• English Language & Literature Teaching
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• v.17 no.4
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• pp.97-121
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• 2011

This study aims to examine how motivational constructs are interrelated with social, context-specific factors and, as a result, contribute to L2 writing achievement within the framework of self-determination theory. The data consisted of 67 Korean college students' questionnaire responses, final scores in an on-offline blended writing course, and qualitative interviews with 5 students. In the descriptive and the correlation analyses, the participants' extrinsic motivation was found higher than intrinsic motivation, with low amotivation. Among social factors, immersion environment, foreign instructor, and peer comparison marked high scores, whereas Korean instructor and online material gained low scores. Those contextual factors were interrelated with each other, such that the immersion factor correlated significantly with Korean instructor and peer comparison. Extrinsic and intrinsic motivational subscales engendered strong correlations with the high-scored social factors, i.e., immersion, foreign instructor, and peer comparison, which were also closely interrelated with L2 writing achievement. The findings illuminate intricate workings of motivation in its effects on L2 achievement and corroborate the roles of contextual factors. The effect of motivational subscales on achievement may be valid through interplay with some social factors. The dynamics of motivation is discussed for pedagogical applications.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.4
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• pp.923-933
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• 2014

The purpose of this study was to investigate the moderating effect of cultural disposition in the relationship between parenting and academic achievement. Five-hundred thirty five middle school students(male 247; female, 288) participated in this study, These students completed parenting scale and Individualism-Collectivism Scale. Academic achievement was calculated using academic scores from language, english, mathematics and science. Collected data were analyzed using multiple regression. The major findings of this study can be summarized as follows. First, parenting was significantly associated with academic achievement albeit weak. Second, influence of affective and autonomy parenting on academic achievement for both father and mother were not significant. Third, moderating effects of individualism were significant in only fathers' autonomy parenting. Fourth, moderating effects of collectivism were significant in fathers' affective parenting and autonomy parenting. These results were discussed in relation to pervious studies. Finally limitations were commented and future study were suggested.

• Journal of Families and Better Life
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• v.31 no.6
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• pp.11-21
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• 2013

The main purpose of this study is to explore the relationship between perceived the authoritarian parenting style and academic achievement among college students. Specifically, it is hypothesized that authoritarian parenting would indirectly affect the academic achievement of college students through self-differentiation level and career decision-making self-efficacy. 283 college students, after the consideration of their grade and gender, were selected for this study as participants. Methods describing the primary analytical technique of Structural Equation Modeling were used for the study. The results demonstrate that an authoritarian parenting style negatively affected the academic achievement of college students. There are mediation effects of self-differentiation and career decision-making self-efficacy between the perceived authoritarian parenting style and academic achievement among college students. The findings imply that the positive development of adult children requires more egalitarian parenting styles than those used on early adolescents. Next, for female students, specialized career counseling programs focusing on reducing psychological career barriers and career stress are needed. Lastly, it is implied that parenting styles used on adult children in Korea may differ from Western styles. Therefore, it may be difficult to explain the relationship between parents and adult children with a traditional theoretical framework.

• Journal of Digital Convergence
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• v.14 no.3
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• pp.465-471
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• 2016

This study intends to figure out the relationship between autonomy and achievement motivation of the university players. For this purpose, Survey was performed to Seoul and Metropolitan area's 25 sports 396 Players., And using SPSS 18 and AMOS program descriptive statistics, exploratory factor analysis, confirmatory factor analysis, reliability analysis were conducted. Based on purified data through the process, the relationship between autonomy and achievement motivation was verified with correlation analysis and regression analysis. As a result, autonomy was recognized by male player higher than female player, and in goal-orientation of the access tendency of achievement goal orientation, male player showed higher scores. And in mastery-avoidance of avoidance, female player showed higher scores and in performance-avoidance, male player showed higher scores. According to regression analysis, autonomy affects mastery-approach and achievement goal orientation of the performance-approach.

• Journal of the Korean earth science society
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• v.18 no.6
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• pp.473-479
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• 1997

The purpose of this study is to analyze the effects of STS program in Earth Science instruction on science-related attitude and scientific achievement of high school students. The students were divided into an experimental group and a control group. The experimental group was taught by the STS program and the control group was taught by the conventional lecture. The science-related attitudes have been improved in the experimental group more positively than in the control group. The experimental group showed a higher improvement in scientific achievements than the control group.

