• Journal of Korean Elementary Science Education
• /
• v.35 no.3
• /
• pp.316-325
• /
• 2016

The purpose of this study was to identify the influence of emotional intelligence and achievement goal orientation on career maturity for elementary scientific gifted students. For this purpose, emotional intelligence test, achievement goal orientation measure and career maturity test were used. Sample of the study was consisted of 107 science gifted students and 98 general students in Y City, Gyeonggi Province. The results of this study were as follows. First, scientific gifted students showed higher score than general students, whereas general students had highest score in type of avoidance goal orientation of achievement goal orientation. Also, scientific gifted students showed highest score in mastery goal orientation of those. Second, the correlation between emotional intelligence and career maturity of scientific gifted students showed significantly positive score in almost all the subelements. As a result of conducting a regression analysis on the influence of emotional intelligence on career maturity of scientific gifted students, job planning and self-understanding of career maturity were impacted by emotional intelligence, whereas independence was low influence by emotional intelligence. Third, for the correlation between achievement goal orientation and career maturity of scientific gifted students, mastery goal orientation of achievement goal orientation had positive relationship in almost all the subelements, whereas mastery avoidance goal orientation and performance-avoidance goal orientation had negative correlation. Also, as a result of conducting a regression analysis on the influence of achievement goal orientation on career maturity of scientific gifted students, achievement goal orientation had influence on all the subelements of career maturity.

• Korean Journal of Child Studies
• /
• v.29 no.3
• /
• pp.289-301
• /
• 2008

The present study examined the relationship between parental academic achievement pressure and self-efficacy mediated by student's achievement goal orientation among elementary school students. The 638 participants were fifth graders living in a metropolitan area. Analyses revealed that children who were high both in performance-goal and mastery-goal orientation reported highest perceived parental academic achievement pressure and self-efficacy. Performance-goal orientation played a mediation role in the relationship between parental academic achievement pressure and self-efficacy, while mastery-goal orientation did not. The limitations of the present study and suggestions for future research were discussed.

• Korean Journal of Child Studies
• /
• v.29 no.3
• /
• pp.239-252
• /
• 2008

This study was to explore the causal relationship among teacher efficacy, teachers' approaches to instruction, and students' achievement goal orientation. Among the 278 6th grade students (average age: 12 years) who completed a self-report questionnaire during the second term, 230 (102 boys, 128 girls) returned the completed questionnaire (overall response rate : 82.7%). Measures of teacher efficacy, teachers' approaches to instruction, and students' achievement goal orientation were based on students' perceptions. Structural equation modeling tested relationships among the variables. Findings were that teacher efficacy influenced both students' achievement goal orientation and teachers' approaches to instruction. Teacher efficacy positively influenced teachers' mastery approach to instruction and students' mastery and performance approach goal orientations, whereas teacher efficacy negatively influenced teachers' performance approach to instruction.

• Korean Journal of Child Studies
• /
• v.26 no.4
• /
• pp.21-33
• /
• 2005

Two hundred ten kindergarten teachers participated in this investigation of the relationship between kindergarten teacher's achievement orientation and teacher efficacy. Instruments were the Teacher Efficacy Scale(Lee, 2002) and the Goal Orientation Scale(Lee, 2002). Data analyzed by ANOVA and hierarchical multiple regression analyses revealed that more highly educated and older teachers were more highly oriented toward mastery goals. Teacher high in mastery and in performance orientation exhibited higher efficacy while low mastery oriented teachers were low in efficacy. The influence of performance goal orientation significantly explained the variance in teacher efficacy. The incremental explanation on teacher efficacy by achievement goal orientation after controlling for demographic variables was statistically significant.

• The Journal of the Korea Contents Association
• /
• v.21 no.2
• /
• pp.395-405
• /
• 2021

This study explored the structural relationship between achievement goal orientation, learning motivation, and level of interest on the level of flow in distance PBL classes. A structural model was constructed through analysis of previous studies. Data for the verification of the structural model were collected from 59 students in the teaching courses. The study took PBL lessons remotely. After the PBL class was ended, flow, achievement goal orientation, learning motivation, and level of interest were measured. The collected data were analyzed using the structural equation model analysis method. As a result, the structural model proposed in this study was verified to be valid. It was verified that the level of interest mediated the influence of achievement goal orientation and learning motivation to influence commitment. Next, it was verified that the path through which the level of interest mediates the effect of achievement goal orientation has the greatest influence. Therefore, it is possible to suggest that the level of flow can be adjusted if the level of interest is adjusted in consideration of the achievement goal orientation of learners when operating distance PBL classes.

