• MALSORI
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• no.57
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• pp.1-14
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• 2006

This study examines personal factors that affect Korean speakers' English pronunciation. Personal factors which are examined here are as follows: personality type, cognitive system, motivational orientation type, interest in English, how often they listen to tapes, and academic achievements. Data were collected through MBTI (Myers Briggs Type Indicator) Test, Group Embedded Figural Test, and a Questionnaire. The participants consisted of 65 college students. All the results were statistically analyzed: Korean students' personality type and cognitive system are not related with their pronunciation, but motivational orientation type, how often they listen to tapes, academic achievements, and interest in English study are correlated with their pronunciation.

• International journal of advanced smart convergence
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• v.11 no.2
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• pp.102-107
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• 2022

Smart home systems for safety and security are in high demand and always needed for many reasons including people's desire to feel safe in their own houses and to avoid a high rate of crime. In the current research, we investigate the role of individuals' motivational orientation to prevention in their responses to smart home systems for safety and security. That is, this research examines whether individuals' attitudes toward smart home systems for safety and security vary depending on their level of prevention orientation. Specifically, it is hypothesized that individuals with strong (vs. weak) prevention orientation will have more positive attitudes toward smart home systems for safety and security. In support of the hypothesis, the results indicate that respondents in the strong (vs. weak) prevention orientation reported significantly more positive attitudes toward smart home systems for safety and security. Our findings imply that individuals' motivational orientation to prevention may be an effective marketing and segmentation tool in facilitating their favorable responses to the smart home systems for safety and security.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.37-55
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• 2005

This study examines the effects of two motivational orientations on the use of language learning strategies at overall, category, and specific-item levels. 184 students (males and females) from a Korean university responded to the following two questionnaires: the Motivational Orientation Questionnaire (MOQ) developed by the author and Oxford's Strategy Inventory for Language Learning (SILL). The results showed that both integratively- and instrumentally-oriented students were moderate strategy users overall. Integratively-oriented learners were found to use learning strategies more often and a broader spectrum of strategies than instrumentally-oriented learners. A noteworthy finding, however, is that strategy use was not motivation orientation-specific. In other words, the two motivational groups were found to share the similar patterns of strategy use. Independent samples t test results revealed that integratively-oriented students exhibited significantly greater use of overall strategy than instrumentally-oriented students. This phenomenon held true for the use of cognitive, metacognitive, and social categories. At the specific item levels, 13 of the total 50 individual strategies were shown to be employed significantly more often by integratively motivated learners than by their instrumentally motivated peers.

• Asia pacific journal of information systems
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• v.23 no.4
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• pp.151-175
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• 2013

This study investigates the potential components for academic research collaboration, and the factors that make it possible to achieve higher academic productivity. The components include collaboration factors and a collaboration model. We use two major collaboration factors to develop a framework for understanding the mechanisms that influence academic research collaborations: motivational factors and mediating factors. Motivational factors include self-motivation and trust whereas mediating factors are collaboration orientation and peer support. We analyze the effect for use of e-collaboration with research performance, reward, and satisfaction with e-research output. A survey of academicians was conducted, and by using the factor analysis and the structural equation model with SPSS 20 AMOS, we illustrate the possible influence of these factors on research performance and satisfaction. We discovered that both motivational and mediating factors play important roles on the success of academic research. This study offers several implications for academicians. We develop a parsimonious research model, which is related to e-collaboration in academic research. This unique model offers academicians to achieve good publication output from the research team. The motivational factor, self-motivation and trust, are important factors which has received positive impact of mediating factor collaboration orientation and peer support. Our research sheds light on the crucial factors for use of e-collaboration which offer the ultimate effect on performance and satisfaction with e-research output. Satisfaction motivates people to work more and more on the field of their interest, thereby influencing the performance of academicians. Rewards should be distributed according to performance of the individual, which will motivate the person to become more enthusiastic for his work of interest. Our evidence suggests that in understating the collaborative process, one must account for the context in which the collaboration occurs, the motivation of the collaborators, the scope and nature of the project, the roles and activities undertaken, and interpersonal processes such as trust. Researchers' motivations for engaging in collaboration were both instrumental and intrinsic.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.414-422
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• 2009

In this study, we investigated the influences of students' motivational characteristics on the processes of learning density concept using a discrepant event. The participants were 642 seventh graders from two middle schools. Tests of failure tolerance, self-efficacy and mastery/performance goal orientation were administered as pretests. A preconception test was also administered. The intervention was the students' individual study of the density concept with a worksheet that was designed to incorporate the major steps of conceptual change learning. The tests of attention, effort and conceptual understanding were administered as post-tests. The responses of 203 students who had been found to possess the target misconception were analyzed. The results of a path analysis revealed that students' motivational characteristics variables did not influence cognitive conflict. Failure tolerance and mastery goal orientation, however, influenced conceptual understanding via situational interest, attention and effort. Self-efficacy influenced conceptual understanding via effort. Performance goal orientation negatively influenced conceptual understanding via attention and effort. Cognitive conflict influenced conceptual understanding directly as well as indirectly via situational interest.

