• Journal of Families and Better Life
• /
• v.3 no.1
• /
• pp.69-76
• /
• 1985

This study was attempted to investigate the relationship between the academic achievement and the internal and external motivation of academic achievement. Here, the internal motivation of academic achievement refers to the case that a student feels the necessity of study and h satisfaction, expects rewards, or has interest in his study; external motivation of academic achievement means that a student has outward motivation such as other's recognition, rewards, or compulsion. As the result of this study, there showed significant difference in the academic achievement in proportion as the level of internal and external academic achievement motivation (P<.001). the students with the higher internal motivation and the lower external motivation turned out to have the highest effect of academic achievement; on the other hand, the students with the lower internal motivation and the higher external motivation showed the least academic achievement. There was 11.60 points-difference on the average between those two groups in terms of grade. The academic achievement and the internal motivation shows significant correlation(r=.25, P<.001) while academic achievement and the external motivation presents negative tendency (r=-.10). Through the results of regression analysis, the estimation of the academic achievement by the two variables to academic achievement motivation was 6.22%(P=.0001)

• Journal of Integrative Natural Science
• /
• v.9 no.2
• /
• pp.144-151
• /
• 2016

The purpose of this study is to investigate the emotion effects on academic achievement for university students. The results are as follows. Resulting on the each emotions difference by the statistical variables, anxiety scores by gender showed a significant difference in the p<.01 level(F=7.685). The males anxiety(2.478, standard deviation: 0.180) had significantly lower scores than females(3.076, standard deviation: 0.168). But fear, anger, activity, and sociability scores were not significantly different respectively between male and female students. To see the emotions effect of academic achievement, the analysis method of the linear regression line was used. As the result, anxiety, fear, anger, activity, and sociability did not significantly influence academic achievement. And so unlike previous methods, the analysis method of the quadratic regression curve was used. As the result, anxiety, fear, anger, activity, and sociability showed did significantly influence academic achievement respectively within 5% of statistical significance level, to more than F=3.06. Therefore, the values on academic achievement of the each anxiety, fear, anger, activity, and sociability showed a quadratic regression curve. That is, [Academic achievement]=$-0.9685{\times}[Anxiety]^2+5.1342{\times}[Anxiety]+8.2679$,[Academic achievement]=$-1.0638{\times}[Fear]^2+5.5694{\times}[Fear]+7.5635$,[Academic achievement]=$-1.3497{\times}[Anger]^2+9.1284{\times}[Anger]+0.6720$,[Academic achievement]=$-1.0589{\times}[Activity]^2+7.4386{\times}[Activity]+1.8272$,[Academic achievement]=$-1.6830{\times}[Sociability]^2+11.2325{\times}[Sociability]-3.8258$. Therefore, we were able to determine the following conclusions. First, we were able to predict the degree of academic achievement by the each emotions scale. Second, when the each emotion scores of students was a moderate, the academic achievement was most excellent. So, in order for the students to become higher academic achievement, the maintenance of medium degree of the each emotions scores is required.

• International Journal of Human Ecology
• /
• v.13 no.1
• /
• pp.17-28
• /
• 2012

This study determines what affects the academic achievement of senior high school students in the context of the individual, family, and school environment. The sample selection consisted of 1484 high school seniors in Korea. The following are the results of this study: First, female students scored higher in academic achievement than male students. Second, academic achievement by male students was related to levels of school satisfaction, academic motivation, and family strength, while academic achievement by female students was related to levels of parents' education, family income, ego-resiliency, school satisfaction, academic motivation, and family strength. Third, the most important predictor of academic achievement for male and female students is academic motivation, followed by school satisfaction. The present study highlighted the necessity to develop academic achievement improvement programs appropriate for both genders of senior high school students.

• Korean Journal of Child Studies
• /
• v.31 no.6
• /
• pp.1-13
• /
• 2010

This study examined the time-dependent effects of changes in private education on the trajectories of academic achievement among early adolescents. Five-wave data was employed from the KYPS; the participants being 2844 (1524 boys, 1320 girls). All were 4th graders in 2004 and became 8th graders in 2008. Latent growth curve model indicated that academic achievement significantly decreased over the five time points, but there were significant individual differences as well. Participants who reported higher initial levels of academic achievement tended to decrease in academic achievement more slowly over time compared to participants who reported lower levels of initial academic achievement. The effects of private education on academic achievement were at their most powerful when participants were in the 4th grade. Private educational experiences among 6th graders had relatively less influence upon the academic achievement of 7th graders.