• Journal of Integrative Natural Science
• /
• v.4 no.2
• /
• pp.158-165
• /
• 2011

Statistics by structural equation modeling techniques were used to assess a model of chemistry learning strategy based on performance goal orientation. In the optimal Model III of this research, Performance-approach goal was positively related to the use of learning strategy(p<.05) and achievement need(p<.05). Performance-avoidance goal was negatively related to learning strategy(p<.05) and was positively related to self-handicapping tendency(p<.15). Performance-approach goal affected learning strategy indirectly through achievement need(p<.05). Use of achievement need was positively related to learning strategy(p<.05) and self-handicapping tendency(p<.35). Self-handicapping tendency affected learning strategy negatively(p<.05). Implications of these findings for learning strategy in chemistry education are discussed.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.13 no.10
• /
• pp.4445-4452
• /
• 2012

This study examined the relationship between an achievement goal orientation and self-management in track & field athletes' of physical education high schools. Moreover, we hypothesized that the achievement goal orientation and self-management would be differed by their gender, special field, and career. Participants were 229 athletes. They completed achievement goal orientation and self-management questionnaires independently. Results from each statistical method based on the research questions revealed that there was a statistical difference in the subject goal orientation(p<0.05). Gender had a significant effect on the interpersonal, mental strength, and the body management(p<0.05). The mental strength was only statistically affected by their special field. The results indicated that the achievement goal orientation and the self-management may affect performance of high school track & field athletes. Several limitations, implications and suggestions for the future study were discussed.

• Korean Security Journal
• /
• no.23
• /
• pp.133-153
• /
• 2010

The purpose of this research was to identify the relationship among achievement goal orientation, passion and exercise performance of Security Martial-Art participants. this research chose people who were learning Security Martial-Art participants and used the random sample to select those persons. To process the data, this research conducted exploratory factor analysis, reliability analysis, and correlation analysis with SPSS 15.0 program. And implemented confirmatory factor analysis and structure model analysis with AMOS 7.0. The results were as follows. first, achievement goal orientation of Security Martial-Art participants had significantly positive influence on passion. second, passion of Security Martial-Art participants had not significantly positive influence on exercise performance. third, achievement goal orientation of Security Martial-Art participants had not significantly positive influence on exercise performance.

• Journal of The Korean Association of Information Education
• /
• v.15 no.4
• /
• pp.645-660
• /
• 2011

The purpose of this study is to identify the causal relationship among perceived instrumentality, mastery goal orientation, self-regulated learning and academic achievement in cyber education. 317 current students of the W cyber university participated in the study. The results of structural equation modeling analysis are as follows: First, endogenous instrumentality affects mastery goal orientation. Second, mastery goal orientation affects self-regulated learning. Third, while exogenous instrumentality had negative effect on academic achievement, self-regulated learning was the only variable that had positive effect on academic achievement. In addition, the result indicated that endogenous instrumentality had indirect effect on academic achievement and self-regulated learning mediated between mastery goal orientation and academic achievement.

• Journal of the Korean Data and Information Science Society
• /
• v.24 no.3
• /
• pp.453-464
• /
• 2013

This study was to verify the structural relationships among achievement goal orientation, self-leadership and sport motivation of skating athletes. The data were collected out of skating athletes in Seoul and Gyonggi area, and total 369 copies of data were utilized in this study. To verify the relationships among achievement goal orientation, self-leadership and sport motivation, the construct validity and reliability for each factor were analyzed using SPSS18.0 and AMOS18.0 program. And the relationships among three factors were analyzed using covariance structural analysis. The results were as follows. First, the achievement goal orientation of skating athletes had positive effects on self-leadership. Second, the achievement goal orientation of skating athletes had positive effects on sport motivation. Third, the self-leadership of skating athletes had positive effects on sport motivation.