• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.8
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• pp.5223-5231
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• 2015

The purpose of this study was to examine relations in autonomy support, self-determined motivation, and learning outcomes among college students. The subjects of this study were 231 college students in Jeonnam Province and Daejeon city, sampled by convenience sampling. The result of this study is as follows: First, perceived autonomy support had a significant direct positive effect on identified and intrinsic motivation. Also perceived autonomy support had a significant direct positive effect on learning outcomes and processes. Second, external had a significant positive effect on duty motivation and duty motivation had a direct positive effect on identified duty. In addition to identified motivation had a significant positive effect on intrinsic motivation, learning outcomes and processes. Third, intrinsic motivation had positively influenced on learning outcomes and processes. As the last of the findings, perceived autonomy support, duty motivation and identified motivation had significant effects on learning outcomes and processes. These results imply that perceived autonomy and self-determination motivation is important to enhance academic performance.

• School Mathematics
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• v.18 no.2
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• pp.397-423
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• 2016

Mathematics learning motivation is an important variable which is not only the primary goal of learning mathematics but also mediates the effects of the mathematics learning. Nevertheless, the present learning environment is full of impeding factors which reduce learners' motivation to learn mathematics and mathematical self-regulatory efficacy. The purpose of this study is to offer various suggestions for program to enhance and forster mathematics learning motivation based on empirical findings and theories on motivation, self-regulatory learning, regulatory focus, reducing academic stress and math anxiety. The concrete and practical ideas are suggested in terms of mathematical self-regulatory efficacy, learners' characteristics, learning task. The analysis of the effects revealed a positive effect on mathematical self-regulatory learning.

• 한국벤처창업학회:학술대회논문집
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• 2019.11a
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• pp.61-65
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• 2019

본 연구에서는 청년예비창업가의 창업가정신과 창업동기가 사회적 자본을 조절효과로 창업의지에 미치는 영향에 관한 연구이다. 최근 앞으로의 국가경제를 이끌어갈 청년들의 일자리 부족문제와 청년실업률(15세에서 29세의 경제활동인구 중 실업자의 비율)의 증가에 따른 문제가 대두되고 있다. 이를 극복하기 하고 국가경제발전을 위해선 창업은 매우 중요한 전략 중 하나이며 이를 위해 정부에서는 (청년)예비창업가들의 창업의지를 높이기 위해 다양한 노력하고 있다. 창업의지에 있어 창업가정신과 창업동기가 필수적으로 필요하며 이러한 창업가정신과 창업동기를 가지게 되면 (청년)예비창업가들은 자신들이 부족한 사회적 자본을 확보하기 위해 노력하게 되고 이러한 과정 속에서 사회적 자본을 가지고 있고 없고의 차이로 인한 (청년)예비창업자들의 창업의지에 대해 연구하고자 한다. 그렇기에 창업의지에 있어 창업가정신과 창업동기 그리고 사회적 자본의 중요성을 강조하고자 한다. 본 연구는 첫째, 창업가정신이 창업의지에 영향을 미치는지 여부 분석, 둘째, 창업동기가 창업의지에 영향을 미치는지 여부 분석, 셋째, 사회적 자본이 창업가정신과 창업의지에 관계에서 조절효과를 가지는지 여부 분석, 넷째, 사회적 자본이 창업동기와 창업의지에 관계에서 조절효과를 가지는지 여부 분석 등이다. 현재까지 받은 140개의 설문을 받았으며, 본 연구는 창업가정신과 창업동기가 창업의지에 유의한 정(+)의 영향을 미치는지, 사회적 자본은 창업가정신과 창업의지의 관계에서 정(+)의 조절효과를 가질 것인지, 사회적 자본은 창업동기와 창업의지의 관계에서 정(+)의 조절효과를 가질 것인지 등을 분석할 것이다 앞으로 더 많은 설문지를 통해 가설에 대한 검증을 할 것이며 이에 본 연구결과를 통해 (청년)예비창업가에 창업의지에 있어 창업가정신, 창업동기, 사회적 자본의 필요성을 시사점으로 제시하려 한다.

• (The)Korea Educational Review
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• v.22 no.2
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• pp.133-156
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• 2016

The purpose of this study was to examine the effects of emotion, home environment, school environment on self-regulated learning, focusing on motivational and behavioral regulation. Participants are 2070 students from 95 middle schools of Korean Children and Youth Panel Study(KCYPS). The variables of emotions, home environment, school environment and motivational regulation, behavioral regulation were analyzed using correlation analysis and multiple regression. The results were as follows. First, emotion, home environment, school environment were correlated with on motivational and behavioral regulation. Second, emotion explained motivational regulation and behavioral regulation of self-regulated learning as well as home envionment and school environment. All subvariables of emotion were significantly related to behavior control. Third, among subvariables of home environment, parents education and occupations, and annual household income were not significantly related to motivational regulation and behavioral regulation. However, home economic level perceived by students and parents' interest and abuse on students had great effects. Forth, school environment has a greater explanatory effect on motivational regulation and behavioral regulation. Particularly, friendships and relationships with teachers during learning activities had a significant effect. These results showed that emotion and psychological environment of learning environment are important variables affecting on self-regulated learning and suggests the need for researches on these variables.