• International Journal of Internet, Broadcasting and Communication
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• v.16 no.2
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• pp.185-192
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• 2024

Both message appeals and individual characteristics can influence the effectiveness of sustainable product promotions. Applying the agency-communion orientation to the advertising message research context, this study examined the interplay between message appeals and agency-communication orientations in impacting purchase intentions. The findings from a 2 (message appeal: self-interest vs. public-interest message) × 2 (motivational orientation: agency vs. communion) experiment revealed a communion-over-agency effect on consumer purchasing decisions for public-interest message appeals. In the self-interest message condition, we found no statistically significant difference in impact between agency and communion on purchase intentions. In short, we contribute to advertising effectiveness research by showing that agency-communion orientations moderate the effect of message appeals. We also explain the practical implications of these findings for effective sustainable communication in advertisements based on individuals' motivational orientations.

• Journal of the Korean Society of Clothing and Textiles
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• v.48 no.1
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• pp.140-156
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• 2024

This study examined how the motivational language of instructors in senior fashion model classes affects learners' achievement goal orientation and interpersonal competence, as well as their intention to continue participating. The participants in this study were active seniors aged 50 and above, and the analysis was conducted using PLS-SEM and bootstrapping for mediation effects. It was found that autonomous motivation had a significant impact on task achievement goals and interpersonal competence, but not on ego achievement goals. On the other hand, controlled motivation only had a significant impact on ego achievement goals. Additionally, interpersonal competence had a significant impact on the intention to continue participating, and task achievement goals were found to mediate the relationship between autonomous motivation and interpersonal competence. This study aimed to promote understanding of the importance of instructors' motivational language in senior fashion model education and learners' psychology and to provide information that can help develop a fashion-related leisure activity curriculum. It also suggests efficient instructional directions for instructors in senior education, and it is expected to be utilized in the development of fashion-related leisure activity program curricula in the future.

• 한국HCI학회:학술대회논문집
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• 2008.02b
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• pp.78-84
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• 2008

The traditional intelligent teachable system has mainly focused on knowledge and cognition. It has overlooked motivational aspects of learners. Motivation is an important factor in learning making learners to have interests in a given task and persist it. Although the systems include cognitive as well as motivational factors, the effects of ITS on interest are not equivalent depending on individual characteristics. This study is to investigate how influence learners' response patterns to their interests and also examined effects of individual characteristics on interest in teachable agent (TA). In this experiment, we used KORI which is a new type of ITS that learner teach computer agent based on the instructional method of learning by teaching'. In the beginning of experiments, metacognition, achievement goal orientation and self-efficacy were measured as individual characteristics. Then, participants were asked to use KORI at home during 10 days. After using KORI the level of interest were measured. The result showed that metacognition was positively related with interest, whereas performance goal orientation and mastery goal orientation were negatively related to interest. It suggests t hat different individual characteristics should be considered to promote learners' intrinsic motivation in TA.

• Korean Journal of Child Studies
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• v.29 no.2
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• pp.139-153
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• 2008

The purpose of this study was to examine the relationship between the teachers' belief of efficacy and their personality dispositions (reflective thinking, emotional adaptability, and motivation orientation). A survey was conducted of 282 kindergarten teachers working in the area of Seoul and Gyeonggi-Do. Data were processed and analyzed by statistical methods of descriptive statistics, Pearson correlations, and hierarchical multiple regressions. Results showed that teachers' belief of efficacy was positively correlated with their personality dispositions of reflective thinking, emotional adaptability, and motivation orientation-approach. They were negatively correlated with motivational orientation-avoidance. Teachers' belief of efficacy was highly correlated with emotional adaptability in all variables, followed by reflective thinking and motivation orientations-avoidance.

• Journal of the Korean Society of Clothing and Textiles
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• v.34 no.11
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• pp.1870-1879
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• 2010

This study aimed at examining the career decision level of Clothing and Textile major college students in Seoul area. With the increasing rates of youth unemployment, preparing college students for their future career and guiding them in making career decision is imperative. Students' satisfaction with their major and motivation orientation were considered as influencing factors, as well as their demographic characteristics. A survey was conducted to 282 students majoring Clothing and Textiles at seven universities and 277 completed questionnaires were used for analysis. The questionnaire measured respondents' major satisfaction, motivational orientation, career decision level, and demographics (gender, age, school and department names, class standing, expected graduation date, subjective social status, and GPA). Descriptive statistics, K-means cluster analysis, one-way analysis of variance followed by Duncan multiple comparisons were conducted. The results indicated that Clothing and Textiles majors were overall satisfied with their major, but the satisfaction level was higher for female than male students. Those who were satisfied with their major were less likely to feel anxious about career decision-making. The High-Motivation group and the Intrinsic-Motivation group showed lower anxiety over career decision-making compared to Low-Motivation and Extrinsic-Motivation groups. This study has implications for college advisors in that it provides basic information on students' career decision level and the influencing factors.