• Title/Summary/Keyword: 성취행동

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Relationship between Grit and Achievement Behavior in Physical Education Classes Based on the Expected-Value Model (기대-가치 모델에 근거한 체육수업에서 그릿(Grit)과 성취행동의 관계 이해)

  • Song, Ki-Hyun
    • Journal of the Korea Convergence Society
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    • v.10 no.11
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    • pp.429-435
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    • 2019
  • The purpose of this study was to test the mediation effects of grit on the relationship between expectancy-value and achievement behavior in physical education class. Data for the study were collected from a survey of 353 middle school students. For data processing, this study confirmed the goodness of fit test of the whole model using SPSS 20.0 and AMOS 20.0, and then did hypothesis testing; the study results are as follows: First, students' expectation-value perception had a positive effect on grit, and only success expectation had a significant effect on achievement behavior. Second, students' grit had significant impacts on their achievement behavior. Third, grit had mediating effects on relations between expectancy-value and achievement behavior.

The Effects of Taekwondo Athletes' Sports Participation Motivation on Achievement Orientation and Achievement Behaviors (태권도선수의 참여동기와 성취목표지향성이 성취행동에 미치는 영향)

  • Lim, Young-Jin;Song, Eun-Seob
    • The Journal of the Korea Contents Association
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    • v.19 no.2
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    • pp.525-538
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    • 2019
  • The objective of this study is to verify the effects of the Taekwondo athletes' sports participation motivation on the achievement orientation and achievement behaviors and to verify the mediating effect of the achievement orientation. The subjects of this study were 256 athletes' in Honam. The questionnaire data were utilized for verification of hypotheses through structural equation model analysis. As a result of verification, Taekwondo athletes' sports participation motivation presented a statistically significant positive correlation with their achievement orientation. The achievement orientation showed a significant positive effect on the achievement behaviors with the mediating effect of the achievement orientation. Finally, the result of this study is meaningful in a point of view of the effect of Taekwondo athletes' sports participation motivation on the achievement orientation and achievement behaviors. It is worthwhile to verify the mediation effect of achievement orientation.

The Relationships between Verbal Behaviors and Academic Achievement in Cooperative Learning (협동학습 과정에서의 언어적 행동과 학업 성취도와의 관계)

  • Lim, Hee-Jun;Park, Soo-Youn;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.19 no.3
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    • pp.367-376
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    • 1999
  • When 37 7th-graders learned science in cooperative learning environments, their small-group processes were audio/video taped. The verbal behaviors that appeared in cooperative learning processes were categorized, and the relationships between verbal behaviors and academic achievement were investigated. Students' verbal behaviors were classified into learning behaviors and management behaviors. Learning behaviors were further coded into giving help. reading problem, and asking help. Giving help was the most frequent behavior among the categories. In studying zero-order correlation between verbal behaviors and academic achievement, giving help and reading problem were found to have positive relationships with academic achievement. Giving specific content, which is a subcategory of giving help. showed the closest correlation with academic achievement. In studying partial correlation between verbal behaviors and the improvement of academic achievement, only application subtest score. which demands higher-order thinking, was positively related with some verbal behaviors including giving specific content.

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The Psychological Structure and Characteristic of Hasteful Behaviors: Understanding the Relation between Hasteful Behaviors, Omission of Checking and Achievement Striving (서두름 행동의 심리적 구조 및 특성 파악: 서두름 행동, 확인생략행동, 성취욕구 간의 관계 이해)

  • Soon Chul Lee;Sun Jin Park
    • 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.

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The effect of Grit and Career Preparation Behavior on Academic Achievement among Healthcare major College Students (보건계열 대학생의 그릿, 진로준비 행동이 학업 성취도에 미치는 영향)

  • Park, Jung Hee;Yoon, Byoung-Gil
    • Journal of Digital Convergence
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    • v.18 no.9
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    • pp.257-264
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    • 2020
  • The purpose of the study is to identify the grit and career preparation behaviors of healthcare major college students and to analyze factors associated with their academic achievements. A structured questionnaire survey was carried on 241 students at an university in D-city. The scores for grit, career preparation behavior, and academic achievements were 3.32, 2.87, and 3.44, respectively. The study results show statistical differences among academic achievements, motivation to choose major, and satisfaction with major and university. The strong and positive effects of grit and career preparation on academic achievements were found. The satisfaction with major(β=.279 p<.001) and grit (β=.224 p=.001) explained 23% of academic achievements. The results suggest various intervention programs based on multiple factors associated with grit and major satisfaction in order to enhance academic achievements.

The Influences of the ICT Used Instruction on Learning Achievement of Home Economics and Resource Management Behavior according to the Learning Ability of Students and Resource Management Behavior of a Mother. (ICT활용 수업이 학습자의 학습능력과 어머니의 자원관리행동에 따라 가정과 학업성취와 자원관리행동에 미치는 영향)

  • 장정숙;장윤옥
    • Journal of Korean Home Economics Education Association
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    • v.16 no.2
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    • pp.55-72
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    • 2004
  • The Purpose of this study was to investigate the influences of the teacher-directed and the learner-directed ICT used instruction on learning achievement of home economics and resource management behavior according to the learning ability of students and resource management behavior of a mother. The subjects of this study were middle school students, who was divided into three groups traditional instruction group, teacher-directed ICT used instruction group, and learner-directed ICT used instruction group. This study was carried out the experimental instruction. After experimental instruction, the learning achievement and resource management behavior was estimated by test sheets. The data were processed with two-way ANCOVA and Scheffe test for post-hoc analysis The results of study were as follows : First, there was no significant difference in the influences of the ICT used instruction on learning achievement of home economics according to the learning ability. Second, there was significant difference in the influences of the ICT used instruction on learning achievement of home economics according to the resource management behavior of a mother. Third, there was no significant difference in the influences of the ICT used instruction on the resource management behavior according to the learning ability. Fourth, there was no significant difference in the influences of the ICT used instruction on the resource management behavior of a student according to the resource management behavior of a mother.

