• Journal of Science Education
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• v.42 no.2
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• pp.230-241
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• 2018

This study was conducted to see how science classes using astronomical observations software could affect elementary students' scientific learning motivations and academic achievements. For this, 24 sixth graders of G Elementary School were designated as experimental groups to provide classes in which astronomical observation software was used. The experimental treatment period was 4 weeks and the results were as follows. First, elementary science classes that used astronomical observation software were effective in boosting scientific learning motivation. Second, elementary science classes that used astronomical observation software were effective in enhancing academic achievements. From these study results, we could confirm that elementary science classes that used astronomical observation software were effective for elementary school students' motivation and academic achievements.

• 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.

• The Journal of the Korea Contents Association
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• v.16 no.7
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• pp.640-650
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• 2016

This study was conducted in order to develop an education program based on simulation with problem-based learning, to apply it to nursing students, and to examine its effects on the students' learning motivation, learning strategy, and academic achievement. The subjects of this study were 69 seniors majoring in nursing. Education based on simulation with problem-based learning was applied to the students from September to October in 2015, and then a questionnaire survey was conducted on their learning motivation, learning strategy, and academic achievement. According to the results of this study, the education based on simulation with problem-based learning reduced the nursing students' other-directed motivation (external motivation), increased their self-regulation motivation (identified motivation, intrinsic motivation), and improved their use of resource management strategies. In addition, academic achievement (academic performance, and educational satisfaction) was in a positive correlation with identified motivation and learning strategies (cognitive strategy, meta cognitive strategy, and resource management strategy). In conclusion, education based on simulation with problem-based learning was found to be an effective education strategy for enhancing nursing students' autonomous motivation and improving their use of resource management strategies. Thus, it is necessary to promote the application of simulation with problem-based learning in various care situations and to study factors and parameters influencing learning related variables.

• Korean Journal of School Psychology
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• v.9 no.3
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• pp.485-503
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• 2012

Academic engagement has been known as a strong predictor of students' cognitive and affective outcomes in an educational context. Despite increasing interest and theoretical usefulness of this construct, a few researchers seem to be interested in the validation of instruments to measure academic engagement for Korean students. Thus, this study would like to introduce one of academic scales widely used, UWES-S(Utrecht Work Engagement Scale-Student) (Schaufeli et al., 2002a: 2002b) and to validate the UWES-S for Korean college students. To validate the Korean version of the UWES-S, 651 college students (285 for Field Trial, 366 for Main Study) were used. The procedure is as follows. First, we used an integrated adaptation procedure to produce a Korean version of the UWES-S. Second, EFA(exploratory factor analyses) was applied to explore the factor structure of the UWES-S on the field trial data. Third, the psychometric properties of the UWES-S items were examined by graded response model(GRM). Also CFA(confirmatory factor analysis) was used to examine its internal construct validity for the data from the main study. Finally, the external validity of the UWES-S was scrutinized with the related variables such as academic motivation and satisfaction. As a result, the Korean version of the UWES-S with 13 items was accepted that the four items were excluded from its original version. Second, the internal validity was supported that the 3 factor CFA model(vigor, dedication, absorption) fit the data well. Third, we supported the partial mediation model that academic engagement played as a mediating variable between academic motivation(internal/external) and academic satisfaction. Finally, the differences between a validation of UWES-S for Korean college and high school students, the necessity of construct equivalence testing, and direction for future research of scale validating were discussed.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.1014-1023
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• 2013

Rapid developments of Information and Communication Technologies(ICT) have made people learn with online contents allowing learning at onilne universities. The environments of offering educational contents at online universities differ from those at offline-based ones, so that alternative variables need to be considered in order to enhance learning effectiveness in online settings. In this study, the effects of Self-Regulated Learning(SRL) and motivation on learner-instructor interactions and academic performance in an online university were addressed. As a result, SRL and motivation not only directly affected both interactions and achievements, but also indirectly affected achievements via interactions. Also, learner-instructor interactions were directly effective on learning achievements. The implications of the research included comprehensive understandings of the structural relationships of teaching- and learning-related variables on learning. Suggestions were made based on the results.

