• Journal of the Korean Chemical Society
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• v.57 no.1
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• pp.147-158
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• 2013

This study is to search an optimal model on causal relationships of the motivations to learn and motivation strategy in chemistry education. The participants in this study are consisted of G and I high schools students (487) in Gwangju. They all answered to the questionnaire. Model I is hypothesized to be path model of the mediation between 'self-efficacy, achievement need, and entity theory of intelligence' and 'learning strategy and self-handicapping tendency of motivation strategy' by goal orientation to explore variables of study effecting the motivation strategy. And Model II is hypothesized path model of the mediation between goal orientation and 'learning strategy and self-handicapping tendency' by 'self-efficacy, achievement need, and entity theory' to explore variables of study effecting the motivation strategy. Based on these models, structural equation modeling techniques are used to evaluate for the path model among goal orientation(learning, performance approach, and performance approach goal orientation), self-efficacy, achievement need, entity theory of intelligence, self-handicapping tendency, and learning strategy in chemistry education. As the results, Model II is considered. Goodness-of-fit indexes of this model related modification models are identified and analyzed in phases. And this model is accomplished by correcting the model the fifth time to enhance goodness-of-fit indexes. In this optimal model II-5 (Fig. 3) on causal relationships of the motivations to learn and learning strategy (p

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.92-99
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• 2019

This study empirically analyzed the effects of elderly people participating in lifelong learning on their psychological well-being. For this purpose, 160 elderly people who participated in lifelong education programs in hospitals C and D located in Cheonan city were selected as the subjects. A survey was conducted for 10 days, from May 8, 2019 to May 17, 2019. First, does the goal-oriented factor, which is part of the lifelong learning motivation of the elderly, have a positive effect on their psychological well-being? Second, does the activity-oriented factor of the elderly have a positive effect on their psychological well-being? Third, does the learning-oriented factor of elderly people's motivation for participating in lifelong learning have a positive effect on their psychological well-being? To answer these research questions, variables such as gender, age, marital status, and education level were controlled through correlation analysis, and simple regression analysis was also performed. The results of the direct effect analysis showed that goal-orientation (${\beta}=.244$; p<.001) and activity-orientation (${\beta}=.321$, p<.001) have statistically significant positive effects on psychological well-being. However, a learning-orientation (${\beta}=.284$, p>.001) was found to have no statistically significant effect on psychological well-being. Based on these findings, lifelong learning programs for the elderly should be more goal-oriented and activity-oriented than learning-oriented to promote the psychological well-being of the elderly.

• Journal of dental hygiene science
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• v.12 no.4
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• pp.375-382
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• 2012

This research will target the Dental Hygienics students to identify the level and type of the $2{\times}2$ achievement target orientation, and will study how this achievement target orientation is related to the Self-Regulated Learning, as well as the effect on the each sub elements of the Self-Regulated Learning (SRL). Among the $2{\times}2$ achievement target orientation of all the female university students, the skillful approach was found to be highest. In case of the adjustment of the motivation following grade, intrinsic value of the 1st grader was higher than the intrinsic value of the 2nd and 3rd graders. As for the behavior adjustment, the 3rd grader's time and studying adjustment were found to be higher. Mean while, pursuit of the cooperation was found to be high compared to the time and studying adjustment of the1st and 2nd graders. Second, intrinsic value, overt goal orientation, and studying environment adjustment among the SRL's subelements, manifested significant correlation with all the sub elements of the $2{\times}2$ achievement target orientation. As for the elements that affected cognition adjustment, grade and skillful approach were found to exert significant effect on the performance adjustment. As for the element that affects behavior adjustment, grade and skillful approach exerted significant effect on the sub elements of the behavior adjustment. Analysis on the effect of the achievement target orientation and SRL implies that the direction of the students' learning goal can be modified and that they can learn effectively by using the SRL appropriately. When the two elements are factored in carefully, the key findings could serve as a base data that can motivate the students, inducing effective learning process.

• 전자공학회논문지 IE
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• v.49 no.2
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• pp.65-74
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• 2012

The purpose of this study is to verify the prediction of mastery-approach goal orientation, task value, and self-regulated learning strategy on academic satisfaction and achievement of cyber engineering university students. For this study, 219 engineering students of H cyber university who enrolled in the spring semester of 2011 was chosen and completed web surveys. A hypothetical model proposed included mastery-approach goal orientation, task value, and self-regulated learning strategy as predictors, and academic satisfaction and achievement as criteria variables. The results of this study through multiple regression analysis indicated that task value(${\beta}$=.401) and self-regulated learning strategy(${\beta}$=.401) predicted significantly on academic satisfaction. In addition, self-regulated learning strategy(${\beta}$=.301) and mastery-approach goal orientation(${\beta}$=.196) predicted significantly on academic achievement. The result of this study suggested that mastery-approach goal orientation, task value, and self-regulated learning strategy should be considered for improving academic satisfaction and achievement in cyber engineering education.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.16 no.2
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• pp.137-144
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• 2016

The purpose of this study is to investigate the structural relationships among goal orientation, teaching presence, approaches to leaning, satisfaction and academic achievement. For this study, the web survey was administered to 235 learners who participated in distance lifelong education centers of A, B, and C university in South Korea. Structural equation modeling (SEM) analysis was conducted in order to examine the causal relationships among the variables. The results indicated that first, mastery-approach goal and teaching presence had positive effects on deep approach. Second, mastery-approach goal showed negative effects on surface approach, while teaching presence did not. Third, deep approach had positive effects on satisfaction, Fourth, surface approach had negative effects on satisfaction. Fifth, deep approach showed positive effects. Last, surface approach showed negative effects on academic achievement. Based on the result of the research, the study propose the constructive foundation for providing strategies raising the satisfaction and academic achievement in distance life-long education.

