• Asia-Pacific Journal of Business
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• v.13 no.4
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• pp.123-134
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• 2022

Purpose - The purpose of this study is to investigate the effects of entrepreneurial motivation, self-efficacy, and entrepreneurial orientation on the performance of Mongolian entrepreneurs. Design/methodology/approach This study collected data from a survey on 236 entrepreneurs in Mongolia and investigate research hypotheses by empirical analysis. Findings It was found that entrepreneurial motivation (independence, opportunity-driven, achievement motivation) had a positive effect on the startups' performances, and necessity-driven motivation did not have a significant effect on the startups' performances. Entrepreneurial self-efficacy and entrepreneurial orientation had a positive effect on performance of startups. There are differences by gender on the relationships between entrepreneurial motivations and startup performances. Research implications or Originality This paper investigates the effects of entrepreneurial motivation, self-efficacy, and entrepreneurial orientation on the performance of startups in Mongolian.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.599-605
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• 2021

In this study, we empirically investigated how start-up support programs provided at colleges affect students' satisfaction with their major and their Entrepreneurial Intentions. The participants included 248 students from five colleges two-four-year colleges located in Seoul, Gyeonggi-do Province, Chungcheong-do Province, Gyeongsangbuk-do Province, and Jeola-do Province. SPSSWIN 24.0 for descriptive statistics analysis, exploratory factor analysis, reliability analysis, multiple regression analysis, and moderated regression analysis. showed that, among various forms of support for business start-up, support for education on start-up and support for start-up activities had a positive impact on the students' opportunity motivation and achievement motivation at a statistically significant level. opportunity motivation, achievement motivation, and independence motivation all positive influence on the students' resolution to start a business support for education on start-up and support for start-up activities had positive impact on the studens' entrepreneurial Intentions. These findings suggest that college programs that support students' business start-up need to be developed and applied with a focus on support for education on start-up and support for start-up activities to enhance college students' satisfaction with their major and stimulate their Entrepreneurial Intentions.

• Journal of Science Education
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• v.35 no.1
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• pp.59-67
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• 2011

The purpose of this study was to analyze on the relations of motivation system about science learning and science achievement. TIMSS 2007 was selected and translated for science achievement test. After that, fourth-grade 496 students and eighth-grade 425 students were required to accomplish the questionnaire on behavioral inhibition/activation system about science learning(SL-BIS/BAS) and science achievement. There were negative correlation with SL-BIS and science achievement, and positive correlation with SL-BAS and science achievement. In addition, two systems account for 12% of science achievement. These results would be helpful for teachers to understand the difference about motivation by students' variables and to make a plan for the appropriate strategies for learners.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.346-360
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• 2013

The purpose of this study was to develop a multimedia game program as a strategy for teaching alien species and to examine the effect of the program on recognition, motivation and achievement about alien species. In order to find the effect of developed program, 62 students among 6th graders at S Elementary School located in Gyeonggi-do were divided into two groups. Lesson with multimedia game was given to the experimental group, and the control group received traditional lesson. The results were as follows. First, the experimental and control groups showed significant difference in recognition of alien species. Second, the two groups showed statistically significant difference in learning motivation. For the subdomains of the recognition, significant results were obtained at the significance in attentiveness, relevance, confidence and satisfaction. Third, the two groups showed significant difference in academic achievement. Lastly as a result of interviewing subjects of the experimental group about lesson based on game, subjects generally had positive opinions that the new learning method is interesting and has helpful influence on the lesson.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.57-68
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• 2016

The purpose of this study is to examine factors affecting flipped learning outcomes. For this study, 44 middle school students participated in flipped learning activities during science classes. After 5 week of classes, they responded the following surveys: intrinsic motivation, self-regulation, interest in class, interest in science, and learning achievement. Multiple regression analyses with correlation applied to this study as data analysis methods. The results showed that intrinsic motivation significantly predicted interest in class and interest in science. In addition, self-regulation significantly predicted learning achievement. Therefore, these findings imply that intrinsic motivation and self-regulation should be considered for designing flipped learning activities in middle school science classes.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.128-136
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• 1999