• Journal of Digital Convergence
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• v.14 no.5
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• pp.227-236
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• 2016

Co-creation is an important approach to innovation that uses internal and external sources for value creation. This study identified the effects of intrinsic motivation, extrinsic motivation, and the moderating effects of activation factors using multiple regression and moderated multiple regression. To this end, 181 usable questionnaires were collected and analyzed. The result of analysis showed that intrinsic motivation had the significant meaning and the moderating effects of activation factors on the relationship between extrinsic motivation and co-creation participation exist. Companies may use this result to activate the co-creation participation of the customer. The future study analyzed by survey responses in multiple layers will improve the generalization of the study.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.324-336
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• 2022

The purpose of this study was to investigate the moderating effect of interpersonal contact anxiety due to COVID-19 on the relationship between eating-out motivations of Korean and Chinese consumers, dining out, and delivery-takeout. As a result of examining the moderating effect of Korean consumers' interpersonal contact anxiety, it was found that interpersonal contact anxiety had a moderating effect to weaken the positive influence of rational motivation on dining out. As a result of examining the moderating effect of Chinese consumers' interpersonal contact anxiety, it was found that interpersonal contact anxiety had a moderating effect to weaken the positive influence of rational motivation on dining out. But the positive influence of emotional motivation on dining out was increased. Also, it was found that interpersonal contact anxiety had a moderating effect that strengthened the positive influence of rational motivation on delivery, and it also had the effect of weakening the positive effect of emotional motivation on delivery. It was found that interpersonal contact anxiety had a moderating effect to strengthen the positive influence of emotional motivation on takeout.

• Journal of Digital Convergence
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• v.9 no.4
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• pp.157-168
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• 2011

This study examines the moderating role of organizational justice in the relationships between intrinsic motivation and job satisfaction, job involvement. The findings are as follows: First Intrinsic motivation has a significant positive effect on the Job satisfaction and Job involvement. Second, The findings also indicate that distributive justice and procedural justice has a moderating relationship between the personality intrinsic motivation and job satisfaction, job involvement.

• Journal of Christian Education in Korea
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• v.74
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• pp.255-271
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• 2023

Purpose of study: The purpose of this study is to explore the moderating effect of learning motivation in the effect of cognitive presence on cognitive regulation. Research content and method: The subjects of this study were 160 preservice teachers who are enrolled in the Faculty of Education of a university. The survey measured cognitive control, human presence, and learning motivation. Among the collected data, learning motivation was averaged. In addition, a group with low learning motivation and a group with high motivation were distinguished. Next, this study compared the averages of cognitive control by classifying the learning motivation levels. The collected data was analyzed using a multiple regression (Stepwise) method to explore the effect of cognitive presence on cognitive control. First, multiple regression analysis was performed on the entire group. Second, multiple regression analysis was performed by dividing the group with low learning motivation from the group with high motivation. Conclusions and Suggestions: As a result of the analysis, the group with high learning motivation showed a higher level of cognitive control than the group with low motivation. In the group with high learning motivation, only content understanding among the sub-factors of cognitive presence had an effect on cognitive control. In the group with low learning motivation, all factors of cognitive presence were affected.

• Korean Journal of School Psychology
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• v.17 no.3
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• pp.379-399
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• 2020

This study examined the relative influence of the five factors of the self-determination motivation on academic hatred. A total of 938 high school seniors (female 535, 57.0%) across eight schools in Seoul, Incheon, and Gyeonggi province were surveyed a month before Soo-neng (College Scholastic Ability Test). The findings of correlation analyses and hierarchical multiple regression analyses were summarized as follows. Academic hatred showed significant correlations with all the self-determination motivation factors except for introjected regulation. For hierarchical multiple regression analyses, starting with amotivation, the motivation factors indicating low level of self-determination were entered in order. In the final model, amotivation and introjected regulation had positive influence on academic hatred, and intrinsic regulation had negative influence on academic hatred. Specifically, introjected regulation which had no significant effect on academic hatred with amotivation and external regulation showed significant effect after identified regulation was added. Identified regulation lost its significant influence after intrinsic regulation was included. This study was meaningful in that it was the first study to clarify motivational characteristics of academic hatred based on self-determination theory. The study also presented its limitations, implications for school counseling intervention, and directions for future research.

• Journal of Digital Convergence
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• v.16 no.3
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• pp.113-119
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• 2018

The problem of poor learning has been a subject that has been constantly raised in the educational field since the mid 20th century. Therefore, this study classified the components of self - regulated learning into cognitive - control, motive - control, and behavior - control strategies, and examined the effects of self - regulated learning on internal value, self - efficacy, curiosity, and self - confidence. The study was conducted on university students who participated in the program for the study of depression in A university in Changwon city. The results showed that self - regulated learning factors had a positive effect on learning motivation. Second, the learning adjustment factors have a positive effect on self - efficacy. Finally, learning control factors have a positive effect on curiosity and self - confidence. Through this study, we confirmed that a comprehensive guidance system considering interaction is needed because various factors act integrally in the learning process. As a concrete method, it is imperative to develop a learning counseling program that can enhance the motivation level by referring to cognitive, synchronous, and behavioral factors.