• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.152-166
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• 2013

The main purpose of this study is to see the differences of the achievement goal orientation, academic burnout, and school happiness between gifted and general students, and also to explore the effects on school happiness of their achievement goal orientation and academic burnout. To resolve the above research questions, this study used questionnaire method to 256 1st grade middle school students and 84 gifted students enrolled in Daegu metropolitan city. All data were analyzed by SPSS WIN 19.0 program. The results of this study are as follows. First, mastery goal, performance-approach goal and performance-avoidance goal of the gifted students were higher than the general students'. Second, all sub-variables of academic burnout except hostility and total score of academic burnout of the gifted students were lower than the general students. On the other hand, all sub-variables of school happiness except relationship with friends and emotional stability and total score school happiness of the gifted students were higher than the general students. Third, this study revealed that the achievement goal and academic burnout explain considerable amount of students' school happiness. In other words, the disfavor and skeptical attitude of general students for the study hinder school happiness. Lastly, this study suggest that some program or consulting need to be administerd to change the affective attitude of students into positively. And also variety of counselling program or some instructions dealing with stress for gifted students since the exhaustion of gifted students affects considerably their school happiness.

• Journal of Digital Convergence
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• v.15 no.11
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• pp.535-546
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• 2017

The purpose of The purpose of this study is to empirically investigate the relationships among achievement goal-orientation, sports confidence, and exercise commitment in university student-athletes. To fulfill this purpose, data were collected from 347 student-athletes enrolled in universities located in Seoul and the Gyeong-In area, and analysis thereof was carried out. Conclusion drawn from the performance of this study is as follows: First, university student-athletes' achievement goal-orientation has significant effects on their sports confidence. Second, university student-athletes' sports confidence has significant effects on their exercise commitment. Third, university student-athletes' achievement goal-orientation has significant effects on their exercise commitment. Fourth, sports confidence has indirect mediation effects on the relationship between achievement goal-orientation and exercise commitment in university student-athletes, and it was found that these factors had causal relationships. Therefore, the findings of this study show that university student-athletes' achievement goal-orientation plays an important role for their effective commitment to exercise, in the process of which sports confidence plays the role of a mediator, suggesting that psychological support as well as motor skill cultivation is necessary to enhance university student-athletes' performance.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.364-368
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• 2021

This study was conducted to investigate the relationship between performance level and ego orientation and task orientation, which are sub-factors of achievement goal orientation, targeting the Korean youth badminton national team. Accordingly, two null hypotheses were established and tried to verify that there would be no difference in ego orientation and task orientation according to the performance level of the badminton youth representative players. A total of 92 middle and high school students were divided into upper and lower performance groups, and the differences between ego orientation and task orientation were investigated, respectively. For the measurement, We used sports achievement goal orientation (task and ego orientation in a sports questionnaire, TEOSQ). Data were analyzed by performing frequency analysis, reliability analysis, and independent t-test. As a result, there was no statistically significant difference in both the ego orientation and task orientation between the upper and lower groups of performance. We discussed based on the research results.

• Journal of the Korea Convergence Society
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• v.10 no.5
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• pp.323-331
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• 2019

The purpose of this study is to investigate the relationship between exercise participation attitude, self- esteem and achievement goal orientation of college students majoring physical education. In order to achieve the purpose of study, a survey was conducted with 385 college students majoring physical, and the data collected from the survey were processed for frequency analysis, exploratory factor analysis, reliability analysis, correlation analysis, and standard multiple regression analysis using SPSS Version. 15.0. The following results were drawn from these analyses. First, it was found that all the sub-variables between exercise participation attitude and self-esteem of college students majoring physical education are related. Second, it was found that all the sub-variables between exercise participation attitude and achievement goal orientation of college students majoring physical education are related. Third, it was found that all the sub-variables between self-esteem and achievement goal orientation of college students majoring in physical education are related.

• Journal of Korean society of Dental Hygiene
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• v.12 no.1
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• pp.167-178
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• 2012

Objectives : The purpose of this research is to examine the effects of the goal achievement orientation of the students in dental-hygiene practice classes on their self-efficacy and on their adaptation to and satisfaction with their major. Methods : A survey was conducted among the dental-hygiene students in schools located in the Daegu region on October 24-31, 2011. A total of 212 accomplished questionnaires were gathered as sources of final analytical data. Statistical analysis was conducted on the collected data, using the SPSS 19.0 program. Results : 1. The students who had good personal relationships(p=.000) and who chose their major and school based on their aptitude(p=.029) were found to have a higher degree of satisfaction than those who did not have good personal relationships and who did not choose their major and school based on their aptitude. 2. Self-confidence(p=.004), self-control efficacy(p=.000), mastery approach(p=.000), and performance approach(p=.003) were found to have positive correlations with major adaptation while task difficulty preference(p=.000) was found to have a negative correlation with the same. 3. Self-confidence(p=.004), self-control efficacy(p=.000), mastery approach(p=.000), and performance approach(p=.045) were also found to have a positive correlation with major satisfaction while task difficulty preference(p=.000) was found to have a negative correlation with the same. 4. Mastery approach(p=.000) in goal achievement orientation was found to have a positive effect on self-efficacy while mastery avoidance(p=.001) was found to have a negative effect on the same. Mastery avoidance showed the greatest effect on self-confidence(p=.000) while mastery approach showed the greatest effect on self-control efficacy(p=.000) and task difficulty preference(p=.000). 5. In goal achievement orientation, mastery approach(p=.000) was found to have a positive effect on major adaptation while mastery avoidance was found to have a negative effect on the same. Meanwhile, with regard to self-efficacy, self-control efficacy(p=.037) and task difficulty preference(p=.008) were found to have positive effects on major adaptation. 6. In the case of major satisfaction, mastery approach(p=.000) in goal achievement orientation was found to have a positive effect on it, and in self-efficacy, self-control efficacy(p=.038) and task difficulty preference(p=.002) were found to have positive effects on it. Conclusions : Accordingly, to raise the level of the dental-hygiene students' adaptation to and satisfaction with their major, the students should be given appropriate tasks so that they can raise their mastery goal, and they should be encouraged to raise their approach goal rather than their avoidance goal. In addition, the students should be provided assistance in setting self-expectations and in developing confidence in their capabilities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.11
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• pp.5104-5113
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• 2012

