• Journal of The Korean Association For Science Education
• /
• v.23 no.6
• /
• pp.609-616
• /
• 2003

This study investigated the effects of 3-level systematic drawing upon students' achievement, conceptions, learning motivation, perceptions of involvement and attitudes toward science instruction. Two classes of 7th grade at a coed middle school were assigned to the control and the treatment groups. They were taught about change of states and motion of molecules for 8 class periods. Two-way ANCOVA results revealed that the scores of achievement test, a conceptions test, motivation and attitudes toward science instruction tests for the treatment group were significantly higher than those for the control group. But there was no difference in the scores of the perceptions of involvement test.

• Journal of the Korean Home Economics Association
• /
• v.39 no.9
• /
• pp.63-78
• /
• 2001

The purpose of this study is to compare how different the belief, social support, stress, coping and motivation between the Korean and American children. The data was collected from 157 Korean and 114 American students (5·8th grade). The resets were as follows: 1. Korean children's other dependency and pessimism level was significantly higher than those of American children. Also Korean children perceived higher than American children in the control-pressure stress and elf-respect stress. 2. Pessimism was observed the highest effect factor on Korean children's stress. 3. Korean students tried various coping under the relationship stress. 4. Problem oriented coping was found as an effective coping in Korean children. But the pursuit of support was found as an effective coping in American children.

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

• Journal of Digital Convergence
• /
• v.13 no.9
• /
• pp.277-286
• /
• 2015

The purpose of this study is to analyze the effects of creativity instruction activities on academic motivation and career maturity of university students and the relationship between these factors. The subjects of this study were university students who took creativity liberal arts based on NFTM-TRIZ creativity education model for a term. The research scales were the self-efficacy scale and failure tolerance scale of academic motivation tests and the Career Maturity Inventory Attitude Scale. The results of this study were as follows : First, creativity instruction activities had a positive influence on academic motivation and career maturity. Especially the effects on self control efficacy, task preference level, career decisiveness and compromise showed significantly(p<.01). Secondly, academic motivation showed positive relationship with career maturity(p<.05).

• The Journal of Korean Association of Computer Education
• /
• v.18 no.2
• /
• pp.47-57
• /
• 2015

In this study, the experiment was carried out on an experiment group of 24 and a control group of 25 in order to investigate the effect of flipped learning on the motivation and academic achievement of elementary students. Research tools such as flipped learning program, motivation questionnaire and academic achievement questionnaire were used. Study procedures consisted of pre-test, experimental process, and post-test in order and the data processing was performed by independent sample t-test and paired sample t-test. The results show that flipped learning has a positive effect on learning motivation and academic achievement. For instance, flipped learning influenced on improvement of motivation elements such as attention and confidence. Also flipped learning has a more effect on low-level students than high-level students in academic achievement.

• Journal of Digital Convergence
• /
• v.16 no.12
• /
• pp.87-95
• /
• 2018

The purpose of this study was to validate the effectiveness of academic motivation improvement program for underachieved students. Participants in the program consisted of 14 sophomores and senior. They were randomly assigned to either the experimental group(n=7) or the control group(n=7). To analysis the effectivness, matched pair t-test and independent t-test. The programs offered 6times. The results are follows. First, for the experimental group that took part in motivation improvement program, there was a increase in self-esteem. But the improvement was not significant. Second, for the experimental group that took part in motivation improvement program, there was a significant decrease in academic amotivation. Third, the experimental group showed a more significant decrease in academic amotivation. Finally, the significance and limitations of this study and suggestions for future research were presented.

