• Journal of the Korea Convergence Society
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• v.12 no.3
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• pp.151-164
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• 2021

This study aimed to find ways to reduce self-censorship by identifying the conflict and attribution to the motivation for self-censorship during the curriculum of the College of Arts. The analysis confirmed the significance of each relationship by conducting a correlation and regression analysis between the variables, and the analysis of the effects was based on the significant factors among them. The analysis showed the external locus of control toward self-censorship and interpersonal conflict had a partial mediation effect. In other words, as the degree of conflict in the educational environment increases, art college students are aware of the cause of the problem due to external characteristics such as others, task difficulty, etc., and thus confirmed the conclusion that frustration and shame caused by it become the motive for self-censorship.

• 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 Korea Convergence Society
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• v.10 no.11
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• pp.401-410
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• 2019

The purpose of this research is to clarify the relationship between participation motivation of physical education and welfare service participants and physical health, emotional health and satisfaction of living in an integrated structure. The following results were obtained from the actual analysis by voting for general adult males and females participating in the National Physical Fitness 100 program. It was found that the external motivation had a positive effect on physical health and emotional health, internal motivation had a positive effect on physical health and satisfaction of life. It was found that physical health had a positive effect on emotional health and satisfaction of life and emotional health had a positive effect on the satisfaction of life. Therefore, participants participating in welfare services are expected to maintain their physical fitness and health through of National Physical Fitness 100 program physical strength and to improve the satisfaction of life and emotional health.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.605-619
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• 2019

This study aimed to examine the mediating roles of self-determined motivations on the effect of class climate perceived by middle school students on self-regulated learning ablility. For this purpose, a total of 589 students were selected as subjects in this research. Structural equation modeling was conducted so as to verify the relationship among all the variables. As a results, first, the perceived autonomous class climate had a direct effect on self-regulated learning ability and an indirect effect on self-regulated learning ability through the mediation effect of identified regulation. Second, the perceived controlled class climate had a direct effect on self-regulated learning ability and an indirect effect on self-regulated learning ability through the mediation effect of identified regulation, introjected regulation, and external regulation. This study implies that facilitating autonomous engagement in learning activities will be a effective educational intervention to improve self-regulated learning ability.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.161-169
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• 2018

The purpose of this study was to investigate the effect of alcohol drinking motivation on the drinking behaviors of female college students. It is necessary to examine the drinking behavior of female college students not only for their academic performance and health status but also for future reproduction concerns. The subjects of this study included 296 college students in their 20s. Research data was analyzed using SPSS 24.0 and AMOS 22 statistical programs. Results of this study found academic and human relationships had the greatest effect on the stress level of female college students. In addition, the perception of drinking was more influential on the drinking problem, and female college students who perceived anxiety through the drinking problem tried to change the behavior of drinking. Also, the perception of drinking by the influence of alcohol was more significant than that of drinking by college students who perceived anxiety through drinking problem. Second, if drinking is beneficial in the internal or external motivation of the individual, it maintains drinking behaviors and changes the behavior of drinking when experiencing the problem of drinking. Through these results, we aim to contribute to the reduction of the negative risk of alcohol by understanding the drinking preference of female college students and examining the drinking culture according to drinking motives.

• Proceedings of the KAIS Fall Conference
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• 2010.05b
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• pp.743-748
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• 2010

본 연구는 환자의 의료기관 선택기준에 관한 조사를 실시하는데 있다. 외래, 중 병원에서 검사한 사항을 CD로 담아 타 병원 진료 후 현 병원에 내원한 대상자와 본 병원에서 진료 후 CD를 가지고 타 병원으로 전원 하는 환자 및 보호자를 대상으로 2009년 10월 5일부터 10월 26일까지 본 연구에 동의하는 대상자 302명을 대상으로 하였다. 내원 전원 환자의 물리적 특성에서 주차시설, 주위시설, 의료진 서비스 품질에서는 간호사 친절도, 전문성, 설명, 의료 서비스 품질 특성에서는 의료기기 최신설비, 병원 평판에서는 의료인력 의술, 주위 환경, 병원 외적 요인에서는 진료의 권유 항목이 유의하였다(p<0.05). 내원 시 병원 선택 변수 평균치 검정 결과 중 성별에서는 만족도, 연령별에서는 의료진 서비스품질, 거주지에서는 병원외적요인, 병원지역에서는 병원평판, 만족도, 진료기관에서는 병원평판, 만족도, 진료구분에서는 만족도에서 유의하였다(p<0.05). 전원 시 병원 선택 변수 평균치 검정결과 중 연령별에서는 의료진 서비스 품질, 거주지에서는 병원외적요인, 병원지역에서는 병원평판, 만족도, 진료기관에서는 병원평판, 만족도, 진료 구분에서는 만족도가 유의하였다(p<0.05). 본 연구에서는 내원 전원 환자는 물리적 환경, 의료서비스 품질, 병원 평판 등 을 병원 선택에 중요한 요인들로 지각 하고 있으며 간호사와 주위 사람들의 권유에 의하여 병원을 선택한다고 나타났다. 내원 환자는 의료진 서비스 품질, 병원 평판, 만족도에서 평균치가 높게 나타났다. 전원 환자는 물리적 환경, 의료진 서비스품질, 의료 서비스 품질, 병원 평판, 만족도에서 평균치가 높게 나타났다. 자료 분석은 SPSS 12.0 Window Program을 이용하였다.

