• Journal of Korean society of Dental Hygiene
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• v.15 no.2
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• pp.287-293
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• 2015

Objectives: The purpose of this study was to investigate the influence of achievement motivation and self concept on clinical practice satisfaction in the dental hygiene students. Methods: A self-reported questionnaire was filled out by 206 dental hygiene students in Jeonnam from December to October, 2013. The questionnaire consisted of 6questions of general characteristics, 6 questions of achievement motivation, 18 questions of self concept, and 23 questions of clinical practice satisfaction. Cronbach's alpha was 0.881, 0.889, and 0.935 in achievement motivation, self concept, and clinical practice satisfaction, respectively. The data were analyzed by t-test, one way ANOVA, Pearson correlation coefficient and multiple regression analysis. Results: Clinical practice satisfaction showed a significant difference by grade(p<0.05), personality(p<0.05) and satisfaction of major(p<0.01). Clinical practice satisfaction had a positive correlation with achievement motivation(r=0.508, p<0.01) and self concept(r=0.324, p<0.01). Multiple logistic regression analysis revealed that clinical practice satisfaction was related with achievement motivation(p<0.05) and self concept(p<0.01). Conclusions: The clinical practice satisfaction depends on achievement motivation and self concept. It is necessary to develop the program to improve satisfaction level of clinical practice by achievement motivation and self concept.

• Korean Journal of Child Studies
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• v.35 no.3
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• pp.157-176
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• 2014

A total of 378 $4^{th}$ and $5^{th}$ grade elementary school students (194 boys and 184 girls) participated in a study investigating the direct and indirect effects (through self-esteem and/or achievement motivation) of children's perceptions of parental expectations on school happiness. First, parental expectations did not have a direct effect on children's levels of school happiness. Second, parental expectations did not have an indirect effect on children's school happiness through self-esteem. Children who perceived higher levels of parental expectations showed higher levels of self-esteem, but the path from children's self-esteem to school happiness was not significant. Third, parental expectations had an indirect effect on children's levels of school happiness through achievement motivation. Children who perceived higher levels of parental expectations showed higher levels of achievement motivation, and children with higher levels of achievement motivation reported higher levels of school happiness. Finally, parental expectations indirectly influenced children's school happiness through self-esteem and achievement motivation. These findings suggest that both environmental and individual factors need to be considered together to more comprehensively explain children's levels of school happiness.

• Journal of the Korean School Mathematics Society
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• v.19 no.3
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• pp.217-238
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• 2016

The purpose of the study is to analyze the influence of the accomplishing pressure of teachers and parents on academic achievement in mathematics in accordance with the differences in the degree of intrinsic motivation in mathematics. The accomplishing pressure of teachers was meaningful on the academic achievement in mathematics in the analysis including the interaction of intrinsic motivation in mathematics. The students with high degree of intrinsic motivation were influenced in a negative manner. Meanwhile the students with middle or low degree of intrinsic motivation were influenced in a positive manner. The result implies that it is more important to consider the level of mathematical intrinsic motivation, when teachers accomplish an achievement pressure to improve academic achievement in mathematics. On the analysis including the interaction of intrinsic motivation of mathematics, the accomplishing pressure of parents showed positive effect in general on the academic achievement in mathematics. The students with high or middle degree of intrinsic motivation were highly influenced in a positive manner than the students with low degree of intrinsic motivation. The result implies the necessity of the implementation of continuous accomplishing pressure on students as the high degree of accomplishing pressure of parents leads to positive influence on the academic achievement in mathematics.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.139-160
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• 2011

This study examines correlations between affective variables and English learners' achievement in native teachers' classes. Specifically, it aims to study the relationships among Korean college students' English learning motivation, anxiety, WTC (willingness to communicate) and their English achievement scores. For the purpose, the questionnaire surveys were conducted, and the students' English scores were analyzed and compared. The participants were 216 university students taking the general English courses as a requirement for graduation. The results indicated that although the students had high level motivation to learn English, especially for social reasons, their WTC in and outside the classroom was low. Also, unlike the previous studies on foreign language anxiety, their anxiety level was not significant. Anxiety and motivation were negatively correlated; WTC and motivation were positively correlated. However, according to the regression analysis, the explanatory power of the three affective variables was not significant for the students' achievement scores. Several possible reasons and some pedagogical implications are provided in the conclusion.