• Human Ecology Research
• /
• v.53 no.5
• /
• pp.503-517
• /
• 2015

This study examined the relationships among children's perspectives on achievement-oriented parenting style, ego-resilience, school adjustment, and academic achievement. In order to analyze the associations, the study conducted a secondary analysis of the data found in the Korean Children and Youth Panel Survey (KCYPS) 2010-2011, which was a non-randomized controlled study designed with a longitudinal follow-up. We analyzed 1,212 students who were in the fourth and fifth grade at elementary school with Structural Equation Modeling (SEM). The results were as follows. First, higher achievement-oriented parenting style was associated with higher ego-resilience that contributed to higher academic achievement and higher school adjustment. Second, higher achievement-oriented parenting style was directly related to lower academic achievement and lower school adjustment. The findings support that children's ego-resilience is an important factor to improve school adjustment and academic achievement. In addition, the achievement-oriented parenting style is not helpful for their children's school outcomes (such as academic achievement and adjustment) even though parenting style improved their children's ego-resilience. Ego-resilience that is developed by achievement-oriented parenting style is likely to enhance children's school adjustment and academic achievement. The study presents policy and practice implications, limitations and areas for further research.

• International Journal of Advanced Culture Technology
• /
• v.11 no.2
• /
• pp.73-81
• /
• 2023

We conducted a survey related to study methods to identify the factors that have an influence on the academic achievement of university students and analyzed the results of this survey for correlation with students' GPA, which represents academic achievement. Test preparation and effective study habits were found to be the most important factors in overall student achievement. However, when divided by grade, maintaining health and satisfaction with school life are the most important factors for sophomores. Rather, in grades 3 and 4, time spent maintaining health is negatively reflected in improving academic achievement. Divided into gender, male students review or daily academic effort is an important factor in academic achievement, but in the case of female students, there is no difference in relative academic achievement because the amount of review and academic effort are small. For students who have experienced military service, review and test preparation are important to academic achievement, but for students who have not experienced military service, review has no effect on relative academic achievement.

• Korean Journal of Child Studies
• /
• v.30 no.1
• /
• pp.1-10
• /
• 2009

This study examined academic achievement of children in female marriage immigrant families (MIF) and children in general families (GF). Subjects were 78 MIF and 82 GF children recruited from Chungcheong and Jeolla provinces. Academic achievement was determined by questionnaires completed by their teachers; intelligence was measured with standardized intelligence tests. Data were analyzed by two-way ANOVA and ANCOVA. Results showed that (1) academic achievement of MIF children was lower than that of GF children in overall academic achievement and individual subject achievement. (2) The difference in academic achievement between the two groups remained after controlling for intelligence. Results of this study illustrate the urgent need for supportive policy to enhance the academic achievement of MIF children.

• Journal of the Korean Home Economics Association
• /
• v.49 no.3
• /
• pp.23-37
• /
• 2011

This study attempted to examine the influences of achievement pressure from parents and the discrepancy of real self and ideal self on the academic achievement motivation among adolescents. To achieve the purpose of this study, a survey was conducted among 1140 students including 559 middle school students in second grade and 581 high school students in second grade in Seoul and Gyeonggi-do. The results of the study showed that male students were more effected by the achievement pressure from parents than female students and the ideal discrepancy of self-discrepancies had a greate effects on academic achievement motivation regardless of gender. In conclusion, higher achievement pressure and lower ideal discrepancy represented higher academic achievement motivation.

• Knowledge Management Research
• /
• v.9 no.4
• /
• pp.1-16
• /
• 2008

The purpose of the present study is to explain the effects of academic self-efficacy, self-regulated learning and online task value on academic achievement and learning transfer in corporate cyber education. 202 students who completed S corporate's cyber courses in 2007 and responded to all survey participated in this study. A hypothetical model was proposed, which was composed of academic self-efficacy, online task value and self-regulated learning factors as prediction variables, and learning transfer as well as academic achievement factors as outcome variables. The results of this study through regression analysis as follows. First, learners' academic self-efficacy, self-regulated learning and online task value predict learners' academic achievement significantly. Second, except for academic self-efficacy, learners' self-regulated learning and online task value predict on learners' learning transfer significantly. Third, academic achievement plays a role as mediating value in predicting academic achievement by online task. It implies that learners' academic self-efficacy, online task value and self-regulated learning which predict learners' academic achievement and learning transfer should be considered in developing strategies for the design and operation of cyber courses.

• The Korean Journal of Emergency Medical Services
• /
• v.25 no.3
• /
• pp.49-61
• /
• 2021

Purpose: The study investigated the effects of self-directed learning, learning flow, and academic self-efficacy variables on academic achievement. Methods: This is a descriptive correlation study to understand the effects of self-directed learning, learning flow, and academic self-efficacy on academic achievement. Results: There is a significant positive correlation between the participants' self-directed learning, learning flow, academic achievement, and academic self-efficacy. Self-directed learning and learning flow influenced academic achievement, while academic self-efficacy was found to have a partial mediating effect. As indicated above, academic self-efficacy and self-directed learning were significant predictors of academic achievement. Conclusion: The study results can be used as basic data to conduct future studies. Furthermore, results can inform the development of educational programs that enhance self-directed learning, learning flow, and academic self-efficacy to improve students' academic achievement in the department of emergency technology.