• 대한지구과학교육학회지
• /
• 제6권1호
• /
• pp.20-27
• /
• 2013

This research examined the elementary students' level of motivation to learn science and analyzed correlation between scientific experiences and the motivations to learn science. 216 of elementary students in the 5th grade and 207 of elementary students in the 6th grade were surveyed with questionnaire composed of Likert criteria and scientific motivation questionnaire(SMQ), and the results were analyzed by SPSS 18.0 statistics program. The results of this research are as following : First, elementary school students' level of scientific experiences appeared quite low, and boys appeared to have more scientific experiences than girls. For more specific areas, the experiences were more from outside of school rather than inside, and experiences from science class. Second, elementary students' level of motivation to learn science stood relatively high, and boys showed higher level of motivation to learn science than girls. For more specific areas, the level of motivation from internal motivation area was the highest and the lowest was that from the area of anxiety about exams. Third, the scientific experiences and motivation to learn science showed highly static correlation. Experiences both from inside and outside of the school were significantly correlated to the motivation to learn science, and those from outside of the school had higher correlation with the motivation to learn science. Therefore, the scientific experiences should be recognized to play an important role for improvement of the level of motivation to learn science, and the efforts should be made to provide the elementary students with high-quality scientific experiences to develop their level of motivation to learn science.

• 영어어문교육
• /
• 제15권3호
• /
• pp.129-150
• /
• 2009

This paper attempts to examine the effect of children's English stories on the development of Korean EFL primary school learners' listening and speaking competences and their motivation to learn English. This paper also discusses factors of English children's stories that make EFL learners' language learning efficient. Participants were 120 primary school students who attend one of the elementary schools in Chungnam province. They were randomly chosen and divided into two groups: experimental and control groups. In order to collect data, students' listening and speaking proficiency pre- and post-tests and the pre- and post-questionnaires regarding the participants' motivation to learn English were administered. The data were analyzed by ANOVA. The results indicate that the application of English children's stories to EFL learning settings can be an efficient way to improve EFL learners' listening and speaking competences and motivation to learn their target language. The findings of this study suggest that English children's stories provide language learners with interest, meaningful and authentic contexts and enjoyment. The pedagogical suggestion and implications are provided for EFL educators and teachers.

• 한국도서관정보학회지
• /
• 제43권4호
• /
• pp.225-248
• /
• 2012

본 연구에서는 도서관 프로젝트학습에서 학습자의 학습동기와 메타인지가 어떤 관계에 있는지 살펴보았다. 연구환경으로 도서관 프로젝트학습을 설계하고 실행 및 평가하는 전체적인 교수-학습의 과정을 실행하였다. 연구 결과 도서관 프로젝트학습에서 학습자의 학습동기와 메타인지의 관계는 통계적으로 유의한 것으로 나타났다. 따라서 도서관 프로젝트학습은 학습자의 메타인지와 밀접한 연관이 있다고 할 수 있다.

• International Journal of Computer Science & Network Security
• /
• 제21권5호
• /
• pp.98-112
• /
• 2021

This study aimed at measuring students' interaction in distance education through the electronic platform among intermediate school students, by identifying the level of students' interaction in distance education and differences between them, as well as its impact on their motivation to learn. To achieve the aim of the study, two scales were designed for this purpose and were applied to a sample consisting of (268) individuals. The results showed that the level of students' interaction through the e-learning platform was at a high level. The results also showed that there was no statistically significant difference between the mean scores of males and females in the scale of students' interaction through the e-learning platform. There was no statistically significant difference between them in their motivation for distance learning via the online platform. There were also no statistically significant differences related to the grade variable in the level of interaction through the electronic platform and in the motivation to learn, while there was a positive statistically significant effect of interaction through the electronic platform on students' motivation to learn.

• 한국심리학회지 : 문화 및 사회문제
• /
• 제14권1호_spc
• /
• pp.167-186
• /
• 2008

본 연구는 암묵적 이론(implicit theory)의 관점에서 한국 초등학생들의 학습동기에 영향을 주는 요인이 무엇이고 어떻게 구성되어 있으며, 이러한 학습동기 요인의 구성은 성별에 따라 어떤 차이가 있는가를 밝혀보는 데에 그 목적이 있다. 한국 초등학생들의 학습행동에 관련된 동기에 대한 암묵적 이론을 이끌어내고 체계화시키기 위하여 초등학생들이 가장 열심히 학습하고 있는 활동이 무엇이고 그러한 학습활동을 열심히 하는 이유가 무엇인지 조사하여 그 원인을 문항으로 하는 측정도구를 제작하여 학습동기 요인을 분석하였다. 전국에 걸쳐 지역을 고려하여 7개 도시에서 무선 표집한 초등학교 4~6학년 856명을 대상으로 학습활동의 원인에 관한 탐색적 및 확인적 요인분석의 결과 유용성, 흥미, 인정, 지식획득, 기대충족의 5가지 요인으로 나타났다. 남녀별로 보면 남학생은 유용성-흥미-인정-지식획득-기대충족의 순으로 5가지 요인이 나타났고, 여학생은 흥미-유용성-보상-인정--기대충족-경쟁의 순으로 6가지 요인으로 나타나 남녀간 요인수와 요인구조에 다소 차이가 있었다.

