• 비교문화연구
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• 제19권
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• pp.313-338
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• 2010

Attitudes toward target language culture and motivation have been known as important factors in second or foreign language learning. In this study, cadets' attitudes toward the target language community and culture were investigated to find out any relationships with English achievement. Integrative or instrumental motivation in foreign military context was investigated to determine which motivation was more positively related to English proficiency. Cadets' responses were shown highly positive and internally consistent in most cases. Military cadets' attitudes toward American culture were statistically significant and could predict their English achievement. Even though integrative motivation was statistically significant, correlation with English achievement was low. However, instrumental motivation was not significant. This result implies that attitudes toward culture is an important factor in foreign language learning and integrative-instrumental motivation dichotomy might not be enough to explain specific context like cadets' English learning situation at Korea Army Academy at Youngcheon.

• 한국과학교육학회지
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• 제34권5호
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• pp.491-497
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• 2014

본 연구는 중학생의 과학에 대한 태도, 과학 학습 동기와 같은 정의적 특성과 자기조절학습 전략과 같은 인지적 특성의 과학 학업성취도에 대한 직 간접적인 효과를 검증하여 변인들 간의 구조적 관계를 규명하고자 하였다. 이를 위해 검사지를 통해 수집된 서울시 중학교 1, 2, 3학년 853명의 자료를 사용하여 변인들 간의 인과관계를 살펴보았다. 중학생의 과학에 대한 태도, 과학 학습 동기 및 자기조절학습 전략은 과학 학업성취도에 직접적인 영향을 미쳤으며, 과학에 대한 태도와 과학 학습 동기는 자기조절학습 전략에 직접적인 영향을 미치는 것으로 나타났다. 또한, 중학생의 과학에 대한 태도와 과학 학습동기는 모두 자기조절학습 전략을 매개로 과학 학업성취도에 간접적인 영향을 미쳤다. 그러므로 중학생의 과학 학업성취도를 향상시키기 위해서는 과학에 대한 태도나 과학 학습 동기와 같은 정의적 특성과 인지적 요인인 자기조절학습 전략을 동시에 고려하여 보다 종합적인 관점에서 교육할 수 있는 방안을 마련해야 할 것이다.

• Educational Technology International
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• 제21권1호
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• pp.97-123
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• 2020

The purpose of this study is to investigate the emotions of students toward using digital textbooks, and to examine the factors affecting the emotions. This study examined the relationship between individual characteristics and computer usage, students' emotions, and the perceived learning effects. For this study, 2,950 1st grade middle school students participated in a survey which measured individual characteristics, computer usage behavior, emotions toward using digital textbooks, and perceived learning effects of digital textbooks. The results showed that positive emotions toward using digital textbooks were higher than negative emotions. The students' positive emotions were most affected by intrinsic motivation, self-regulated learning, and student's use of computers for learning and entertainment. Similarly, perceived learning effects were positively correlated to intrinsic motivation and self-regulated learning, but the students' positive emotions towards using digital textbooks was the strongest predictor. Digital textbook efficacy was the most influential factor that affected the students' negative emotions, while computer addiction was associated with negative emotions.

• 한국초등과학교육학회지:초등과학교육
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• 제23권1호
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• pp.37-43
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• 2004

In this study, we investigated the effects of using concept mapping as an instructional tool on 4th graders' achievement, science learning motivation, and attitude toward science classes. Two classes (38 students) from an elementary school were respectively assigned to a control group and a treatment group. Students were taught about "expansion of matter by heat" and "heat transfer". These topics were chosen because they require students to understand more concepts as well as relationships among them. A science learning motivation test and an attitude toward science classes test were administered as pretests. A researcher-made achievement test, the science learning motivation test, and the attitude toward science classes test were administered as posttests. The results indicated that using concept mapping in 4th-grade science classes was not significantly effective in improving students' achievement though a statistically significant positive effect was found in the subcategory of knowledge. No statistically significant effect of using concept mapping was found in the scores of the science learning motivation test and the attitude toward science classes test. Educational implications are discussed.

