• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.443-464
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• 2008

This study analyzes the surveys of attitudes toward science, the peer relationship, the achievement motivations, and the parents' attitudes to science gifted education. It have been conducted to 53 scientifically gifted and 120 non-gifted students. The findings from the analyses suggest that there exist few meaningful differences in the attitude toward science, the motive for achievements and the peer relationship except in the parents' attitude to the gifted student education. This means that the recognition and the attitude of the parents have great influences on non-gifted students especially female students in the process of resolving to take future directions to science fields and choosing the gifted education center. Accordingly, we are in dire need of the changes in the social recognition of science and it is strongly recommended to seek for the ways of promoting science and supporting engineering graduates at the level of nation, thereby establishing legal and institutional foundations to make effective human resource arrangements.

• School Mathematics
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• v.16 no.1
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• pp.157-180
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• 2014

This study investigated relationships between academic stress and mathematics learning motivation focusing on the mediating effect of academic motivation types. It also tested differential structural relationship among the variables in the high vs. low academic achievement level groups and the boys vs. girls of middle schools. The participants were 952 second graders from five middle schools. Student scores from the standardized tests that were developed to assess the students' academic stress, mathematics learning motivation, and three types of motivation (amotivation, controlled motivation, and autonomous motivation) were used in this study. The results demonstrate that there were significant differences in the relationship patterns of the research variables. Correlation analysis provided evidences that academic stress was negatively related with mathematics learning motivation and autonomous motivation but positively related with amotivation and controlled motivation. Also, mathematics learning motivation was negatively related with amotivation and controlled motivation but positively related with autonomous motivation. Structural equation modelling analysis provided the evidence that the full mediation model was a significant, in that the students' types of academic motivation mediated the effect of academic stress on mathematics learning motivation. Multiple group analysis revealed that there were group differences in the path coefficients of the structural model. But the academic stress showed negative influence on the mathematics learning motivation via amotivation and autonomous motivation in all groups.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.07a
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• pp.257-258
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• 2016

전문대학 학생을 대상으로 외재적 동기 부여에 초점을 맞추어 교수자가 개입하여, 한 학기 학습 계획에 따라 학습자가 학습수행 체크 리스트를 작성하게 하고 그 효과 분석을 통해 학습동기에 미치는 영향을 살펴보았다.

• Journal of the Korean earth science society
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• v.27 no.2
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• pp.121-129
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• 2006

The purpose of this study was to investigate the effects of the group reward and cooperative skill training on science achievement and learning motivation of elementary students. 3 classes of the 6th grade students were selected from an elementary school in Busan. Group I took traditional cooperative learning (TCL), group II took cooperative learning with competitive group reward (GR), and group III was trained in cooperative skill (CS) before cooperative learning. Students were taught about 'weather forecast' for thirteen periods and problem-based learning steps were applied in each class. The results from this study were as follows: First, there was an interactive effect between the treatment and achievement level in the science achievement test scores. In the case of high-level students the group reward was more effective than cooperative skill training on the science achievement; on the other hand, in the case of low-level students the cooperative skill training was more effective than the group reward on the science achievement. Second, there was no interactive effect between the treatment and achievement level in the motivation scores.

• The Journal of Korean society of community based occupational therapy
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• v.1 no.1
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• pp.49-57
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• 2011

This study investigated the relationship between learning strategies and achievements of the students in the department of health science, and differences between higher academic achievers and lower academic achievers in the use of the learning strategies. The results were as follows. First, there was a correlation between academic achievements and self-efficacy and power of execution in the personality area. Second, there was a positive correlation between academic achievements and academic motivation, a negative correlation between academic achievements and avoidnat motivation, in the motivation area. Third. there was a correlation between academic achievements and all 8 factors in the behavior area. In the use of learning strategies, there was a difference found in self-efficacy and the power of execution between the higher academic achievers and the lower academic achievers. It also was found that the lower academic achievers perceived more depression, showed remarkably lower motivation and higher avoidance motivation, than the higher academic achievers. Lastly, the lower academic achievers was lagged behind noticeably compared to the higher academic achievers in the ability of using all factors of the behavior area.