• (The)Korea Educational Review
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• v.23 no.4
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• pp.79-99
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• 2017

This study aims at analyzing the course selecting standards of college students including Electives and Major courses. For the purpose of this study, we developed a survey through analyzing previous related-research and conducting interviews and pilot study. Using our survey questions, on- and off-line survey was conducted for 301 college students from November 1st to December 5th. As a result of the survey, college student's course selecting standards consist of five factors including 'convenience in learning', 'characteristics of instructors', 'practicality of courses', 'expectations of and interests in learning', and 'external factors.' With the result of factor analysis, we analyzed course selecting standards of college students divided into Electives and Major courses. For electives, 'convenience in learning' was most considered among five factors, followed by 'expectations of and interests in learning', 'external factors', 'characteristics of instructors' and 'practicality of courses.' On the other hand, 'characteristics of instructors' was the highest consideration of college students when selecting courses in Major subjects, followed by 'convenience in learning', 'expectations of and interests in learning', 'external factors' and 'practicality of courses.' This study examined what standards affect college student's course selection, considering Electives and Major courses respectively. We suggested further study on how college students select their courses and how this affect their satisfaction with college education.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.866-878
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• 2012

The Natural Science High School is specialized in vocational education or training related to natural sciences such as biology or chemistry. Therefore, natural science high school students are expected to possess a high level of science learning motivation. This study aims to explore natural science high school students' level and structure of science learning motivation by comparing students in general high school. One hundred ninety three students from a natural science high school and 208 from a general high school participated in this study. We administered a questionnaire that consisted of seven science motivation components: 1) career motivation; 2) science grade motivation; 3) understanding the relevance of scientific knowledge; 4) need for learning science; 5) self-determination; 6) self-efficacy; and 7) attitudes toward science class. We employed independent t-test, path analysis, bivariate correlation, and stepwise multiple-regression for the statistical analyses. Our findings illustrated that the natural science high school students' levels on all seven variables were significantly lower than the general high school students.' The path analysis illustrated that career motivation and science grade motivation had relatively stronger influence on self-determination and self-efficacy in the natural science high school student sample than in the general high student sample. The explanatory powers of four independent variables (career motivation, science grade motivation, understanding the relevance of scientific knowledge, and need for learning science) predicting self-determination and self-efficacy were 30% higher in the natural science high school student sample than in the general science high student sample. These results suggested that natural science high school students' science learning motivation may be easier to change by extrinsic motivations such as career and science grade motivation.

• Korean Journal of School Psychology
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• v.11 no.1
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• pp.253-274
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• 2014

The present study classified groups based on latent profile of self-determination motivation(amotivation, external motivation, intrinsic motivation), and examined the determinants for each group. The data was collected through panel data of Korea Education Longitudinal Study(KELS), total 5,459 participants who answered questionnaires of self-determination motivation of two times both second grade of middle school and second grade of high school. To identify the change motivational type, standardized residual was conducted using SPSS 17.0., and the latent classes for the change of motivational type was investigated using M-Plus in the frame work of Latent Profile Analysis(LPA). The results indicated that five groups(increase of self-determination, self-determination maintenance, self-determination developmental delay, elf-determination confusion, decrease of self-determination group) were classified based on latent profile. In addition, parental control, academic self-concept, teacher-student relationship, test anxiety, avoidance orientation, gender, father's education, and income were significantly related to each group. Lastly, the implications for directions of the adolescent counseling, limitations and future research are discussed.

• The Korean Journal of Coaching Psychology
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• v.6 no.1
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• pp.33-55
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• 2022

This study examined the effects of 1:1 online coaching for college students on self-directed learning, learning motivation and time management. The coaching program consisted of motivation, behavior and cognitive control, which are sub-factors of self-directed learning. Total of 7 sessions(80 minutes per session) were progressed. Seven participants who wanted coaching, out of the total 16 participants, were assigned to the experimental group. A non-equal control group experimental design was applied. Dependent variables were measured by questionnaire before and after the coaching, and satisfaction survey and post-interview were also conducted after the coaching. ANCOVA was adopted to test the effectiveness of the program. The statistical results indicated that the learning coaching of this study has positive effect on self-directed learning and learning motivation of university students, and has partially positive effect on time management. In addition, the mean of satisfaction survey was 4.85 and participants showed positive responses on the program.