• Journal of Science Education
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• v.43 no.1
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• pp.1-16
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• 2019

This exploratory study is aimed at exploring the validity of the Science Motivation Questionnaire (SMQ) developed for university students, to measure the science motivation of middle school students and analyze the differences on gender and country factors of SMQ. A total of 371 students participated in this study: 171 middle school students from the USA and 200 secondary students from Korea. All participants were enrolled in the STEM program and activities in Utah, USA (for US students) and at a Korean university institute for gifted and talented students (for Korean students). In this study, exploratory and confirmatory factor analyses and latent mean analysis were used to analyze the gender and country differences. The results indicated that the 25 items of SMQ scale were theoretically meaningful and valid for middle school students. The latent mean difference by gender indicated that male students have higher intrinsic motivation, career motivation, grade motivation, and self-determination than female students. Moreover, a significant difference exists in these factors between the two countries. Further findings reveal that Korean students scored higher than US students in terms of the aforementioned factors. This study will provide significant insights in and contribution to science motivation issues in STEM education and the development of design-based engineering programs.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.447-457
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• 2015

This study has attempted to find the teaching methods for the elementary students with low science achievement by examining the differences of science learning motivation, academic stress and stress coping styles and the characteristics shown in the relationship between them. To achieve this, the differences of science learning motivation, academic stress and stress coping styles of the elementary students with low science achievement and their relationship was set up as a study problem. A science learning motivation using a science learning motivation questionnaire reconfigured with PALS along with underachievers diagnosis were measured targeting 660 elementary students located in Seoul. Using an academic stress questionnaire and stress coping style questionnaire, an academic stress and stress coping styles were measured. The results of analyzing the collected data are as follows. First, a science learning motivation of elementary students with low science achievement was lower than the general students but the academic stress was shown higher. Especially, the self-efficacy of science learning motivation was significantly lower and the school stress was highest. For stress coping styles, a tendency of passive and avoidment coping styles were shown higher than the general students. Second, among the science learning motivation of elementary students with low science achievement, the self-efficacy motivation and school stress have shown a negative correlation but had a positive correlation with the goal-oriented motivation centered on ability. In the correlation between the science learning motivation of elementary students with low science achievement and the stress coping styles, the pursuit of social support coping styles have shown a significant positive correlation with the science learning motivation and its subcategories. As a result of conducting a regression analysis on the influence of academic stress and stress copying styles on the science learning motivation of elementary students with low science achievement, among the academic stresses, the school stress was shown to have the biggest influence. Among the stress coping styles, the pursuit of social support coping styles had the biggest influence on the science learning motivation followed by active coping behaviors, passive and avoidment coping behaviors. Low science learning motivation as underachievement factors of elementary students with low science achievement was identified as having a relationship with high school stress and undesirable stress copying styles. Therefore, guidance and a program are required for the elementary student with low science achievement to have desirable stress coping methods on the stressful situations. In addition, for the improvement of science learning motivation, a learning environment is needed for the elementary students with low science achievement with seeking of relevant educational methods.

• Journal of Science Education
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• v.44 no.1
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• pp.74-83
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• 2020

The purpose of this study is to investigate motivation to learn physics in order to understand engineering college students' physics learning. Therefore, in this study, 374 engineering students at the university located in Seoul were studied using the Physics Motivation Questionnaire (PMQ), which was a Science Motivation Questionnaire II modified into the context of learning physics. The PMQ is composed of five factors: intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. It involves 25 Likert scale items. Through exploratory factor analysis, PMQ confirms that the five factors are structurally valid in measuring the motivation of engineering students to learn physics. In addition, item fit (MNSQ) was also confirmed using a Rasch model analysis. The results show that grade motivation has the highest mean with 4.2, followed by job motivation mean with 3.76. The mean of intrinsic motivation was 3.42, the self-efficacy was 3.38, and self-determination was 3.32. The results of this study confirm that the physics learning motivation of engineering college students is characterized showing high external motivation related to job and grade. Therefore, we should try to develop the teaching strategy to increase intrinsic motivation by developing mastery goal orientation of physics learning for engineering students.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.20-27
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• 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.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.47-55
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• 2010

This study was to examine science learning motivation of primary students participating in science museum educational programs. The subject was 36 primary students in the programs in a science museum during a month. The questionnaire for this study consisted of items developed by us and some items from Motivated Strategies for Learning Questionnaire developed by Pintrich et al.(2001). The results included primary students' motivation of joining the programs in a science museum, their perceptions about the programs, and the effects of the programs on their science learning motivation. It seemed that the students had the opportunities of doing science activities in the museum on the recommendation of their family or teachers, especially their parents. And they were motivated to participate the programs with interests of science and they were interested in the activities in the programs. The statistics showed that the program have an positive effects on the students' self efficacies and values on science tasks. Based on this results, discussion and implications were presented.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.2
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• pp.1135-1146
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• 2021

