• The Journal of Korean Association of Computer Education
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• v.16 no.1
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• pp.81-95
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• 2013

Academic procrastination has been a concern for educators. The purpose of this study is to investigate the relationship among task value, academic self-efficacy, autonomous motivation, self-regulated learning, and academic procrastination in e-learning courses. Based on the literature review, the path model was proposed and tested with 212 university students who registered in e-learning courses. The results showed that task value and academic self-efficacy positively influenced autonomous motivation and self-regulated learning, and autonomous motivation and self-regulated learning reduced the level of academic procrastination directly or indirectly. Implications and strategies to reduce procrastination were discussed based on the findings.

• 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.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.87-112
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• 2013

Gifted education, receiving private tutoring and prerequisite learning, is emerging as a remarkable phenomenon currently in Korea. Hence, we need to find out that whether prerequisite math learning influences academic achievement in any aspect after they enter the center. In this paper, we investigate the effect of mathematics prerequisite learning of gifted students focused on the their self-efficacy, achievement motivation and academic achievement. As a result, the period of mathematics prerequisite learning did not influence academic achievement of gifted students. However, the correlation between self-efficacy and achievement motivation was positive.

• 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.

• Journal of Digital Convergence
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• v.15 no.8
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• pp.311-321
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• 2017

This study was conducted to investigate learning motivation, communication skill, academic self-efficacy which influence self-directed learning ability in nursing students. A total of 194 second year students were recruited from nursing department in Gwangju. Structured questionnaire was self-administrated from November 2 to 30, 2015. In self-directed learning ability, there were significant differences in gender, personality disposition, applied motivation, satisfaction on major, satisfaction of campus life, and school grade. In multiple regression analysis, learning motivation, communication skill, academic self-efficacy, satisfaction on major and school grade were significant factors of self-directed learning ability explaining 53.1% of the variables. In conclusion, to enhance self-directed learning ability for nursing students, it is necessary to develop program and curriculum for increasing learning motivation, communication skill, and academic self-efficacy.

• Korean journal of communication and information
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• v.37
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• pp.43-72
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• 2007

This article is media education uses type of a middle high school students and research about effect that is taking media education. Measured media education uses motivation, studies own effect academic self-efficacy, media competence and school achievement for this research. As analysis result, priority media education uses motive was 'teaching convenience/help sought', 'Information/education method picking up sought', 'new teaching/communication thoroughgoing sought', 'ability elevation pursuit', 'self-regulating education sought', 'up-to-dateness sought', 'New knowledge/education sought' of order. By next time, only 'new knowl edge/education sought' motive caused positive effect in studies own effect among media education uses motive. Among media education uses motive, 'teaching convenience/help sought', 'Information/education method picking up sought', 'New study/communication thoroughgoing sought', 'self-regulating education sought', 'up-to-dateness sought' motive caused positive effect in media competence. Also, it caused positive effect among media education uses motive 'self-regulating education sought' and 'new knowledge/education sought' in students' school achievement. Finally, 'academic self-efficacy' is 'media competence' more in school achievement influence. Media education influenced new teaching method and ability elevation to some students. But, academic self-efficacy and school achievement did not cause big effect students. However, media education influenced in some students' media competence elevation.

• Journal of the Korean Applied Science and Technology
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• v.40 no.3
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• pp.374-384
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• 2023

Universities that previously targeted in 20s have recently diversified their operation methods, founding purposes, and target. With a significant decrease in the school-age population relative to the number of universities, universities are making their best efforts to secure new students and minimize student attrition. In this study, an online survey was conducted to empirically examine the effects of motivation for major selection and sense of belonging on learning persistence intention among students in beauty-related departments at 2-year and 4-year general universities and cyber universities. The collected data from 119 students at general universities and 113 students at cyber universities were analyzed using SPSS 28. The key findings can be summarized as follows: For general universities, motivation for major selection did not have a significant effect on learning persistence intention, but sense of belonging had a significant positive effect. Additionally, an interaction effect was observed, indicating that as the sense of belonging increased, extrinsic motivation significantly increased learning persistence intention. For cyber universities, intrinsic motivation and sense of belonging among motivations for major selection had a significant positive effect on learning persistence intention, while the moderating effect of sense of belonging in the relationship between motivation for major selection and learning persistence intention was not significant. In summary, for general universities, the factor that influenced students' learning persistence intention was a sense of belonging to the university, while for cyber universities, intrinsic motivation played a significant role. These findings are expected to provide meaningful insights and data for universities to develop effective policies for preventing student attrition.

• Journal of Korean Home Economics Education Association
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• v.17 no.3 s.37
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• pp.109-121
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• 2005

The Purpose of this research was to find out differences in motivation and achievement by gender between traditional group and ARCS group. The subjects were 217 first graders in six different classes from a middle school in Daegu. Each Class had Five lessons during 5 weeks. The collected data were analyzed using descriptive statistics, ANOVA and ANCOVA by SPSS 10.0 program. The results of this study are as follows : First, the ARCS group showed significantly higher score than the control group in motivation. But no significant difference was found between boys and girls and in interactive effects. Statistically significant differences were found in three factors of motivation - attention, relevance and satisfaction - from the ARCS model, but no significant difference in confidence. Second, there was no significant difference in students' achievement.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.519-529
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• 2020

The purpose of this study is to establish a model for predicting academic achievement of college students and to reveal the interrelationship and relative influence of each factor. For this, we surveyed the personal factors and learning strategy factors of 1,310 learners at J University, and analyzed the discriminant factors and patterns of the predictors of academic achievement through the decision tree analysis, a data mining method, and examined the relative effects of each factor. Binary logistic regression analysis was performed for viewing. As a result, the most important factor for predicting academic achievement was efficacy, and other factors such as motivation, time management, and depression were predictive of academic achievement. The patterns of factors predicting academic achievement were found to be high in efficacy and time management, and high in motivation for learning even if the efficacy was moderate. Low efficacy and learning motivation, and high depression have been shown to decrease academic achievement. Based on these results, the study suggested the efficacy and motivation to improve academic achievement of college students, strengthening time management education, and managing negative emotions.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.575-584
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• 2014

Lately, as the importance of software and the software education has been emphasized, the studies on ways of teaching programming to elementary students have been actively progressed. However, most of undergraduates as prospective elementary teachers who will be in charge of teaching programming at the elementary schools have a lack of interest in programming education as well as of the understanding of basic programming principles. Therefore, this study investigated how programming education using hands-on robot and scratch affected learning motivation and academic achievement of preliminary teachers. The comparison of results of two programming educations shows that the programming education using hands-on robot revealed statistically significant difference in learning motivation and academic achievement.