• Communications of Mathematical Education
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• v.20 no.4 s.28
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• pp.523-535
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• 2006

We surveyed statistically the freshmen's achievement of the first year mathematics courses in Kwangwoon University, which were opened at the first semester of academic year 2006. In doing so, we classified the freshmen according to the Mathematical Area 'ga' or 'na' and the Natural Science or Social Science Area of Korean Scholastic Aptitude Test(KSAT) which they have chosen. We found that the freshmen who have chosen the Mathematical Area 'na' and the Social Science Area have the serious problem in studying the freshmen's math courses.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.619-628
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• 2015

The purpose of this study is to find out the effects of the diagnostic and formative assessment on elementary science classes. For this purpose, we developed the diagnostic and formative assessment test and provided them to students before giving them the equivalent and learning achievement tests. The results are described as follows: First, for the science class that took the diagnostic assessment; the test provided help in improving the students' learning achievement. Second, for the science class that took the formative assessment; the test did not provide help in improving the students' learning achievement and in improving their openness to learning opportunity only to self-directed learning attitudes. Third, for the science class that were given both the diagnostic and formative assessment test; the tests provided help in improving the students' learning achievement. It also helped in improving their openness to learning opportunity, initiative for learning, and passion for learning except in problem-solving skills on self-directed learning attitude. Therefore, I recommend the utilization of the diagnostic and formative assessment tests be provided to students in order to improve learning achievement and self-directed learning attitudes in science classes.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.519-526
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• 2016

The purpose of this study is to investigate the influences of small group learning using smart devices in science classes on students' achievement, learning motivation, attitude toward science lessons, and perception of small group learning using smart devices. Four 11th-grade classes (N=133) at a coed high school in Seoul were randomly assigned to a control group and a treatment group. The intervention of small group learning using smart devices emphasized collaborative writing on activity sheet. The students were taught about acid, base, and neutralization reaction for six class periods. After the instructions, an achievement test, the learning motivation test, the attitude toward science lessons test, and a questionnaire on the perception of small group learning using smart devices were administered. Two-way ANCOVA results revealed that there was a statistically significant interaction effect by their previous chemistry achievement in the achievement test scores. Only low-level students in small group learning using smart devices significantly improved their achievement probably by having the opportunities to get help from high-level students. The adjusted means of the treatment group were significantly higher than those of the control group in learning motivation and attitude toward science lessons. Students' perceptions of small group learning using smart devices tended to be positive. Educational implications of this study are discussed.

• Journal of Science Education
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• v.35 no.2
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• pp.119-126
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• 2011

The purpose of this study was to examine the effects of experimental learning using the small-scale chemistry (SSC) on high school students' academic achievement, scientific attitude and science-related attitude in high school chemistry I. For this study, two high school 2nd grade classes were divided into an experimental group and a control group. Experimental learning using the SSC in the experimental group, traditional experimental learning presented in the textbook in the control group were performed. The results showed that experimental learning using the SSC compared to traditional experimental learning was effective in improving academic achievement. The experimental learning also was effective in improving voluntary, patience, cooperativity in the scientific attitudes and social implications of science, attitude for science curriculum, attitude toward science in the science-related attitudes. Therefore, experimental learning using the SSC is necessary to actively utilize in high school chemistry curriculum.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.465-471
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• 2005

In this study, the effects of reciprocal peer tutoring strategy on science achievement, science learning motivation, and self-esteem were investigated. Three classes of eighth graders (N=94) at a coed middle school were sampled for the study. They were divided into the comparison group, the cooperative learning (CL) group, and the reciprocal peer tutoring (RPT) group. Students were taught about the separation of mixtures for 13 class hours. Mid-term science examination scores were used as a blocking variable. The two-way ANCOVA results revealed that there were no significant differences among the three groups in the science achievement test, although the scores of the RPT group were higher than those of the comparison group. In all the subtests of the science learning motivation questionnaire, the scores of the RPT group were significantly higher than those of the comparison group. The scores of the RPT group were significantly higher than those of the other groups especially in the confidence part of the science learning motivation questionnaire. In the self-esteem test, the low achievers in the RPT group scored significantly higher than those in the CL group.