• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.559-572
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• 2021

The purpose of this study is to examine whether multicultural youth's participation in activities affects academic performance, verify whether achievement motivation and social relations have multiple mediating effects, and analyze whether there are differences between male and female groups. To this end, a total of 1,635 high school sophomores were analyzed in the 8th year (2018) of the Multicultural Youth Panel Survey. As a result of the analysis, first, it was confirmed that the influence of multicultural youth's participation in youth activities on academic performance was partially mediated by achievement motivation and social relations. Second, for all multicultural adolescents, 'achievement motivation' was found to have a significant effect on academic performance, and this route was found to be male students is a female student. It was found to be more positive than 001), and the difference between groups was statistically significant. Therefore, it is necessary to expand opportunities to participate in youth activities for multicultural youth and to prepare creative activity spaces and content support policies.

• Journal of the Korea Society of Computer and Information
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• v.27 no.8
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• pp.271-281
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• 2022

The importance and necessity of software(SW) education as a liberal arts was fully recognized by society. However, according to the previous research results, learners' motivation to learn in SW liberal arts was kept low for various reasons. Therefore, understanding the learning motivation and its changeability in SW liberal arts is necessary, but the related studies are not sufficient. In this paper, we analyzed changes in achievement goals using a 3 × 2 achievement goal model to examine changeability of achievement goals in a SW liberal arts class during one semester. As a result, we confirmed that the achievement goals were stable at both the group level and the individual level, but the order of each achievement goal was different from that of the previous studies. We also confirmed that the mastery goal of the classroom goal structure had a higher correlation with most achievement goals, but the performance goals had a correlation with some avoidance goals only. This means that additional research is needed for each key classroom goal structure type in SW education because the learning motivation in SW liberal arts has different aspect from the other existing liberal arts classes.

• The Mathematical Education
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• v.58 no.1
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• pp.101-120
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• 2019

The goal of this study was to apply an expectancy-value model(Wigfield & Eccles, 2000) to explain changes in six multi-ethnic students' achievement motivation in mathematics during sixth (2012) to eighth (2014) grades. In order to achieve this goal, we used narrative research methods. Although individual students' achievement motivation and mathematics related life experiences differed, there are some common factors influencing their motivation development, especially (a) roles played by parents and teachers; (b) assessment of peers' competencies; (c) past learning experiences related to mathematics curriculum; (d) perception of the relationship between mathematics competency and other subjects; (e) home backgrounds; and (f) perceived task values. In this study, we achieved some insight into why some multi-ethnic students are willing to study hard to get good scores while others are uninterested in mathematics, and why some multi-ethnic students are likely to pursue new mathematical tasks and persist despite challenges, while others easily give up studying mathematics in the face of adversity. We argue that in order to increase and sustain multi-ethnic students' achievement motivation, educators and parents should recognize that motivation is contextually formulated in the intersection of current people, time, and space, not a personal entity formed in an individual's mind. The findings of this study shed light on the development of achievement motivation and can inform efforts to develop multi-ethnic students' positive motivation, which might influence their mathematics achievement and success in school.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.327-336
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• 1998

The purposes of this study were to investigate 6th-graders' use of cognitive strategies and metacognitive strategies in usual learning and testing situations, and to compare the difference in the use of the strategies by students' science achievement, learning motivation, and gender. The relationship among these strategies, science achievement, and learning motivation were also examined, and the portion of variance of explanation for achievement score was studied by a multiple regression analysis. The results showed that high-achieving students used more cognitive strategies and metacognitive strategies in usual learning and more cognitive strategies in testing situations than low-achieving students. Highly motivated students used more cognitive and metacognitive strategies than poorly motivated students in all situations. Elementary female students used more learning strategies than male students in usual learning. On the other hand, no gender differences was found to be significant in the use of strategies in testing situations. These learning strategies were significantly correlated with the science achievement and motivation scores. The cognitive strategies in usual learning accounted for the significant portion of the variance of the achievement score. Educational implications are discussed.

