• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.199-213
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• 2011

The factors contributing to learning can be broadly classified into four different groups; Learner's characteristic variable, Instructor's characteristic variable, Learning task characteristic variable and environmental characteristic variable. And the first thing we need to do here is understanding of learner's characteristics among those factors in order to devise a plan for education. Accordingly, the purpose of this study is to find out what impact the affective traits (self-concept learning habits learning attitude), one of the learner's features, have on the mathematics-learning achievement and to seek for a good teaching method with reference to elementary school students' learning accomplishments and attitudes. For this, a questionnaire survey was conducted of 78 students of two fifth-grade classes in an elementary school located in South Chungcheong Province in this study. In consequence, it has been shown that the mathematics-learning achievement has the greatest relevance to the self-concept in connection with mathematics followed by the self-concept in connection with learning, the learning habits relating to mathematics, the attitude towards mathematics, the learning habits concerning studies and the attitude towards learning.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.16 no.4
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• pp.71-84
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• 2021

As part of the recent economic revitalization measures, the national level of encouragement for young people's entrepreneurship continues, and investment in young people's entrepreneurship and support from young people are increasing. Entrepreneurship intention is a direct factor leading to entrepreneurship, and many studies have studied the individual characteristics of entrepreneurs that influence entrepreneurial intention. In the same context, the purpose of this study was to investigate the entrepreneur's passion as a factor affecting entrepreneurial intention, divided into harmony passion and obsessive passion. In addition, the pass to need for achievement, emotion, and subjective norms, which are the individual characteristics of entrepreneurs that influence passion, were verified. To this end, an online survey was conducted for prospective entrepreneurs in universities, and data of 203 persons were collected and structural equations were analyzed. As a result of the analysis, it was found that the need for achievement and positive emotions of preliminary entrepreneurs had a positive (+) effect on the passion for harmony, while the negative emotions and subjective norms were not significant for the passion for harmony. The need for achievement had a negative (-) effect on the obsessive passion, and the positive and negative emotions had a positive (+) effect on the obsessive passion, but the subjective norm was not significant on the obsessive passion. It was confirmed that harmony passion and obsessive passion showed positive (+) effect on entrepreneurial intention. It also confirmed whether harmonious passion and obsessive passion have a mediating effect between need for achievement, positive emotion, negative emotion, and entrepreneurial intention. As a result, it has a mediating effect between need for achievement, positive emotion and entrepreneurial intention, especially need for achievement has a complete mediating effect. Obsessive passion was also confirmed to have a mediating effect in the relationship between positive emotions and intention to start a business.

• Korean Journal of Culture and Social Issue
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• v.14 no.2
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• pp.63-81
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• 2008

Hasteful behavior means choosing the best suited methods while behaving fast and quickly. We can't conclude whether hasteful behavior is totally bad or good. Striving for achievement of own certain purpose reflects achievement motivation or need for achievement. However, this striving also has potentiality of missing confirmation, therefore the potentiality may cause errors. The aim of this study is to investigate the psychological structure and characteristic of the hasteful behavior. One hundred ninety-one students conducted Hasteful Behavior Questionnaire, Achievement Motivation Measuring Scale, and NEO Personality Inventory. We analyzed data of 188 respondents, because of missing value. The result of factor analysis showed that hasteful behavior consisted of 5 factors- 「Uncomfortableness」, 「Time Pressure」, 「Isolation」, 「Boring Condition」, and 「Expecting Rewards」. According to correlations among the hasteful behavior factors and the relationship between hasteful behavior and achievement motivation, we found that hasteful behavior had two aspects, one was "Missing Confirmation(MC)" and the other was "Need for Achievement(NA)". We also found that 「Time Pressure」 was related to the both aspects. MC had a positive relation to Neuroticism, whereas MC correlated negatively with Conscientiousness. On the other hand, NA had a positive relationship with Extraversion and Achievement Striving.

• Korean Journal of Culture and Social Issue
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• v.10 no.3
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• pp.37-59
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• 2004

This study examines longitudinally influences that parents have on their children's academic achievement and the mediating role of various psychological factors. In terms of parents-child relationship, the following variables are examined: Social support from parents, achievement pressure, parental expectation, sense of indebtedness to parents, and respect for parents. For adolescents functioning, the following variables are examined: Efficacy for self-regulated learning, achievement motivation, studying time, and academic achievement. In the first phase of the longitudinal study, a total of 961 Grade 6 students completed a questionnaire. In the second phrase, a total of 856 students completed a questionnaire when they were Grade 7. In the third phrase, a total of 830 students completed a questionnaire when they were Grade 9. In the third phase, a matched sample of 722 fathers and 767 mothers of the adolescents completed a questionnaire. From the sample, 694 matched sample of adolescents, mothers, and fathers have been selected for the following analysis. The results of the path analysis indicate that adolescents' past academic grade was the most powerful predictor of adolescents' current academic achievement. Second, a sense of indebtedness felt towards the parents increased adolescents' achievement motivation, which increased their studying time and which in turn positively affected their academic achievement. Third, adolescents' respect for their parents increased their efficacy for self-regulated learning, which had a positive effect on their academic achievement. Fourth, parental social support increased adolescents' efficacy for self-regulated learning and parental achievement pressure increased adolescents' achievement motivation. Fifth, parental expectation had positive influence on adolescents' academic achievement. Sixth, efficacy for self-regulated learning had direct positive influence on academic achievement. These results indicate that the past achievement is the most important predictor of adolescents' current academic achievement and parent-child relationship and efficacy for self-regulated learning are also important variables that influence adolescents' achievement.