• Journal of the Korea Convergence Society
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• v.10 no.10
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• pp.275-281
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• 2019

This study aimed to analyse the mediating effects of learning attitudes in respect to the correlation between achievement goal orientation and learning flow. For the purpose, this study surveyed achievement goal orientation, learning flow and learning attitude of beauty specialized high school students located in Jeonnam with the use of a questionnaire. 335 copies of the answers were analysed with the use of the SPSS(PASW, ver 21.0). The results are presented as follows: Mastery approach of the achievement goal orientation and learning attitude had a significant effect on learning flow. It was discovered that learning attitude had a partial effect on the relations between mastery approach and learning flow, but it was reported that it had a complete mediating effect on the relations between performance avoidance and learning flow.

• Journal of Convergence for Information Technology
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• v.11 no.8
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• pp.151-159
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• 2021

The purpose of this study was to examine the mediating effects of Positive Psychological Capital on the relationship between Small Business Enterpreneur's Learning Goal Orientation and Work Engagement. In order to achieve the purpose of research, the survey results of 300 small business Enterpreneurs who participated in the K-BIZ's Small Business Enterpreneurs Support Program were used for analysis. The collected data were analyzed using frequency analysis, reliability analysis, confirmatory factor analysis, descriptive statistical analysis, correlation analysis and structural equation model. The results of this study were as follows: First, learning goal orientation of small business enterpreneurs had positive effect on positive psychological capital. Second, positive psychological capital of small business enterpreneurs had positive effect on work engagement. Third, positive psychological capital of small business enterpreneurs had full mediating effect on the relationship between learning goal orientation and work engagement. Based upon these results, several suggestions were suggested to promote small business enterpreneurs' learning goal orientation, work engagement, and positive psychological capital.

• The Journal of the Korea Contents Association
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• v.20 no.10
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• pp.654-678
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• 2020

Job crafting has gained prominence in organizational practice as an important factor to cultivate positive performance, the purpose of this study is to present theoretical and practical implications of job crafting by examination of the effective variables that induce job crafting. We verify the correlation between shared leadership and job crafting and the mediating effect of learning goal orientation and knowledge sharing in the relationship between these two variables. Hypotheses were established on the basis of precedent research and various theories including social cognitive theory and affective events theory. The data were collected by conducting online surveys of 318 office workers who have served in various domestic organizations. The reliability and validity of the collected data were verified by SPSS 25.0 and AMOS 25.0, and the hypotheses were analyzed by SPSS process macro 3.0. The study found that shared leadership yields positive effects on the learning goal orientation, knowledge sharing and job crafting of participants respectively and that learning goal orientation and knowledge sharing have a mediating effect in the relationship between shared leadership and job crafting. The results of this study present the effectiveness of shared leadership to facilitate the job crafting and implications and future research measures for the organization to develop a system for activating shared leadership, and for strengthening learning goals orientation and knowledge sharing.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.6
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• pp.2138-2143
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• 2010

The purpose of this study was to investigate the relationship of academic achievement and the achievement goal of students of Department of occupational therapy in Gyeongnam Province. 106 students in the department of occupational therapy filled out a questionnaire. For this study, Elliot & Church's Achievement Goal and GPA were used. The achievement goal was subdivided into the mastery goal, the performance approach goal, and the performance avoidance goal. The GPA from the previous semester was used. The results of this study were as follows. Female students received higher grades on all of the Achievement Goals than male. The results of the performance approach goal decreased as the students' class seniority increased. The performance approach goal showed academic achievement correlated positively with performance approach, but correlated negatively with the performance avoidance goal. The negative achievement goal got lower as the seniority of students increased. On the basis of these results, an educational approach is necessary for the positive achievement goal where an understanding of the students' individual characteristics are account for in the achievement goal.

• Korean Journal of School Psychology
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• v.18 no.2
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• pp.153-174
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• 2021

The purpose of this study is to verify antecedent variables that positively influence behavioural engagement during school engagement, which is critical to adolescent socialization. The antecedent variable was categorized into the personal characteristics of adolescents who are the main agents of socialization and peer support and teacher support, which can be called social support at school sites. Individual characteristics include strength recognition, strength utilization, and learning goal orientation, and, peer supports include the supports for personality strength and academy, and, teacher supports include the supports for personality strength and perspective change. For this study, a survey was conducted on 539 high school students nationwide, collected data, 33 of them were removed, and 506 data were analyzed. Analysis shows that only learning goal orientation set as a sub-factor of individual characteristics has a static significant effect on behavioral engagement. Finally, based on the findings, we discuss the implications, limitations, and future research tasks of the study.