• School Mathematics
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• v.16 no.1
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• pp.157-180
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• 2014

This study investigated relationships between academic stress and mathematics learning motivation focusing on the mediating effect of academic motivation types. It also tested differential structural relationship among the variables in the high vs. low academic achievement level groups and the boys vs. girls of middle schools. The participants were 952 second graders from five middle schools. Student scores from the standardized tests that were developed to assess the students' academic stress, mathematics learning motivation, and three types of motivation (amotivation, controlled motivation, and autonomous motivation) were used in this study. The results demonstrate that there were significant differences in the relationship patterns of the research variables. Correlation analysis provided evidences that academic stress was negatively related with mathematics learning motivation and autonomous motivation but positively related with amotivation and controlled motivation. Also, mathematics learning motivation was negatively related with amotivation and controlled motivation but positively related with autonomous motivation. Structural equation modelling analysis provided the evidence that the full mediation model was a significant, in that the students' types of academic motivation mediated the effect of academic stress on mathematics learning motivation. Multiple group analysis revealed that there were group differences in the path coefficients of the structural model. But the academic stress showed negative influence on the mathematics learning motivation via amotivation and autonomous motivation in all groups.

• Korean Journal of Child Studies
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• v.26 no.1
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• pp.31-46
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• 2005

This study examined internet game addiction and college adaptation(academic, social, personal-emotional, institutional attachment) by Internet game motivation types. The 475 subjects (235 male and 240 female college students) responded to the newly developed self-report measure, Internet Game Motivation Scale (IGMS). Cluster analyses of IGMS data identified 5 types of Internet game motivation: Active I, Active II, Moderate I, Moderate II, Passive. Active (I, II) types had the highest scores in Internet game addiction while the Passive type yielded the lowest. Except for academic adaptation, all aspects of college adaptation varied as a function of Internet game motivation types. Overall, Moderate II showed highest whereas Active I showed lowest academic adaptation scores.

• Research in Mathematical Education
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• v.27 no.1
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• pp.129-150
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• 2024

This study utilized South Korean elementary and middle school student data to examine the longitudinal change trajectories of learning motivation types according to the longitudinal change trajectories of mathematics academic achievement. Growth mixture modeling, latent growth model, and multiple indicator latent growth model were used to examine various change trajectories for longitudinal data. As a result of the analysis, it was classified into 4 subgroups with similar longitudinal change trajectories of mathematics academic achievement, and the characteristics of the mathematics subject, which emphasize systematicity, appeared. Furthermore, higher mathematics academic achievement was associated with higher self-determination and higher academic motivation. And as the grade level increases, amotivation increases and self-determination decreases. This study suggests that teaching and learning support using this is necessary because the level of learning motivation according to self-determination is different depending on the level of mathematics academic achievement reflecting the characteristics of the student.

• Journal of Distribution Science
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• v.21 no.3
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• pp.123-134
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• 2023

Purpose: The no-contact and economic downturn caused by COVID-19 have further grown the used market. The second-hand trading industry has established itself as a popular consumption culture, leading to exponential growth in the size of the market. This study aims to identify the types of shopping motivation for used products targeting Korean consumers, and to examine the relationship between shopping motivations for second-hand transactions, consumption values, and re-use intentions. Research design, data and methodology: The first study was conducted on 63 used trading platform users and the second study was conducted on 441 used trading platform users to identify the types of consumers' motivation for shopping for used products. Results: As a result of the first study, the shopping motivation types of Korean used product consumers were classified into convenience motivation, economic motivation, hedonistic motivation, information Acquisition motivation, and free time utilization motivation. As a result of the second study, it was found that convenience motivation had the greatest influence on functional values and hedonic motivation had the greatest influence on emotional values, and that functional values had a great influence on platform reuse intentions. Conclusions: This study provides practical implications for the establishment of marketing strategies for used trading platforms and academic implications for research related to used trading.

• Science of Emotion and Sensibility
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• v.8 no.1
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• pp.55-61
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• 2005

The purpose of the study was to examine any difference in academic achievement, self-concept and achievement motivation by the types of hemispheric dominance. 189 high school students participated in the study. They were taken three kinds of different psychological tests i.e., the brain hemispheric preference (dominance), the self-concept and the achievement motivation tests. Three types of hemispheric dominance were classified as the left hemispheric, the right hemispheric and whole brain dominances. The results showed that students with the right hemispheric dominance showed lower academic achievement and self concept than the other groups students. Those who had left hemisphere dominance showed higher achievement motivation than the right hemispheric students. These results could be interpreted that education in the high school in Korea mainly focuses left hemisphere related topics or subjects.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.273-288
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• 2008

Types of motivation for self-determination studied in the current research included intrinsic motivation (IM) to know, IM to accomplish, IM to experience stimulation; external, introjected, identified regulation; and amotivation as related to children's self-regulated learning strategies (use of cognitive strategy and self-regulation). The Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990) and the Academic Motivation Scale (Vallerand et al., 1992, 1993) were administered to 123 $5^{th}$ graders (63 girls, 60 boys). Data were analyzed by Pearson's correlation, multiple regression, and canonical correlation analysis. Results indicated that IM to accomplish, IM to know, and identified regulation positively and amotivation negatively affected self-regulated learning strategies. IM to accomplish and IM to know positively and amotivation negatively contributed to use of cognitive strategy and self-regulation.