• Proceedings of the IEEK Conference
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• 2008.06a
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• pp.665-666
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• 2008

본 연구는 학습 성취도 예측을 통한 완전학습 시스템을 연구하는데 그 목적이 있다. 학급 내의 95%의 학생들이 학습 과제의 90% 이상을 완전히 학습해 내는 것이 완전학습이다. 그러나 개인의 수준차로 인한 완전학습 도달 시간이 상이하고, 그 도달 시간을 파악하기가 어려우므로 현실적으로 완전학습에 도달하기란 쉬운 일이 아니다. 본 연구에서는 이러한 현실적인 어려움을 극복하고자 학생들의 과거 현재 학습 성취 데이터를 분석하여, 미래 학습 성취도를 예측함으로써 보충학습이 필요한 학생을 미리 선별하고, 학생별 특성과 수준에 맞는 보충학습 자료 제공을 통한 재학습 유도로 정해진 기간 내에 단계별(단원별, 학기별)로 완전학습에 도달할 수 있도록 하였다.

• Communications of Mathematical Education
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• v.28 no.2
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• pp.235-253
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• 2014

This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students' affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students' affective characteristics. Especially, this paper deals with the analysis of the results from in-depth interviews and class observations, so as to identify the current situation and best practice cases of students' affective characteristics education in Korea. The results are classified into a) curriculum, which is in turn divided into national curriculum and reconstruction of curriculum school and classroom; and b) teaching, learning and evaluation, which is in turn divided into learner characteristics, motivation, teaching strategies, class grouping, activities and interaction, question and feedback, evaluation methods, and evaluation tools. Support plans in terms of school and social environments are also suggested based on the results.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.49-55
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• 2021

This study analyzed the relationship between the characteristics of learners and the achievement level according to the language they learn in programming education for non-major students. The learner's characteristics were set as mastery goal, situaltional interest, cognitive engagement, and self-efficacy for performance, and path analysis was conducted to understand the relationship between the language used and the learning achievement. Situaltional interest and cognitive engagement were found to have an effect on self-efficacy for performace, and self-efficacy for performance had an effect on academic achievement. At this time, the type of programming language to be studied showed a moderating effect on learning achievement. Based on the results of this study, it is suggested that appropriate instruction is needed for each language used in programming lessons for software non-majors.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.735-750
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• 2015

The purpose of this study is to draw an educational implication by analyzing the context of narrative texts, students' narrative thinking, and their academic achievement. We investigated text types in students' geological field trip reports, the reason why students favors narrative texts, the relationship between narrative texts and their scientific knowledge recall, and the relationship between narrative thought and academic achievement. All students used expository texts, 82% of them expressed argumentative texts, and 36% of them used narrative texts. It is likely that students use more narrative texts because students were in the context of outdoor activity and so, their emotional feelings were more activated than when they are doing lab activities. The academic characteristics of earth science seemed to contribute more narrative texts in students' reports. The post-test revealed that students with narrative texts recalled better than the others. On the other hand, there were no statistically meaningful differences in academic achievement between the two groups. However, we have noted that female students whose reports contain narrative texts achieved significantly higher scores than female students whose reports are without narrative texts. From in-depth interviews, we found that students who properly used both paradigmatic and narrative mode of thought were in a more advantageous position than those who used narrative thought only. It was also found that some narratively thinking students tended to feel uncomfortable with the way of learning or evaluating questions about science. In the future, a complementary approach of narrative and paradigmatic mode of thoughts would be encouraged by understanding students' tendency of thinking.

• Korean Journal of Social Welfare
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• v.61 no.1
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• pp.57-79
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• 2009

This study analyzes the effect of poverty on child development outcomes including academic achievement, self-esteem, depression/anxiety, attention problems, aggression, and delinquency. The poverty experiences among elementary school children are longitudinally observed during 3 years between the 4th grade and the 6th grade. When development outcomes are compared among persistently poor children, transitory poor children, and non-poor children, academic achievement is found to be significantly different. The analyses of the relationships between the poverty status and developmental trajectories show that academic achievement among non-poor children has improved over time, while the level of poor children's achievement has decreased. The result also shows that problematic behaviors such as attention problems, aggression, delinquency has improved over time among all the children. Yet, the gap between poor and non-poor children has not decreased. The multivariate analyses indicate that the effect of poverty remains statistically significant only for academic achievement after children's individual and familial characteristics are controlled. Past experiences of poverty in addition to the current poverty affect academic achievement and persistent poverty has a stronger effect than transitory poverty on academic achievement, although the findings are not consistent across all the estimated models.

• Journal of Science Education
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• v.36 no.2
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• pp.394-407
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• 2012

This study analyzed the result of the National Assessment of Educational Achievement (NAEA) in a Grade 9 Science class. The study first found that the ratio of below basic achievement was 8.1 percent. This means that a large number of middle school students have not reached basic scientific literacy. Second, the ratio of male students in the below basic level was 10.4 percent, which was double the ratio of female students at 5.5 percent. Third, according to the analysis of achievement by gender, female students outperformed male students. In addition, the female students' standard deviation was smaller than that of the male students, and their scaled scores were distributed nearer the average than that of the male students. Furthermore, analysis of achievement by content domains indicated that females outperformed in all content domains including motion and energy, materials, life, and earth sciences. Showing a similar tendency in the behavior domains, females outperformed males in all behavior domains except the understanding domain. Last, for achievement by living area, students living in the middle and small cities showed the highest scaled score, 196.81. Whereas the average scaled score of the students living in the big cities was 196.15; that of the students living in rural areas was 194.86. With respect to the standard deviation, big cities had the largest, 33.73. That of middle and small cities was 33.70, and of rural areas was 32.92. Although students in cities showed higher achievement in science compared to students in rural areas, they had a bigger gap in academic achievement.