The effects of computer-assisted instruction (CAl) using molecular-level animation and worksheet upon students' achievement, conceptual understanding, and learning motivation were investigated. Treatment and control groups (2 classes) were selected from a girls' high school in Seoul, and taught about dissolution for 3 class hours. Before the instructions, the Patterns of Adaptive Learning Survey (PALS) was administered, and the grade for a previous science course was obtained. The PALS score was used as a covariate, and the other as a blocking variable. After the instructions, the achievement test, the conceptions test, and the Instructional Materials Motivation Scale (lMMS) were administered. Two-way ANCOVA results revealed that the scores of the CAl group in the achievement and the conceptions tests were significantly higher than those of the control group. The CAl group also performed better in all subtests of the IMMS except the subtest of relevance.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.574-583
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• 2018

The purpose of this study was to investigate the effects of emotional intelligence, self-leadership, and psychological well-being on academic achievement among nursing college students. The subjects included college students in various cities. A total of 199 students were analyzed in the study. Collected data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation, and stepwise multiple regression. The findings show that behavioral strategy, a subarea of self-leadership, self-motivation ability, a subarea of emotional intelligence, and autonomy and positive interpersonal relationship, two subareas of psychological well-being, had significant effects on their academic achievement and had an explanatory power of 13.0%. The study examined relationships between academic achievement and general characteristics and found differences in academic achievement according to gender and grade. Academic achievement had positive correlations with self-motivation ability, a subarea of emotional intelligence, behavioral strategy, a subarea of self-leadership, and autonomy and positive interpersonal relationship, two subareas of psychological well-being. In short, there is a need to develop programs that help nursing college students improve their behavioral strategy of self-leadership, self-motivation ability of emotional intelligence, and their autonomy and positive interpersonal relationship of psychological well-being, for high academic achievement.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.253-267
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• 2007

This study examined the relationships between multiple intelligences as cognitive factors and affective factors of learning motivation and academic self-concept. The data were collected from 276 4th grade elementary school students and analyzed by correlation, multi-variate analysis, and step-wise multiple regression. Results were that (1) multiple intelligences, learning motivation, and academic self-concept had statistically significant correlations among themselves. Multi-variate analysis showed that intra-personal intelligence explained 58.6% of the linear combination of learning motivation and academic self-concept. (2) Intra-personal intelligence explained 29% to 58% of learning motivation and its sub-factors of achievement motivation, internal locus of control, self-efficacy, and self-regulation. (3) Intra-personal intelligence, logical-mathematical intelligence, musical intelligence, and inter-personal intelligence were explanatory variables for academic self-concept and its sub-factors.

• Journal of the Korea Society of Computer and Information
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• v.28 no.10
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• pp.301-311
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• 2023

In university liberal arts education, learners' achievement goals are an important research topic, and this also applies to liberal arts software education. In this paper, we analyzed changes in learning motivation of learners taking liberal arts software courses according to course classification using a 3 × 2 achievement goal model. The analysis was conducted on a discussion-oriented class taken together by learners receiving credits for different purposes, such as required and elective. As a result, it was confirmed that learners begin the semester with similar achievement goals. However, the avoidance goals of learners taking elective courses decreased, showing a significant difference at the end of the semester. It was a different result from the existing liberal arts software education studies that pointed to mandatory enrollment as the cause of lack of motivation to learn. In addition, it was confirmed that learners who take elective courses relatively focus on achievement rather than competition.

• Journal of the Korean Chemical Society
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• v.57 no.3
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• pp.389-397
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• 2013

In this study, the effects of STAD cooperative learning strategy on students' achievement, learning motivation, perceptions of learning environment, and perceived classroom goal structure were investigated in terms of students' collectivism level. Two classes (64 students) from an elementary school were respectively assigned to a control group and a treatment group. A individualism-collectivism test, a learning motivation test, a perceptions of learning environment test, and a perceived classroom goal structure test were administered as pretests. The intervention of cooperative learning lasted for 24 class periods. After instruction, an achievement test, the learning motivation test, the perceptions of learning environment test, and the perceived classroom goal structure test were administered. The results indicated that the students of the treatment group significantly outperformed those of the control group in the achievement test. There was a significant treatment-aptitude interaction effect in the scores of the attention subcategory of the learning motivation. In the perceptions of learning environment, the score of the treatment group was significantly higher than the control group in the cohesiveness subcategory, whereas the score of the treatment group was significantly lower than their counterpart in the competitiveness subcategory. It was also found that the score of the treatment group was significantly higher than the control group in the performance subcategory of the perceived classroom goal structure.