• 의학교육논단
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• 제15권1호
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• pp.46-53
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• 2013

The purpose of this study was to analyze the relationship among medical students' learning motivation, characteristics of multiple intelligence, and academic achievement. The participants were 144 medical students. The data were collected by administering learning motivation tests (self-confidence, self-efficacy, level of task, emotion of learning, learning behavior, failure tolerance, task difficulty, and academic self-efficacy), a multiple intelligence test (linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence), and two semesters of grades. There is a correlation between multiple intelligences and learning motivation. Among academic self-efficacy of academic motivation, the self-control efficacy (0.28) and behavior (0.18) subscales are significantly positively correlated with academic achievement. However, the emotion subscale (-0.18) was significantly negatively correlated. Learning motivation was correlated with two of the eight multiple intelligence profiles: the intrapersonal intelligence (0.18) and bodily-kinesthetic intelligence (-0.19). The structural equation modeling analysis showed that the behavior and self-control efficacy subscales of intrapersonal intelligence had an impact on academic achievement. An analysis according to the academic achievement group showed significant differences in self-control efficacy and emotion subscales with intrapersonal intelligence. A positive relationship can be observed between learning motivation and some characteristics of multiple intelligence of medical school students. In light of the findings, it is worth examining whether we can control medical students' learning motivation through educational programs targeting self-control efficacy and intrapersonal intelligence.

• 초등상담연구
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• 제6권1호
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• pp.49-71
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• 2007

The purpose of this study was to examine the effects of a career group counseling program on the career maturity and achievement motivation of elementary school underachievers. This study targeted the fifth grader underachievers. Twenty underachievers, whose pre-test homogeneity in career maturity and achievement motivation was verified, were allocated to an experimental group and a control group by 10 underachievers each. The program was conducted for a total of 12 sessions, twice per week, and each session lasted 80 minutes. For verification of the program effects in this study, MANOVA and ANOVA were carried out for pre- and post-score tests between the groups, and repeated-MANOVA and paired t-test were peformed to look into the changes within a group by using SPSS/WIN(version 12.0) in terms of statistical analyses. The findings in this study are as follows: First, as a result of post test for the experimental and control groups, and difference verification of post and pre-tests within the experimental group, both career maturity and sub-factors of career maturity demonstrated significant differences. Second, as a result of difference verification of the pre- and post-tests within the experimental group, achievement motivation significantly improved, but there was no statistically significant difference in achievement motivation in the post-test of experimental and control groups. However, of the sub-factors of the achievement motivation, self-confidence and Interest in the long-term future significantly improved. Third, we can see that the career group counseling program provided opportunities for the underachievers to search their own character, interest, and aptitude, and broadly encounter the world of occupations. Also, we can infer that the underachieves had active and developmental attitudes towards future dreams and their current efforts. As noted above, the career group counseling program proved that it has a positive effect to the improvement of the elementary school underachievers' career maturity and achievement motivation in some variables.

• 컴퓨터교육학회논문지
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• 제14권3호
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• pp.73-82
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• 2011

본 연구의 목적은 사이버수업에서 학업스트레스, 성취동기, 학습환경, 학교몰입 및 학습지속의향간의 구조적 관계를 규명하는 것이다. 이를 위해 2010년 2학기 S 사이버대학의 879명을 대상으로 학기 초에는 성취동기를, 학기 말에는 학업스트레스, 학습환경, 학교몰입, 학습지속의향을 조사하는 총 2차에 걸친 온라인 설문을 실시하였다. 연구결과, 첫째, 학업스트레스, 성취동기, 학습환경이 학습몰입에 유의한 영향을 미치고, 둘째, 학업스트레스, 성취동기, 학습몰입은 학업지속의향에 유의한 영향을 미치나 학습환경에는 영향을 미치지 않은 것으로 나타났다. 따라서 본 연구 결과를 바탕으로 학업스트레스와 성취동기, 학습몰입이 사이버대학생들의 학습지속의향을 높이기 위한 학습환경을 설계하는 데 주요하게 고려되어야 할 것이다.