• 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

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.57-74
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• 2007

The purpose of this study was to investigate differences in adolescent's academic motivation, which is composed of intrinsic learning motivation and extrinsic learning motivation, by family strengths and parent's expectation styles. The subject of this study were 508 students who were selected at random from second, and third grade of middle school in Daegu. Factor analysis and MANOVA were employed for data analysis and Scheff test for post - hoc analysis. The main findings of this study were as follows: First, there were significant differences in learning motivation of adolescents according to the degree of family strengths. More specifically, adolescents who perceived their family strengths to be high had higher intrinsic learning motivation than adolescents who perceived their family strengths to be middle and low. Second, there were significant differences in intrinsic learning motivation of adolescents according to the parent's academic expectation styles. Adolescents who perceived their parent's academic expectation styles paternal support-maternal support, paternal pressure-maternal support, and paternal support-maternal pressure showed higher intrinsic learning motivation than adolescents who perceived their parent's academic expectation styles paternal pressure-maternal pressure. Third, there were significant differences in intrinsic learning motivation of adolescents according to the parent's academic expectation styles and the degree of family strengths. In adolescents group who perceived their family strengths to be low, adolescents who perceived their the parent's academic expectation styles to be paternal support-maternal support, paternal pressure-maternal support and paternal support-maternal pressure had higher intrinsic learning motivation than adolescents who perceived their the parent's academic expectation styles to be paternal pressure-maternal pressure.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.187-221
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• 2008

Although academic interest, the intersection of cognition, emotion, and motivation, is a primary goal of learning and mediates the effects of learning, the present learning environment is full of impeding factors which undermine learner's interests in learning situation. The purpose of this study is to examine current state of academic interests of Korean students and to identify several potential causes of developmental declines in academic interests. It has been consistently found that academic interests in various school subjects decrease with age and grade in school. Three potentially contributing factors to the observed loss of academic interests are mainly discussed: deprived autonomy, severe competition, and normative evaluation. Based on theories on interest and motivation, and empirical findings, various prescriptions are also suggested for designing an interest-based learning environment in order to trigger and enhance learner's academic interests.

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.523-535
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• 2013

The purpose of the present study is to investigate the factors which affect academic achievements among gifted students' intellectual and personality characteristics. For this purposes, 125 science gifted students' learning ability test and NEO personality test data were collected and analyzed along with the school achievement scores. According to the results of this study, there are significant relationships between academic achievements and conscientiousness, executive function, and learning motivation. Based on the achievement level, there are positive correlation between academic achievement and conscientiousness in a high academic achievement group. For the middle academic achievement group, there are positive relationship with executive function and learning motivation attention but negative relationship with extraversion. For the low achievement group, concentration was the only factor highly correlated with academic achievement. For the high academic achievement group, conscientiousness is a significant predictors of academic achievement; for middle academic achievement group, executive function and learning motivation were the significant predictors; for low academic achievement group, concentration was the significant predictors of academic achievement. Results were discussed in terms of practical value of enhancing gifted students' academic achievement.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.357-370
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• 2022

In this paper, we developed an augmented reality learning tool suitable for chemical bond learning and proposed a process-oriented guided inquiry learning using mobile augmented reality (POGIL-MAR) to find out how it affects science achievement, science learning motivation and learning flow. Participants were 139 10^th-grade students from a coeducational high school in Gyeonggi-do, and they were randomly assigned to the control group (TL), the treatment group 1 (POGIL), and the treatment group 2 (POGIL-MAR). They learned the concept of the chemical bond from the Integrated Science subject for four class periods. Results of two-way ANCOVA revealed that the POGIL-MAR group scored significantly higher than the other groups in a science achievement test, science learning motivation test, and learning flow test, regardless of their prior science achievement. In addition, in the case of the low-level group, the POGIL-MAR group showed a statistically significant improvement in achievement compared to the TL and POGIL groups. The MANCOVA analysis for sub-factors of science learning motivation show that the POGIL-MAR group had significantly higher scores in intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. In particular, the interaction effect between the teaching and learning method and the level of prior achievement was significant in the intrinsic motivation. Meanwhile, the MANCOVA analysis for sub-factors of learning flow show that the POGIL-MAR group had significantly higher scores in clear goals, unambiguous feedback, action-awareness merging, sense of control, and autotelic experience. Based on the results, educational implications for effective teaching and learning strategy using mobile augmented reality are discussed.