• Proceedings of the Korean Society for the Gifted Conference
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• 1996.04a
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• pp.65-76
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• 1996

• ETRI Journal
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• v.8 no.2
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• pp.45-52
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• 1986

교환망이 점차로 디지틀화 되면서 네트워크내의 클럭 주파수의 불일치에 의해 야기되는 slip 발생에 따른 정보손실은 중요한 문제점으로 대두되었으며 모든 디지틀 교환기는 네트워크내의 기준 주파수에 자체 클럭을 동기시키기 위한 망동기 기능을 수용하며 silp 발생을 방지하고 있다. TDX-1에서는 국내 교환망 동기 체계에 적합한 동기회로계를 개발하여 망동기를 성취하고 있으며 본고는 이 회로계의 특성에 대해 논하고자 한다.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.876-886
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• 2011

This study was carried out to investigate the difference of gender of academic self-efficacy, external motivation, interest and science achievement for high school students of Korea and to verify the structural relationship among these variables using PISA 2006 data. The major findings of this study are as follows. According to Multi-group analysis, Latent means analysis (LMA), where boys were used as the reference group, girls showed lower latent mean values on the academic self-efficacy, extrinsic motivation and interest. Academic self-efficacy was found to have a greater effect on achievement compared to external motivation and interest. According to structural equation modeling (SEM) analysis, academic self-efficacy and extrinsic motivation affected interest. Academic selfefficacy, external motivation, and interest affected science achievement. Lastly, interest mediated academic selfefficacy and external motivation on science achievement.

• The Journal of Korean Association of Computer Education
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• v.18 no.2
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• pp.47-57
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• 2015

In this study, the experiment was carried out on an experiment group of 24 and a control group of 25 in order to investigate the effect of flipped learning on the motivation and academic achievement of elementary students. Research tools such as flipped learning program, motivation questionnaire and academic achievement questionnaire were used. Study procedures consisted of pre-test, experimental process, and post-test in order and the data processing was performed by independent sample t-test and paired sample t-test. The results show that flipped learning has a positive effect on learning motivation and academic achievement. For instance, flipped learning influenced on improvement of motivation elements such as attention and confidence. Also flipped learning has a more effect on low-level students than high-level students in academic achievement.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.511-521
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• 2013

This study aims to investigate the effects of science writing activities on the students' science-related attitude, motivation for learning science, and academic achievement. One hundred and twenty seven second graders of a middle school located in Gyeonggi province participated in this study. The experimental group performed science writing activities, while the comparative group performed problem solving activities at the end of the regular science lessons over 30 class hours. For the students' science-related attitude and motivation for learning science, TOSRA, PALS, and MSLQ were used with some modification and supplementation. For the students' academic achievement, scores on science examinations were used. The results of this study are as follows: First, the test of the science-related attitude showed that science writing activities have positive effects on the cultivation of sciencerelated attitude, as for the sub-factors, 'attitude towards scientific inquiry,' 'pleasure of science lessons,' and 'active attitude towards science'(p<.05). Second, the test of motivation for learning science showed that the science writing activities had positive effect on the improvement in students' motivation, as for the sub-factors, 'difference in values on task' and 'self-efficacy'(p<.05). Third, science writing activities are effective on improvement in the students' academic achievement(p<.05), especially on the high-level achievement group.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.181-182
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• 2019

본 연구는 다문화청소년패널 6차년도 데이터를 활용하여 다문화청소년의 진로장벽과 사회적위축이 성취동기를 매개로 진로결정성에 어떠한 영향을 미치는가를 규명하고자 한다. 분석대상은 다문화청소년 1,283명이다. 주요 분석변수는 독립변수로 진로장벽, 사회적위축, 매개변수로 성취동기, 종속변수로 진로결정성을 분석할 것이다. 이러한 자료분석을 위해 SPSS 21.0을 사용할 것이다.