• 영어어문교육
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• 제13권3호
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• pp.227-251
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• 2007

The development and use of computer mediated communications (CMC) as a tool for teaching and learning English has grown considerably in recent years. The purpose of this study is to investigate factors related to learners' participation, achievement, and satisfaction in EFL classes using web-based bulletin boards. The total number of 77 university students participated in this study. Three domains and eight independent variables investigated in this study were a learner-related domain (attitudes toward CMC, intrinsic motivation, extrinsic motivation, attitudes toward writing), an interaction-related domain (student-student interaction, teacher-student interaction), and an environmental domain (physical support and design of the web site). In order to determine interrelation of variables correlation analysis and multiple regression analysis were used. The results of this study showed that the factors predicting a learner's participation were instrumental motivation, attitudes toward writing, and teacher-student interaction. The factors explaining a learner's achievement were learner's participation and attitudes toward writing, and the factors predicting a learner's satisfaction were integrative motivation, student-student interaction, teacher-student interaction, physical support and learner's participation.

• 한국융합학회논문지
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• 제7권2호
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• pp.33-41
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• 2016

본 연구는 간호대학생에게 문제중심학습(PBL)을 적용하여 그 효과를 자기주도적 학습능력, 문제해결능력, 학업적 자기효능감 및 학습동기를 통해 확인하고자 시도된 융합연구이다. 연구대상은 J도 J시에 소재한 대학의 간호학과 2학년 학생 51명이었으며, 연구설계는 단일군 사전사후 설계의 원시실험연구이다. 연구결과 PBL수업 후 문제해결능력(t=-3.30, p=.002)과 학습동기는 통계적으로 유의미하게 증가(t=3.004, p=.004)되었으나, 자기주도적 학습능력과 학업적 자기효능감은 통계적으로 유의한 변화를 보이지 않았다. 본 연구를 통해 PBL이 간호대학생의 학습 역량을 향상시킴에 적합한 교수-학습방법임을 확인할 수 있었으며, 추후 PBL의 설계 시, 효과를 증진시키기 위해 요구되는 다양한 변수의 확인을 위한 연구를 제안하고자 한다.

• International Journal of Contents
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• 제16권2호
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• pp.78-91
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• 2020

In this study, an investigation was conducted into the influencing factors for the learning motivation of players in the game, including experience, vicarious experience, the need of achievement, the need of power, and mastery motivation. Then, a discussion was conducted regarding the role played by learning motivation, learning performance, and satisfaction with continuous use. A survey was conducted with 519 players, most at the intermediate gaming level in . As demonstrated by the results of this study, experience, vicarious experience, the need of power, and the mastery of motivation have significant positive association with the players' motivation of learning the game. Learning performance and satisfaction have a positive impact on the continuity of use. Additionally, the correlation between the need of achievement and learning motivation is insignificant. Overall, the research results confirm the significance of the social-cognitive theory relative to the learning motivation. Players began to transform, satisfied with their achievements in the game, as well as gradually evolving toward self-improvement to achieve satisfaction. It offers a new explanation and crucial reference for mastering the gaming trend among the contemporary players.

• 영어어문교육
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• 제17권2호
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• pp.93-114
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• 2011

The aim of this study is twofold. First, this study aimed to explore how Korean university students' English learning motivation is related to their English listening proficiency and study time. Second, it attempted to interpret the English learning motivation linking the two different motivation theories: self-determination theory and L2 motivational self system. The constructs of the students' L2 learning motivation were investigated with the data obtained through the questionnaire from 122 sophomore students. A factor analysis was conducted to extract the major factors of motivation. As a result, 6 factors were extracted: Intrinsic Pleasure, Identified Value Regulation, Intrinsic Accomplishment, Introjected Regulation, External Regulation, and Identified Regulation. The Interrelatedness among the assessment results on the L2 listening proficiency (pre and post test), listening study time, and motivation factors was measured by correlation coefficients. The statistical results indicated that pre-test scores were significantly related to Identified Regulation and Identified Value Regulation toward English learning, and post-test results had significant correlation with Intrinsic Accomplishment and Identified Regulation. However, no motivation subtypes showed statistical association with the students' listening study time. The results were attempted to be interpreted both under L2 motivational self system and self-determination framework to better illuminate the motivation theory with more explanatory power.