• 융합정보논문지
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• 제11권8호
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• pp.100-108
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• 2021

본 연구에서는 다문화 청소년의 성취동기와 진로결정성의 관계에서 사회적 위축과 우울의 순차적 매개효과를 살펴보고자 하였다. 이를 위해 한국청소년정책연구원에서 제공하는 '다문화청소년패널조사' 8차년도 조사(2018)의 청소년 데이터를 활용하여 분석하였다. 연구결과, 첫째, 성취동기는 진로결정성에 유의한 정적인 영향을 미치는 것으로 나타났다. 둘째, 성취동기와 진로결정성의 관계를 사회적 위축이 매개하지 않는 것으로 나타났다. 셋째, 성취동기와 진로결정성의 관계를 우울이 매개하는 것으로 나타났다. 넷째, 성취동기와 진로결정성의 관계를 사회적 위축과 우울이 순차적으로 매개하는 것으로 나타났다. 본 연구결과를 토대로 하여 다문화 청소년의 진로결정성을 향상시키고, 진로를 지원하기 위한 사회적 지원방안에 대해 모색하였으며, 본 연구결과의 함의와 한계점, 후속연구에 대한 제언을 제시하였다.

• 한국간호교육학회지
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• 제27권1호
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• pp.80-90
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• 2021

Purpose: This study aimed to investigate nursing students' learning agility and confirm the mediating effect of self-leadership in the relationship between achievement motivation and learning agility. Methods: The study design was a descriptive survey design. The subjects were third- and fourth-year nursing students attending three universities in one region. Data were collected from November 28, 2019, to May 25, 2020, and a total of 202 data were collected using the scale of achievement motivation, self-leadership, and learning agility. Data analysis included frequency analysis, descriptive statistics, and Pearson's correlation coefficient using SPSS 25.0 statistics 25.0 software. The mediating effect of self-leadership was analyzed through regression analysis and bootstrapping using process macro ver. 3.4.1. Results: Self-leadership's partial mediating effect was confirmed in achievement motivation and learning agility. Achievement motivation was found to affect directly learning agility, with an indirect effect through self-leadership. Conclusion: The study results showed that nursing students could increase their learning agility through self-leadership improvement. Future research should focus on identifying the factors influencing nursing students' learning agility and develop and apply programs to improve learning agility.

• 디지털산업정보학회논문지
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• 제19권1호
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• pp.13-21
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• 2023

This study was conducted with students who participated in an online extracurricular after COVID-19 in order to analyze the effects of college students' learning strategy, learning attitude, and achievement motivation on satisfaction. After participating in the online extracurricular, an online survey was conducted, and responses from 163 students were collected. Based on the collected data, the study results were analyzed. The results of the study are as follows. First, learning strategy was found to have a positive effect on satisfaction. These results can be inferred that positive recognition worked in the process of actually applying the learning strategies acquired through the extracurricular to their own learning. Second, learning attitude had a positive effect on satisfaction. The learner's learning attitude to develop necessary skills through experience and the sense of achievement experienced in the process of participating in the online extracurricular had a positive effect on satisfaction. Third, achievement motivation was found to have a positive effect on satisfaction. It can be inferred that the learner's active behavior by participating in the program acts as a motivation for achievement and affects satisfaction. Finally, through this study, a plan for effectively operating extracurricular in an online environment was presented.

• 공학교육연구
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• 제14권6호
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• pp.16-23
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• 2011

As a basic study on an effective operation of EMIs (English Medium Instructions) gradually expanded by social needs, the research analyses the effects of English competence, motivation, achievement, and self-confidence on learners' satisfaction and cognition of effects of EMI. Sixty-seven students (55 male and 12 female students) of the department of Civil Engineering in University A participated in the research. First, the analysis results indicate that participants evaluated their own English competence and self-confidence below average but evaluated English motivation and achievement above average. Second, participants' satisfaction with EMI was above average but they cognized its effects below average. Third, English motivation and self-confidence influenced on learners' satisfaction and cognition of effects of EMI in a meaningful way. Especially, English self-confidence influenced relatively more on the two dependent variables. Based on those result, the implications were suggested.