• Journal of the Korean Home Economics Association
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• v.49 no.3
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• pp.23-37
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• 2011

This study attempted to examine the influences of achievement pressure from parents and the discrepancy of real self and ideal self on the academic achievement motivation among adolescents. To achieve the purpose of this study, a survey was conducted among 1140 students including 559 middle school students in second grade and 581 high school students in second grade in Seoul and Gyeonggi-do. The results of the study showed that male students were more effected by the achievement pressure from parents than female students and the ideal discrepancy of self-discrepancies had a greate effects on academic achievement motivation regardless of gender. In conclusion, higher achievement pressure and lower ideal discrepancy represented higher academic achievement motivation.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.577-595
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• 2014

The purpose of this research was to investigate the possibility of peer recommendation and to provide a diverse perspectives identifying for gifted elementary school students. The subjects were 355 elementary school students who were either fourth, fifth, and sixth grade from D elementary school located in Gyeonggi province, 165 elementary school students who are either fourth, fifth, and sixth grade from J elementary school located in Gyeonggi province, and 16 teachers who were home-room teachers for students surveyed. This research investigate the difference of creative personality, achievement motivation, problem solving patterns, and task preference inventory between students recommended by peer and students not recommended by peer. The results of this research were as follows. Firstly, the students recommended by peer showed the significantly higher creative personality, achievement motivation, problem solving patterns, and task preference than the student not recommended by peer. Secondly, as a result of comparing the students recommended by peer and students not recommended by peer for each grade, fifth and sixth grade students showed a significantly higher score in the test than other graders. Fourth grade students showed significantly higher score in every sections in the test, except for the section of creative personality. Therefore, the peer recommandation method can be applied to fifth, and sixth graders. Thirdly, the student recommended by both teacher and peer showed significantly higher problem solving patterns, and task preference scores than the student recommended only by teacher. Therefore, peer recommendation method can be an useful data for complementing teacher recommendation and it can identify gifted elementary school students.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.4
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• pp.71-78
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• 2016

Religion can affect on every day lives of individuals in society. Also, religion can affect on personal networks and the formation of a social culture that may lead to influence individual decision makers. Religion can influence values and ethics of people in society. However, according to the secularization hypothesis, as an economy becomes more efficient and the members of a society becomes more educated, the influence and control of religion over people tend to become diminished more. How is religion related with entrepreneurship? There are not so many empirical studies that examine relationship between religion and entrepreneurship. The purpose of this article is that we empirically examine how religious commitment, in addition to individual traits such as need for achievement, perceived creativity, problem solving ability and entrepreneurial parents or friends. Our study is based on survey sample of 229 college students in Korea. The results we found are as follows. First, religious commitment does not have effect on entrepreneurial intention. Also, religion commitment has no relationship with need for achievement, perceived creativity, problem solving ability, and entrepreneurial parents or friends. Second, consistent with previous studies, need for achievement and entrepreneurial parents or friends have meaningful effect on entrepreneurial intention. Third, perceived creativity is a full mediation variable between need for achievement and entrepreneurial intention.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.11
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• pp.5658-5671
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• 2013

This study was to identify the difference of achievement motivation, self-efficacy, self-directed learning across the learning styles after application of the Problem based learning(PBL) in Nursing students. Descriptive survey was performed from march to june, 2009 at a university in Jeju. The participants were 268 in freshman nursing student and PBL was used during one semester. The data from 242 participants were analysed using IBM SPSS 20.0 The results revealed that most nursing students had converger in learning styles. Achievement motivation and self-efficacy were the greatest scores in accommodator and self-directed learning was the greatest scores in converger. However, Achievement motivation, self-efficacy, and self-directed learning were lowest in diverger. Significant positive correlation was found among achievement motivation, self-efficacy, and self-directed learning each other. There were significant difference in achievement motivation, self-efficacy and self-directed learning across learning styles. More research is needed to determine the effects of PBL in nursing education including many variables.

• The Journal of Korean Association of Computer Education
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• v.12 no.6
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• pp.33-39
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• 2009

Abstract characteristic of algorithm may disturb improving learners' motivation and learning. Therefore, a design of teaching and learning method requires to minimize the learner's intrinsic cognitive load and to maximize the learning motivation. We developed an algorithm learning program by playing to enhance learning motivation and achievement for vocational high school students. And then, we implemented the developed program in vocational high school classes and analysed the educational effects of the developed program. We found that the developed program was helpful in enhancing learners' learning motivation and achievement level. It means that doing the activities, such as playing games, helps learners to acquire an algorithm concept that has abstract nature and is difficult to understand.