• 산업진흥연구
• /
• 제1권1호
• /
• pp.65-70
• /
• 2016

본 연구는 학습조직화 사업에서 상사의 강한 리더십이 조직원들의 학습동기에 미치는 영향과 학습조직 구축수준의 조절효과를 검증하였다. 학습조직화 사업에 참여하는 제조업종의 중소기업을 대상으로 설문조사를 실시한 결과 강한 리더십이 학습동기에 유의한 영향(p<.001, ${\beta}=.425$)을 미쳤으며, 강한 리더십의 구성요인 중 비전관련 행동이 학습동기의 구성요인인 과제가치에 유의한 영향을 미쳤다. 또한 학습조직 구축수준에 따라 강한 리더십이 학습동기에 미치는 영향이 달라지는 조절효과가 나타났으며, 학습조직 구축수준의 구성요인 중 자아완성과 팀학습의 조절작용이 확인되었다. 본 연구결과를 통해 강한 리더십과 학습조직 구축수준이 학습조직화 사업에 참여하는 조직원들의 학습동기에 미치는 영향을 밝힘으로써 성공적인 학습조직 운영을 위한 시사점을 제공한 데 그 의의가 있다.

• 의학교육논단
• /
• 제11권1호
• /
• pp.35-43
• /
• 2009

Learning strategies are defined as behaviors and thoughts that a learner engages in during learning and that are intended to influence the learner's encoding process. Today, demands for teaching how to learn increase, because there is a lot of complex material which is delivered to students. But learning strategies shouldn't be identified as tricks of students for achieving high scores in exams. Cognitive researchers and theorists assume that learning strategies are related to two types of learning processing, which are described as 'surface learning' and 'deep learning'. In addition learning strategies are associated with learning motivation. Students with 'meaning orientation' who struggle for deep learning, are intrinsically motivated, whereas students with 'reproduction orientation' or 'achieving orientation' are extrinsically motivated. Therefore, to foster active learning and intrinsic motivation of students, it isn't enough to just teach how to learn. Changes of curriculum and assessment methods, that stimulate deep learning and curiosity of students are needed with educators and learners working cooperatively.

• 과학교육연구지
• /
• 제44권1호
• /
• pp.74-83
• /
• 2020

본 연구는 공학대학 학생들의 물리학에 대한 자발적인 학습이 이뤄지지 않는 이유를 탐색하기 위해 물리학습동기를 측정하였다. 본 연구에서는 Glynn 등이 개발한 Science Motivation Questionnaire II(SMQ II)을 물리학습 상황으로 수정한 Physics Motivation Questionnaire(PMQ)을 이용하여 서울에 위치하는 C대학의 공학계열 1학년 학생 374명을 대상으로 물리학습동기를 측정하였다. PMQ는 intrinsic motivation, career motivation, self-determination, self-efficacy, grade motivation의 5요인으로 구성되며 총 25개 리커트 척도문항의 검사도구이다. PMQ는 탐색적요인분석(EFA)를 통해 5가지 요인이 공학계열 대학생들의 물리학습동기를 측정하는데 있어 구조적으로 타당함을 확인하였다. 또한 라쉬(Rasch)모델 분석을 활용하여 문항적합도(MNSQ)를 확인하였다. 측정결과, 물리학습동기의 요인 중에서는 성적동기가 평균 4.18로 가장 높게 나타났으며, 그 다음으로 직업동기가 평균 3.75으로 높은 수준으로 나타났다. 그리고 내재동기는 평균 3.42, 자기효능감은 평균 3.38, 자기결정력는 평균 3.32로 나타났다. 이와 같은 연구 결과를 통해 공학대학 학생들의 과학학습 동기는, 점수 및 직업과 관련된 외적 동기가 높게 나타나는 특성이 있음을 확인할 수 있었다. 따라서 공학계열 학생들 물리학습에 대한 숙달목표지향을 가지고 내적 동기를 높일 수 이도록 하는 교수-학습 전략의 개발에 노력해야 할 것이다.

• 한국치위생학회지
• /
• 제15권5호
• /
• pp.841-847
• /
• 2015

Objectives: The purpose of the study was to investigate the satisfaction with instruction medium according to learner attitude and lecture mode in the dental hygiene students. Methods: A web-based self-reported questionnaire was complected by 155 dental hygiene students in Cheonan from May 26 to June 5, 2015. The questionnaire consisted of general characteristics of the subjects, school adaptation, interest to learn, effort to learn, faculty centered lecture, learner centered lecture, self-directed learning, motivation to learn, characteristics of each subject, and satisfaction with lecture mode. The study was approved by institutional review board (IRB) by Baekseok University. Chi-square test and multivariate logistic regression were used to evaluate the satisfaction to medium of instruction according to explanation factors. Results: The lecture mode, opportunity and motivation to learn, interest to learn and effort to learn were the significant factors to satisfaction with instruction medium. In multivariate logistic regression model, the adjusted odds ratio was 6.28 for the opportunity to learn and 4.87 for the interesting to learn. Conclusions: The satisfaction with instruction medium is the most important factor that decides the lecture mode and learner attitude including opportunity to learn and concern to learn.

• 영어어문교육
• /
• 제8권2호
• /
• pp.151-176
• /
• 2003

Motivation and learning strategies, some of the important factors affecting language learning, have mostly been studied with reference to their relationship in terms of proficiency. This study investigated motivation and learning strategies and their relationship in order to find the inward predisposition of learners. Data was collected from 200 university students in Taejon and Chungnam province, Korea language learning strategies were measured by the Strategy Inventory for Language Learning(SILL), and motivation by the Attitude / Motivation Test Battery(AMTB), with adaptations for Koreans. The detailed analysis of the data Indicated that Korean university students were more motivated to learn English for a practical goal than a formal one. They had a strong willingness to learn but showed 'the tendency of the new generation' of choosing the easiest and most convenient ways in studying English in terms of motivational intensity and strategy use. Findings imply that there have to be some changes and improvements in the deep-rooted classroom teaching methods. A systematic device is needed to induce students to be autonomous learners, providing them with a variety of activities suitable for their purposes and levels, as in opportunities of contacting native speakers, multi-media language labs, the Internet etc.