• 한국가정과교육학회지
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• 제17권4호
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• pp.157-173
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• 2005

본 연구의 목적은 중학교 2학년 가정교과의 '자원의 활용과 환경' 단원을 중심으로 Keller의 동기유발(ARES) 전략을 적용한 수업을 개발하고 실행하여 이 수업이 가정과 학습동기 및 가정교과태도에 효과를 주는 지를 알아보고 학습자의 성적수준 및 동기수준에 따라 가정과 학습동기와 가정교과 태도에 효과를 주는 지를 밝히는 데 있다. 본 연구의 실험설계는 이질 통제 집단 전후 검사 설계(Nonrandomized Control-Group Pretest-Posttest Design)이다. 본 연구 대상은 인천광역시 소재의 중학교 2학년으로 4개 학급 남학생 155명(실험집단 2학급 76명, 비교집단 2학급 79명)이다. 실험집단과 비교집단은 1학기말 가정교과 성적의 학급 평균이 비슷하고 통계적으로 유의미한 차이가 없는 학급으로 선정하였다. 수업 방법에 따른 효과 검증에서 교사 변인을 최대한 통제하기 위해 실험집단과 비교집단 수업을 한명의 가정과it사가 모두 진행하였다. 본 연구의 학습동기 검사도구는 Keller(1987)가 개발한 'The Course Interest Survey'를 박수경(1998)이 번안한 것을 본 연구의 목적에 맞게 수정$\cdot$보완하여 사용하였다. 교과에 대한 태도 검사도구는 이희애(2001)의 도구와 황옥주(2001)의 도구를 참고하여 연구자가 수정$\cdot$보완하여 개발하였다. 동기유발(ARCS) 전략을 적용하여 개발한 교수$\cdot$학습 과정안은 중학교 2학년 자원의 활용과 환경 단원으로 5차시에 해당하는 분량이다. 연구 결과는 다음과 같다. 첫째, 동기유발 전략을 적용한 가정과 수업은 전체 가정과 학습동기, 하위요소인 주의집중, 관련성, 자신감, 만족감 모두의 향상에 효과가 있었다. 둘째, 동기유발 전략을 적용한 가정과 수업은 학습자의 가정교과에 대한 태도 및 그 하위영역인 흥미도, 자신감의 향상에 효과가 있었다. 셋째, 동기유발 전략을 적용한 가정과 수업은 학습자의 성적수준이나 동기수준에 관계없이 강의식 수업보다 학습동기나 가정교과태도의 향상에 효과가 있었다.

• 한국컴퓨터정보학회논문지
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• 제21권11호
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• pp.135-139
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• 2016

This paper investigates the empirical implications. The research question of this study is to verify the influences of psychological and environmental factors toward performance satisfaction and durability of learning in E-Learning University. For empirical verification, a survey was conducted targeting 500 students in E-learning Universities. The results show that actional environment on academic satisfaction in learning is the most important factor followed by physical environment, internal motivation, and academic burnout. The effect of psychological factors on learning persistence was important in the order of academic vision, internal motivation, actional environment and physical environment. The effect of academic satisfaction on learning durability proved to be statistically significant. The results suggest that actional environment should be considered with top priority to increase the academic satisfaction. learning satisfaction, academic vision, and academic satisfaction to enhance students' intention to continue studies are important. Academic burnout has a negative effect on both academic satisfaction and learning persistence, suggesting that this aspect should be properly addresses. The effects of student background variables in E-learning were explored.