• 한국과학교육학회지
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• 제31권6호
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• pp.876-886
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• 2011

본 연구는 고등학교 과학 과목에서의 학업적 자기 효능감, 외적동기, 흥미 및 성취도의 성별에 따른 잠재평균 분석 및 변인들 간의 구조적 관계를 규명하고자 하였다. 이를 위해 PISA 2006의 한국 학생 데이터를 사용하여 잠재평균 비교 및 변인 간의 인과관계를 살펴보았다. 다집단 분석의 잠재평균 비교 결과, 남학생을 참조집단으로 삼았을 때 여학생들의 잠재평균은 학업적 자기효능감, 외적동기, 흥미에서 모두 낮게 나타났다. 또, 학업적 자기효능감, 외적 동기는 흥미에 영향을 미쳤고, 학업성취도에는 학업적 자기효능감, 흥미, 외적 동기의 순으로 영향을 미쳤다. 본 연구결과를 바탕으로 고등학교 과학과목에서 흥미 증진 및 성취도 향상을 위해 학업적 자기효능감을 높이고, 동기 진작 방안이 고려되어야 할 것이다.

• 감성과학
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• 제8권1호
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• pp.55-61
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• 2005

본 연구는 뇌반구 이론에 입각해 뇌반구 우세성에 따라 학업성취, 자아개념 및 성취동기의 차이를 밝히고자 하였다. 연구대상은 대전광역시 소재 고등학교 1개교의 2학년 학생 189명이었다. 본 연구에서는 측정도구로 뇌반구 우세검사, 자아개념 검사, 성취동기검사를 사용하였다. 뇌반구 우세성은 좌뇌 우세형, 우뇌 우세형, 전뇌형 세집단으로 분류하였다. 주된 연구 결과는 다음과 같다. 우뇌 우세형이 좌뇌 우세형 및 전뇌형에 비해 학업 성취도 및 능력에 대한 자아개념이 낮게 나타났다. 우뇌 우세형이 좌뇌형에 비해 성취동기가 낮게 나타났다. 이런 결과는 현재 학교에서 수리, 논리 중심의 좌뇌형 주제, 과목에 초점을 맞춘 교육을 하기 때문인 것으로 생각된다.

• 대한수학교육학회지:수학교육학연구
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• 제26권4호
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• pp.701-714
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• 2016

본 연구에서는 PISA 학부모 설문의 수학과 관련한 설문을 중심으로, 우리나라 부모의 수학에 대한 태도와 기대가 학생의 수학 학습 동기와 성취도에 어떻게 영향을 주는지에 대한 구조적 관계를 살펴보았다. 이때 부모의 수학에 대한 태도와 기대 효과에 영향을 줄 수 있는 ESCS와 자녀의 성별은 통제하여 분석하였다. 그 결과, 부모의 수학에 대한 태도는 부모의 수학에 대한 학업적 직업적 기대에 정적인 영향을 주고, 부모의 기대는 자녀의 내적 동기, 도구적 동기, 수학 성취도에 정적인 영향을 주는 구조적 관계를 발견하였다. 즉, 부모가 수학의 유용성과 필요성을 인식하는 것은 자녀의 수학에 대한 흥미와 가치, 수학 점수를 높이는 데 도움이 되며, 진로를 수립하는 데 도움을 줄 수 있다. 한편, 투입 변수 중 우리나라 학생의 수학 성취도에 직접적으로 가장 큰 영향을 준 변수는 도구적 동기였으며, 그 다음은 내적 동기, 부모의 수학에 대한 기대의 순이었다. 이 결과는 수학 성취에 대해 부모의 영향이 있다하더라도 학생 스스로가 가진 동기를 넘어서지 않음을 보여준다.