• 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.

• International Journal of Human Ecology
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• v.13 no.1
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• pp.17-28
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• 2012

This study determines what affects the academic achievement of senior high school students in the context of the individual, family, and school environment. The sample selection consisted of 1484 high school seniors in Korea. The following are the results of this study: First, female students scored higher in academic achievement than male students. Second, academic achievement by male students was related to levels of school satisfaction, academic motivation, and family strength, while academic achievement by female students was related to levels of parents' education, family income, ego-resiliency, school satisfaction, academic motivation, and family strength. Third, the most important predictor of academic achievement for male and female students is academic motivation, followed by school satisfaction. The present study highlighted the necessity to develop academic achievement improvement programs appropriate for both genders of senior high school students.

• Journal of Families and Better Life
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• v.29 no.5
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• pp.107-119
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• 2011

The main purpose of this study was to examine the relationships among Mother's Conversation Patterns, Maternal Emotional Support, and Children's self-esteem and motivation to achieve. The subjects of the study were 262 children's in the 5th and 6th grades at an elementary school in Seoul and Gyeonggi. The major results of this study are as follows: The achievement motivation of female children was higher than that of male children. Second, the mother's conversation patterns, maternal emotional support and children's self-esteem were related to the children's achievement motivation. Third, according to the results of an examination of the relative influence of the variables, the child's self-esteem and mother's open communication had an effect on the child's achievement motivation. This high level of self-esteem and motivation to act positively led to high achievement motivation.

• The Mathematical Education
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• v.46 no.1 s.116
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• pp.1-18
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• 2007

The purpose of this study is to describe theoretical orientations guiding research in mathematics motivation and to discuss findings in terms of how they facilitate or inhibit achievement. First, definitions of motivation and distinctions among types of motivation in education are discussed. Second, theoretical approach and representative research from these approach are described. Third, a set of generalizable conclusions about the contextual factors, cognitive processes, and benefits of interventions that affect students' and teachers' motivational attitudes are noted. Last, criticisms regarding instrument, assessment, and use of theories in motivational research are raised.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.382-393
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• 2015

The purpose of this study was to examine the effects of elementary science teaching program strengthening aesthetic experiences on science learning motivation and achievement. The subjects of this study were divided into two groups. The experiment group practiced elementary science teaching program strengthening aesthetic experiences, while the control group practiced teacher guided-based instruction. The results of this study were as follows. First, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science learning motivation. Second, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science achievement. In conclusion, this study showed that elementary science teaching program strengthening aesthetic experiences gave a positive influence on the science learning motivation and science achievement in elementary school science.

• Korean Journal of Child Studies
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• v.10 no.2
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• pp.19-31
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• 1989

The purpose of this research was to examine the concurrent validity of the Nalongyee children's achievement motivation test by studying its relationship to a children's school readiness test. The subjects were 335 preschool children (171 urban and 164 rural) selected from 8 public and 7 private kindergartens located in two metropolitan areas (Seoul and Pusan) and 5 rural counties in Kyungsang Nam Do. Instruments included the Nalongyee Children's Achievement Motivation Test by the author and the School Readiness "Lest by Unhai Rhee. Data were analyzed by Pearson r and Z-test. Readiness was positively related to the total score and sub-areas of achievement motivation (.10-.43). Sub-areas of the achievement motivation test were related to each of the 4 factors of the readiness test. The correlations ranged from .00-.35 with the personal-social response factor, .00-.26 with the associative vocabulary factor, .05-.31 with the number concept factor, and .03-.37 with the perception factor. Significant differences in correlations were found between urban and rural areas for self-confidence, interest in learning, interest in kindergarten and physical competence.