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The Effect of Bowling Leadership Types on Achievement Goals and Athletic Burnouts (볼링 지도자 리더십유형이 성취목표성향 및 운동소진에 미치는 영향)

  • Nam, Yoon Ho;Shin, Jhin Yi
    • Journal of the Korea Convergence Society
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    • v.12 no.9
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    • pp.193-204
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    • 2021
  • The purpose of this study was to find out the impact of leadership types on achievement goals and athletic burnouts by high school bowlers. The subjects were surveyed by 172 high school bowlers. The data analysis of this study was performed with descriptive statistics, reliability analysis, independent t-test, 1-way ANOVA, correlation analysis, and multiple regression analysis. The results are as follows. First, among the sub-factors of leadership behavior, male students had higher leadership behavior type(authoritative, democratic, social support, positive feedback) and achievement goal orientation(ego orientation) than female students. athletic burnout was higher for female students and higher grades.social support behavior and training instruction behavior had a static effect on achievement goal. Third, authoritative behavior had a static effect on athletic burnout. However, the raining instruction behavior had a negative effect on athletic burnout.

Structural Relations of Teacher Behavior, Classroom Climate, and Student Achievement Goal Orientation to Help-Seeking for Upper Elementary Students (초등학교 고학년이 지각한 교사행동, 학급풍토, 학생의 성취목표지향과 도움찾기 행동 간의 구조적 관계)

  • Park, Yong-Han;Han, Su-Yeon;Kim, Eun-Ye
    • (The) Korean Journal of Educational Psychology
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    • v.31 no.3
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    • pp.563-587
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    • 2017
  • The purpose of this study was to understand the ways to enhance academic help-seeking by analyzing the structural relations among individual(achievement goal orientation) and contextural (teacher behaviors and classroom climate) factors known to affect help-seeking, one of the effective self-regulated learning strategies, for upper elementary students. More specifically, it explored the mediational roles of general classroom climate and student achievement goal orientation in the relation between supportive teacher behaviors and student academic help-seeking. A survey was administered to 315 fifth- or sixth-grade students in three elementary schools and the data from the survey was analyzed. Main results are as follows. First, supportive and learning-oriented teacher behaviors with high expectation related to more cohesive and positive classroom climate and more adaptive achievement goal such as mastery goal. Positive classroom climate played an important role in improving student mastery goal, and only mastery goal among different types of achievement goal orientation had a positive prediction of student help-seeking. Second, teacher behaviors significantly predicted student help-seeking through a double mediation of classroom climate and student mastery goal, which showed that classroom contextual factors and student individual factors interacted for help-seeking. These results suggest that the role of teachers as well as the mastery goal of students are important for enhancing students' help-seeking behavior as an adaptive learning strategy.

The Influence of Early Childhood Teachers' Achievement Goal Orientation and Organizational Citizenship Behavior on Job-Satisfaction (유아교사의 성취목표지향성과 조직시민행동이 직무만족도에 미치는 영향)

  • Lee, Jin Wha;Lim, Won Shin
    • Korean Journal of Childcare and Education
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    • v.10 no.5
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    • pp.159-174
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    • 2014
  • This current study sought to investigate effects of in-service teachers' achievement goal orientation, organizational citizenship behavior on job-satisfaction and to discuss the improvement of early childhood teachers' achievement goal orientation and organizational citizenship behavior. A total of 178 teachers participated in this study and completed questionnaires. To analyze the data, Pearson's correlation and hierarchical multiple-regression analysis were used. The results were as follows. Firstly, relatively correlation existed between teachers' achievement goal orientation and job satisfaction. Particularly, mastery-approach orientation, performance-approach orientation showed the relatively high correlation with job satisfaction and its sub-scales. Also, teachers' organizational citizenship behavior had relatively positive correlation with their job-satisfaction and its sub-scales. Secondly, teachers' achievement goal orientation and its sub-scale had 38% significant effects on their job-satisfaction. And teachers' organizational citizenship behavior appeared to have 8.6% influence on job-satisfaction. Based on the results, several ways were discussed to develop and improve teachers' achievement goal orientation and organizational citizenship behavior.

Relations of Behavioral Inhibition/Activation System about Science Learning (과학학습 행동억제체계 및 행동활성화체계와 과학성취도의 관계)

  • Nam, Ji-Yeon;Yang, Il-Ho;Hong, Eun-Ju;Lim, Sung-Man;Kim, Eun-Ae
    • Journal of Science Education
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    • v.35 no.1
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    • pp.59-67
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    • 2011
  • The purpose of this study was to analyze on the relations of motivation system about science learning and science achievement. TIMSS 2007 was selected and translated for science achievement test. After that, fourth-grade 496 students and eighth-grade 425 students were required to accomplish the questionnaire on behavioral inhibition/activation system about science learning(SL-BIS/BAS) and science achievement. There were negative correlation with SL-BIS and science achievement, and positive correlation with SL-BAS and science achievement. In addition, two systems account for 12% of science achievement. These results would be helpful for teachers to understand the difference about motivation by students' variables and to make a plan for the appropriate strategies for learners.

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