• Korean Journal of Child Studies
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• v.32 no.6
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• pp.1-13
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• 2011

The main purpose of this study was to examine the mediating effects of the hours spent on book-reading on the relationship between academic achievement and the Key Competency of Acting Autonomously. This study utilized data from the 'Korean Assessment of the Key Competencies of Youth in 2009', which was conducted by the National Youth Policy Institute. The participants were 2,781 elementary school students, 2,770 middle school students and 3,599 high school students who were selected from 12 areas of Korea. The data was analyzed by means of Pearson's correlation coefficients and also through linear regression analysis. The results indicated that 1) academic achievement and the hours spent in book-reading was positively correlated to the competency of acting autonomously, 2) the effect of academic achievement on the competency of acting autonomously was partially mediated by the hours spent in book-reading, 3) and the mediating effect was the most influential when it came to elementary students, followed next by middle school and then finally high school students.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.345-364
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• 2009

This study attempts to provide a comprehensive framework for listening strategy use among university students in Korea in relation to TOEIC listening scores. In particular, this study tests whether motivation, based on the self-determination theory, mediates listening strategy use on listening comprehension (LC) process and whether reading comprehension ability moderates the use of listening strategy in LC achievement. One hundred seventy six freshmen students participated in the study during their first semester required English course. Self-report questionnaires were used to assess students' motivation and LC strategy use. The responses were statistically analyzed via the moderator and mediator model. The results indicate that internalized motivation mediates the use of listening strategy in LC achievement; however, reading comprehension skill doesn't affect students' use of listening strategies in relation to listening skill achievement. In other words, students who have internalized motivation were able to utilize listening strategies effectively in terms of achievement of the TOEIC listening skills. The findings of the current study offer in-depth understanding of the relationship among use of LC strategies, intrinsic motivation, and listening skill achievement shared by the mediator and moderator models.

• Journal of Korean Elementary Science Education
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• v.35 no.1
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• pp.78-88
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• 2016

The purpose of this study was to examine the effects of science lesson with the application of Flipped Learning on science academic achievement and scientific attitude of students. The experimental group was composed of 50 students and the comparative group was composed of 50, both in $6^{th}$ grade. The two groups were statistically equivalent in their science academic achievement and scientific attitude when pre-tests were conducted. The experimental group received science instruction applied with Flipped Learning and the comparative group took typical science lesson according to a teacher's guide. The results of this study can be summarized as follows: First, the science lesson with the application of Flipped Learning was more significantly effective in improving students' science academic achievement than traditional science lesson. Second, the science lesson combined with Flipped Learning enhanced scientific attitudes of students with meaningful difference more than typical science lesson. Third, a survey research was conducted to the experimental group about their cognition on the lessons with the application of Flipped Learning. Many students had positive thoughts on this lesson and they thought the lesson was very interesting and understandable.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.36-46
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• 2010

The purpose of this study is to find out the influence of MBL Exhibition Class on the Elementary School students' academic achievement, scientific research abilities and affective characters. For the purpose, three classes were sampled in the 5th grade of an elementary school. Among the three classes, two were designated as the comparative classes consisted of 68 students and the other was the experimental class, 33 students. The comparative classes were given lessens according to the content presented in the textbook of 7th Education Curriculum and the experimental class was given re-built lessons with using MBL machines. Before and after giving lessons, students of both classes took a test for science academic achievement. And also the scientific research abilities and affective characters were examined. The conclusions from this study is as follows. First, according to the result of science academic achievement test after giving lessons, the mean of the experimental class was higher than that of the comparative classes meaningfully. Second, scientific research abilities of the experimental class was shown higher than that of the comparative classes meaningfully. Specially, basic research abilities were improved very meaningfully and only hypothesis-building ability was improved among integrated research abilities. Third, it doesn't seem that MBL exhibition class is effective on affective characters(interest, attitudes).

• Journal of Korea Society of Digital Industry and Information Management
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• v.19 no.1
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• pp.1-12
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• 2023

The purpose of this study was to analyze the effects of online writing contents on college students' learning strategy, achievement motivation, and knowledge sharing attitudes. Online writing contents were developed in the 4th class and operated as a extracurricular. The contents were developed in 25 minutes and included quizzes for learning activities. Changes in learning strategy, achievement motivation, and knowledge sharing attitude were analyzed for 149 students who finally completed online writing contents operated as a extracurricular. As a result of the analysis, it was found that online writing contents had a significant effect on college students' learning strategy, achievement motivation, and knowledge sharing attitude. Online contents is not limited by time and space, and since it can be used according to the learning plan, the utilization effect is attracting attention. Therefore, it is necessary to conduct various studies such as developing contents tailored to the needs of students and analyzing their effects.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.180-189
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• 2007

