study, through this method, exams the importance and satisfaction level on attributes of viewing motivations for Korean creative musicals.

• Journal of Science Education
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• v.44 no.1
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• pp.74-83
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• 2020

The purpose of this study is to investigate motivation to learn physics in order to understand engineering college students' physics learning. Therefore, in this study, 374 engineering students at the university located in Seoul were studied using the Physics Motivation Questionnaire (PMQ), which was a Science Motivation Questionnaire II modified into the context of learning physics. The PMQ is composed of five factors: intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. It involves 25 Likert scale items. Through exploratory factor analysis, PMQ confirms that the five factors are structurally valid in measuring the motivation of engineering students to learn physics. In addition, item fit (MNSQ) was also confirmed using a Rasch model analysis. The results show that grade motivation has the highest mean with 4.2, followed by job motivation mean with 3.76. The mean of intrinsic motivation was 3.42, the self-efficacy was 3.38, and self-determination was 3.32. The results of this study confirm that the physics learning motivation of engineering college students is characterized showing high external motivation related to job and grade. Therefore, we should try to develop the teaching strategy to increase intrinsic motivation by developing mastery goal orientation of physics learning for engineering students.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.635-647
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• 2018

Motivated reasoning refers to biased reasoning that is affected by motivation to achieve a particular result or goal. In this study, we attempted a theoretical study on motivated reasoning that hinders the development of scientific thinking and empirical study on actual context of motivated reasoning in the research experiences of next-generation Korean researchers in the field of science and technology. To be specific, literature reviews were conducted to explore the psychological meaning of motivated reasoning and its negative impact on scientific thinking and science research. To understand the substantial meaning and context of motivated reasoning in the field of real science and technology research, we conducted in-depth interviews with eight graduate students and one young science and technology researcher. As a result of the literature reviews, we found out that motivated reasoning can interfere with the proper theory and data coordination, which is the core process of scientific thinking at the individual level. At the socio-cultural level, it can lead to cessation of constructing scientific knowledge and it can act as a mechanism in the process of using science for specific socio-cultural beliefs or purposes, thereby hindering the development of science and technology based on rationale and objective scientific thinking. Quantitative analysis with in-depth interview data showed that graduate students and the young researcher's experienced motivated reasoning results in trying to protect prior beliefs, make hasty conclusions, protecting socio-cultural belief or rationalizing decisions made by their community. Their motivated reasoning could become an obstacle in constructing valid science and technology knowledge through appropriate theory and evidence coordination. Based on these findings we discussed science education for improving scientific thinking.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.555-562
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• 2005

This study investigated the effects of cooperative learning environments in conceptual change instruction upon students' conception, achievement, learning motivation, attitude toward science instruction, and perception of involvement. Two classes of 8th graders at a co-ed middle school were assigned to the treatment and the comparison groups. They were taught about density, boiling point, freezing point, and solubility for 11 class hours. The treatment group's learning environment involved cooperative conceptual change instructions while the comparison group's environment incorporated individual conceptual change instructions. Mann-Whitney test results revealed that the scores of the conception and achievement test for the treatment group were significantly higher than those for the comparison group. The perceptions of involvement for the treatment group were more positive than those for the comparison group. The scores of the learning motivation test for the treatment group were found to be significantly higher than those for the comparison group based on a two-way ANCOVA analysis. However, attitudes toward science instruction were not found to be significantly different between the two groups.

• Journal of Digital Contents Society
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• v.9 no.4
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• pp.735-749
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• 2008

The purpose of this study was to examine the influence of the digital textbook attribute factors on the learning interest and learning satisfaction using the structural equation model. In order to accomplish the purpose, the research was carried out with 325 students of digital textbook research school. Attribute factors of digital textbook are divided into self-concept of subjects and attribute factors of subjects. Self-concept of subjects is consist of superiority feeling and confidence. Attribute factors of subjects is interest, a sense of purpose, accomplishment motive. The results of this study can be summarized that the digital textbook attribute factors on the learning interest are signified confidence, interest, a sense of purpose, accomplishment motive. And the digital textbook attribute factors on the learning interest are signified learning satisfaction.