• The Journal of the Korea Contents Association
• /
• v.21 no.2
• /
• pp.594-603
• /
• 2021

This study explored the moderating effects of task difficulty for flow, learning motivation, and interesting in distant PBL classes of pre-service teachers. For this, the research model was constructed by analyzing previous studies. The research model verification was conducted by 105 students of taking courses in the curriculum. The distant PBL used a real-time video conference system. Cooperative activities were carried out in real time. After the end of the distant PBL activity, the level of learning motivation, interesting, flow, and task difficulty perception were measured. The collected data were analyzed using a test of the structural model invariance across the groups using a structural equation model. This analysis verifies the difference in path coefficients between measurement models. The control effect of task difficulty was verified through the difference in path coefficient. As a result, it was verified that interesting mediates the influence of learning motivation on flow. And the moderating effect of the perceived task difficulty appeared on the path from learning motivation to interesting.

• Asia-Pacific Journal of Business
• /
• v.13 no.3
• /
• pp.157-170
• /
• 2022

Purpose - The purpose of this study is to understand the motivating factors of Chinese audience who watch the interactive drama, and suggest the effects of audience' motivation on viewing flow, satisfaction, and loyalty. Design/methodology/approach - To achieve the purpose of the study, a questionnaire survey on the Internet was conducted from September 26, 2021 to October 14, 2021, and data from 332 Chinese respondents were collected. Findings - Findings of this study are 1) audience motivation of watching the interactive drama is composed of 6 factors including the pursuit of entertainment and information, curiosity, interaction, sense of control and indirect experience; 2) the pursuit of entertainment and information, interaction and indirect experience have positive effects on viewing flow; 3) all six factors of audience motivation have positive effects on audience satisfaction; 4) four motivating factors including the pursuit of entertainment, curiosity, interaction and indirect experience have positive effects on audience loyalty. 5) viewing flow and audience satisfaction respectively has some partial mediating effects on the relationship between audience motivation and audience loyalty. Research implications or Originality - Results of this study suggest that in order to increase audience loyalty to interactive dramas, in addition to fulfilling the pursuit of entertainment, which is the basic motive for watching any drama, it is important to fulfill motivating factors related to the unique characteristics of interactive dramas such as curiosity, interaction, and indirect experience. In order for these motivating factors to lead to audience loyalty, it is more effective when viewing flow and audience satisfaction are accompanied.

• Korean Journal of Childcare and Education
• /
• v.7 no.3
• /
• pp.211-238
• /
• 2011

This study examined the effects of drama play activities on child's initiativeness. The participants were 34 five-year-old children in two classes of a child care center. Before the experiment, the initiativeness test was conducted on the children of the experiment and control groups. initiativeness was categorized into emotional ability, communication skills, and achievement motivation. Drama play activities were directed to the children of the experiment group while the existing program was applied to the control group. After the experiment, both the experiment and control groups took the post-test. Analysis of data was performed by ANCOVA. According to the result of the research, children of the experiment group participated in drama play activities showed more effects in all sub area of initiative including emotional ability, communication skills, and achievement motivation than children of the control group. This result implied that dramatic play activities are effective teaching-learning method for enhancing child's initiativeness.

• English Language & Literature Teaching
• /
• v.11 no.1
• /
• pp.17-36
• /
• 2005

The purpose of this study is to examine the ways in which CALL apply to enhance the motivational aspects of second language learning. Theories relevant to social, cognitive, and affective foundations of motivation are first reviewed to demonstrate the important role of motivational influences in improving learners' affect and achievements. Then, implications arising from such theories in strengthening the motivational aspects of CALL are explicated in the second part. With the spread of computer technology in language classrooms, the innovative role of CALL in the development and maintenance of intrinsic motivation can be illustrated. Specifically, CALL may provide cognitively supportive instruction geared towards improving students' performance. Also, it has been reported from the affective perspective that CALL can captivate learners' attention, promote their feelings and expectations of success, improve perceptions of control, and increase positive attributions to effort and ability. Finally, from a social learning perspective, CALL may enhance learners' self-efficacy and foster their achievement and positive affect through social interactions, proximal goal-setting, and attributional feedback. In the framework of CALL, students seem to be benefited by the immediacy and authenticity of contact with target languages and cultures made at their choices and decisions.