This study investigated the influences of reciprocal peer tutoring (RPT) strategy on middle school students' science achievement, self-efficacy, perception of instruction by grouping method and science achievement level. Eighth graders from a middle school in Seoul were assigned to comparison, homogeneous RPT, and heterogeneous RPT groups. The students were taught about 'separation of mixtures' for 8 class hours. After the instructions, a science achievement test consisting of three subtests (knowledge, understanding, and application), a self-efficacy test, and a questionnaire about the perception of instruction were administered. The analysis of the results revealed that the scores of heterogeneous RPT group, regardless of the students prior science achievement level, were significantly higher than those of the other groups in the knowledge and understanding subtests, and the self-efficacy test. The scores of homogeneous RPT group were significantly higher than those of the comparison group in the knowledge subtest but not in the understanding subtest and the self-efficacy test. The low-level students in heterogeneous RPT group performed better in the science achievement test and the application subtest than those in the other groups. The high-level students in RPT groups performed better in the science achievement test than those in comparison group. However, there was no significant difference for the application subtest scores of the high-level students of the three groups. Most students in RPT groups perceived positively on the instructions. The students in heterogeneous RPT group and low-level students especially showed more positive perception of the instruction than those in homogeneous RPT group and high-level students.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.103-113
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• 1997

The purpose of this study was to identify the preferable learning strategies in science learning and to find out the relationship between these strategies and scientific achievement of students in the secondary school. The learning strategies were tested with two categories, self-focused and work-focused learning. The four types of learning strategies in science learning were analyzed, and they were named to organization, monitoring, elaboration and memorization strategies, which were defined by GSSS test. In the self-focused learning, the organization and monitoring strategies were preferred to the elaboration and memorization strategies. Middle school students had a preference for memorization strategy (p=0.000), whereas high school students had a preference for monitoring strategy (p=0.015). In the case of organization strategy, female groups were preferable to male groups (p=0.027). In the second form of learning types, work-focused learning, the memorization strategy was the same preference as organization and monitoring strategies in the secondary school students, especially the male groups of high school students. The preference of elaboration strategy was relative lower compared with that of self-focused learning type. Middle school students had a preference for monitoring strategy (p=0.001), whereas high school students had a preference for elaboration strategy (p=0.001). The difference of each preference between male and female groups was not shown. From the analysis of correlation between learning strategy and scientific achievement, it showed that the monitoring strategy was commonly correlated with scientific achievement. In the self-focused learning, elaboration and organization strategies were correlated with scientific achievement in high school students (p<0.05). In the work-focused learning, memorization strategy was correlated with scientific achievement in middle school students, especially in male groups (p<0.05).

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.10
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• pp.6168-6175
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• 2014

Several studies regarding the effects of academic achievement on mental health problems have been conducted in adolescents but not in elementary school students. Therefore, the aim of the current study was to examine the effects of school achievement on depression in Korean elementary school students. The participants were 1,048, 5th to 6th elementary students in Seoul, Korea. The Spearman correlations between school achievement and depression were -0.31 for boys and -0.37 for girls (p<0.001 for both). After controlling for grader, the family economic status and self-esteem, higher achiever group showed a significantly low risk for depression in boys and girls. This study suggests that the lower school achievement is associated with a depressive mood in Korean elementary students. Therefore, students with lower academic performance are a risk group for depression.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.263-271
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• 2007

The purpose of this study was to investigate the relationships between the ability of students' raising creative problems and academic achievement, science inquiry skills and creative personality of high school students. In order to evaluate the originality of problems, the present study used three methods: evaluation by frequency, teacher, and student. The results in this study turned out to be as follows: First, there was not much difference in the three methods. But familiar problems had the possibility of receiving higher marks. Second, the ability of students' raising creative problems was significantly correlated with academic achievement and creative personality, but there was no correlation with science inquiry skills. The subjects were divided into 2 groups by students' originality score. In the higher score group, the ability of students' raising creative problems was significantly correlated with creative personality, but in the lower score group, it was significantly correlated with academic achievement. Third, as for science inquiry skills and creative personality between two groups, there was no significant difference, whereas as for academic achievement(physics I, chemistry I), there was significant difference.

• Journal of Families and Better Life
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• v.3 no.1
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• pp.69-76
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• 1985

This study was attempted to investigate the relationship between the academic achievement and the internal and external motivation of academic achievement. Here, the internal motivation of academic achievement refers to the case that a student feels the necessity of study and h satisfaction, expects rewards, or has interest in his study; external motivation of academic achievement means that a student has outward motivation such as other's recognition, rewards, or compulsion. As the result of this study, there showed significant difference in the academic achievement in proportion as the level of internal and external academic achievement motivation (P<.001). the students with the higher internal motivation and the lower external motivation turned out to have the highest effect of academic achievement; on the other hand, the students with the lower internal motivation and the higher external motivation showed the least academic achievement. There was 11.60 points-difference on the average between those two groups in terms of grade. The academic achievement and the internal motivation shows significant correlation(r=.25, P<.001) while academic achievement and the external motivation presents negative tendency (r=-.10). Through the results of regression analysis, the estimation of the academic achievement by the two variables to academic achievement motivation was 6.22%(P=.0001)