• Journal of the Korean Society of Clothing and Textiles
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• v.45 no.1
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• pp.73-93
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• 2021

This study typifies fashion mobile plays in a digital environment and explores the experiential value created by them through a case study of a fashion brand mobile app. For the case analysis, mobile plays were divided into four types: intrinsic motivation/active participation, intrinsic motivation/passive participation, external motivation/active participation, and external motivation/passive participation, depending on the mobile players motivation and level of participation. Among the global fashion brand mobile apps released from 2009 to 2019, 16 cases suitable for the analytical framework were used for final analyses. The main results are as follows. First, mobile play value include characteristics such as networkability, immersion, hyper-spatiality, and super-temporality in addition to the attributes of a traditional play such as spontaneity, uncertainty, regularity, and playfulness. Second, the four types of mobile play provide participants with an experiential value such as creative value, emotional value, social value, and exploitative value. This study has academic implications in terms of introducing a new framework that can typify mobile plays and suggest practical implications for what experiential value fashion companies can give consumers through mobile app marketing.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.8
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• pp.4919-4929
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• 2014

This study was conducted to understand the relationships among adolescents' academic personality types (APT), learning behavioral types (LBT) and self-determinative learning motivations (SDLM). Regarding the measuring tools, the U&I APT test developed by Man-kwon KIM and Jong-cheol HAN (2002) and the learning motivation test translated by Kyeong-jin MIN (2006) were used. The study collected data from a total of 237 adolescents. First, gender did not influence the APT and LBT, and in terms of the introjected regulation as in the SDLM, female students were observed to have greater than the male students. Second, the normative type as in the APT was understood to have an identified regulation, an integrated regulation and an internal motivation as in the SDLM higher than those of the behavioral type or ideal type. Third, the normative type would be less rebellious and work harder to achieve a goal compared to the other types. Fourth, when adolescents have this motivation more voluntary and internal, they pursue greater goals for themselves, trying harder to fulfill their goals. The SDLM appeared to be related to most of the LBT.

• Human Ecology Research
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• v.55 no.5
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• pp.527-538
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• 2017

This study examines the effects of university students' types of self-determination and academic emotions on their learning community participant competence. The subjects were 234 early-childhood preservice teachers attending a university or college in the Kyonggi and Incheon area of Korea. The first metric created by Bak et al. (2005) measured early-childhood preservice teachers' types of self-determination. The second metric developed by Kim & Kim (2016) measured their levels of learning community participant competence. The thirds metric, originally developed by Kim (2012) and So (2010), was modified by Chung (2015) to measure the academic emotions of subjects. The test results were analyzed by correlation and multi-regression techniques using SPSS 21 for Windows. The findings were as follows. First, there were significant relationships between the subjects' types of self-determination and the levels of learning community participant competence. Second, there were significant relationships between the subjects' academic positive and negative emotions and the levels of learning community participant competence. Third, the subjects' levels of learning community participant competence were perceived differently according to their academic emotions. Based on these results, implications pertaining to academic emotions on learning community participant competence are suggested.

• Korean Journal of Child Studies
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• v.27 no.2
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• pp.55-69
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• 2006

This study investigated relationship between preservice kindergarten teachers' cognitive strategies and self-determination motivation types. Cognitive strategies were measured by 3 variables surface, deep, and metacognitive strategies; motivation for self-determination was measured by 7 variables; intrinsic motivation(IM) to know, IM to accomplish, IM to experience stimulation, external regulation, introjected regulation, identified regulation, and amotivation. The Motivated Strategies for Learning Questionnaire(Pintirch & DeGroot, 1990) and the Academic Motivation Scale(Vallerand et al., 1992, 1993) were administered to 82 subjects. Data were analyzed by Pearson's correlation, multiple regression analysis, and canonical correlation analysis. Finding were a positive correlation between IM to know and IM to accomplish. IM to accomplish positively predicted surface, deep, and metacognitive strategies, and identified regulation positively predicted deep cognitive strategy. Amotivation negatively predicted deep and metacognitive strategies.