The paper aims to examine the relationship between various types of motivation and satisfaction as well as turnover intentions of public university lecturers. Intrinsic motivation is found to affect both satisfaction and turnover, while for extrinsic motivation, only one type has a significant effect on satisfaction. The web-based questionnaire with convenience sampling was chosen to approach target respondents. Data was collected by sending a link of the questionnaire to the lecturers' email. There were 700 questionnaires collected. Of which 681 valid responses, after screening out unusual questionnaires. In order to fulfill these aims, the authors employed structural equation modeling with maximum likelihood method supported by AMOS software with 681 valid samples. The evidence confirms the high correlation between intrinsic motivation and satisfaction for university lecturers which has been shown in previous studies. With regard to extrinsic motivation, extrinsic regulation (material) is found to have a positive influence on satisfaction, meaning financial rewards and job security will lead to his contentment while introjected regulation is a source of dissatisfaction. The results also demonstrate that intrinsic motivation is negatively correlated with turnover intentions. A person who is interested in the job itself is less likely to leave his or her job due to a keen passion for it.

• The Journal of Industrial Distribution & Business
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• v.9 no.2
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• pp.27-38
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• 2018

Purpose - This study centers on field surveys aimed at deriving the customer satisfaction factors of customer support centers that are positioned between suppliers and consumers in the supply chain. They consists of manufacturing, sales, distribution, consumption and collection, and that are in charge of core functions for suppliers' customer satisfaction management and consumers' satisfaction with consuming activities. Research design, data, and methodology - The customer satisfaction factors of customer support centers were derived through literature review and expert opinion surveys, and a questionnaire was developed through a process of the refinement of variables using pilot tests and 330 questionnaire sheets were distributed. The questionnaire sheets were collected and opinions in them were analyzed using fuzzy AHP methodology. Results - Three factors, which are turnover intentions, motivation, and job satisfaction, were derived as customer satisfaction factors of customer support centers, and the ranking relationships of these three factors were analyzed. In addition, the ranking relationships among six execution variables of turnover intentions, 10 execution variables of motivation, and 10 execution variables of job satisfaction were analyzed using fuzzy AHP methodology to obtain quite significant results. Based on the results of this study, three implications in the three strategic aspects and an implication in the academic aspects are presented. Conclusions - Motivation and job satisfaction, job satisfaction and turnover intentions, and motivation and turnover intentions are not formed by independent or different factors or environments. They are in the same context with each other (maintaining high correlations) and are in the relationships of virtuous circles in which they complement each other.

• Journal of Korean Society of Forest Science
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• v.95 no.2
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• pp.188-193
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• 2006

Volunteerism is an emerging issue in public resource management such as forest recreation management. As volunteers, forest interpreters play a significant role in supporting and educating visitors to forest recreation areas. The purpose of this study was to examine forest interpreters' motivation and their job satisfaction. To collect data, a set of self-administered questionnaire was sent to 250 members of Chungbuk Forest Interpreters' Association during August and September of 2005. 152 completed questionnaires were returned. Principal component factor analyses yield five motivation factors and four satisfaction factors. All the factors were highly correlated.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.10
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• pp.285-295
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• 2021

This study estimates the influence of organizational-level factors on work motivation and job performance of middle managers of small and medium enterprises (SMEs) in Vietnam. A 5-point-Likert-scale structural questionnaire consisting of 36 observation variables was used to survey middle managers of Vietnamese SMEs. 425 out of 500 responses collected were valid for multivariate data analysis. The results of confirmatory factor analysis and structural equation modeling reveal three main findings. First, philosophy and policy, compensation and benefits, goal system, and leadership have positively significant impacts on the work motivation of middle managers under investigation. Second, there is a significantly positive influence of work motivation on job performance. However, there is no indication that growth opportunities, work environment, evaluation system have significant impacts on the work motivation of respondents. Based on the findings, the study suggests four recommendations for Vietnamese SMEs to improve motivation and job performance of middle managers, which are (1) ensuring the clarity and soundness of the organizational policies and philosophies, especially human resources policy that boosts employees' work motivation; (2) building a comprehensive compensation and benefit system to attract and retain talented employees; (3) developing a clear and adequate goal system; (4) enhancing top-level managers' leadership abilities.

• Asian Journal of Business Environment
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• v.7 no.1
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• pp.31-36
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• 2017

Purpose - The purpose of the study was to develop a reliable measurement tool for the evaluation of TQM application in Greek education settings and to examine the factors that determine quality of education. Research design, data, and methodology - A questionnaire commencing from the questions included in the Application Guide of Common Assessment Framework was used for research purposes. Each item was scored on a 5point Likert scale - to a sample of 112 educators (55 men, 57 women), all teachers working in public primary education schools. Factor analysis resulted in a questionnaire of 43 items consisting of five factors, teacher satisfaction, school management and operation, motivation, effectiveness of public school leadership and finance management. Results - Results revealed a positive correlation among all factors. Reliability results using Cronbach's α was high (a=.961) for all factors of the questionnaire ranging from α=.930 (for motivation) to α=.797 (for financial management). Additionally, ICC procedure revealed high values for the above mentioned factors. Conclusions - The study resulted in the construction of a reliable questionnaire focused exclusively on TQM that can be used in future studies using larger samples in different areas so as to draw useful conclusions regarding TQM application in Greek education settings and further identify the factors determining quality in education.