To study the influence of leadership types on achievement goal orientation of high school athletes, Multifactor Leadership Questionnaire (MLQ) and Task and Ego Orientation in Sport Questionnaire (TEOSQ) were used to two-hundred-ninety athletes in Physical Education High Schools. The data from the survey were analyzed by SPSS 19.0 and the results of the analysis were as in the following. First, there were meaningful differences in the leadership factors according to the demographic characteristics. Male athletes tended to be more conscious of the individualized consideration(transformation leadership), contingent reward, management by exception(transactional leadership) of the leadership factors. Second, there were differences in athletes' achievement goal orientation. Comparing to the female athletes, male athletes gave more importance on the task goal orientation. Third, there were differences in the leader's leadership types on the athlete's achievement goal orientation. The athletes with self goal orientation and the individualized consideration (transformational leadership) of leadership types showed statistically meaningful differences. The athletes with high self goal orientation had a negative relationship to the individualized consideration and a positive relationship to the intellectual stimulation. The athletes with task goal orientation showed differences in the transactional leadership as well as in the contingent reward.

• (The) Korean Journal of Educational Psychology
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• v.31 no.3
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• pp.563-587
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• 2017

The purpose of this study was to understand the ways to enhance academic help-seeking by analyzing the structural relations among individual(achievement goal orientation) and contextural (teacher behaviors and classroom climate) factors known to affect help-seeking, one of the effective self-regulated learning strategies, for upper elementary students. More specifically, it explored the mediational roles of general classroom climate and student achievement goal orientation in the relation between supportive teacher behaviors and student academic help-seeking. A survey was administered to 315 fifth- or sixth-grade students in three elementary schools and the data from the survey was analyzed. Main results are as follows. First, supportive and learning-oriented teacher behaviors with high expectation related to more cohesive and positive classroom climate and more adaptive achievement goal such as mastery goal. Positive classroom climate played an important role in improving student mastery goal, and only mastery goal among different types of achievement goal orientation had a positive prediction of student help-seeking. Second, teacher behaviors significantly predicted student help-seeking through a double mediation of classroom climate and student mastery goal, which showed that classroom contextual factors and student individual factors interacted for help-seeking. These results suggest that the role of teachers as well as the mastery goal of students are important for enhancing students' help-seeking behavior as an adaptive learning strategy.

• Journal of the Korea Convergence Society
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• v.10 no.10
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• pp.275-281
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• 2019

This study aimed to analyse the mediating effects of learning attitudes in respect to the correlation between achievement goal orientation and learning flow. For the purpose, this study surveyed achievement goal orientation, learning flow and learning attitude of beauty specialized high school students located in Jeonnam with the use of a questionnaire. 335 copies of the answers were analysed with the use of the SPSS(PASW, ver 21.0). The results are presented as follows: Mastery approach of the achievement goal orientation and learning attitude had a significant effect on learning flow. It was discovered that learning attitude had a partial effect on the relations between mastery approach and learning flow, but it was reported that it had a complete mediating effect on the relations between performance avoidance and learning flow.

• Journal of Korea Entertainment Industry Association
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• v.13 no.7
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• pp.295-306
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• 2019

The purpose of this study was to Happiness Sharing Kumdo Class Participating Adolescents' achievement goal orientation on ego-resiliency and quality of life and to provide guidance measures for the correct growth of vulnerable participants through the happiness sharing Kumdo class, which will be activated as a sports support program. To achieve the purpose of this research, 236 Adolescent participating in the Happiness Sharing Kumdo Class was selected and surveyed in Seoul, Gyeonggi Province and Incheon. Based on the data collected, the following results were derived by conducting frequency analysis, exploratory factor analysis, reliability analysis, correlation analysis, and multiple regression analysis. First, verification of the effect of achievement goal orientation of Adolescent participating in Happiness Sharing Kumdo Class on ego-resiliency showed that task-orientation has significant influence on diversity, future-orientation, and emotion control, and ego-orientation has significant influence on diversity and emotion control. Second, verification of the effect of achievement goal orientation of Adolescent participating in Happiness Sharing Kumdo Class on quality of life showed that task-orientation has significant influence on quality of physical, psychological, social, environmental and educational quality, and ego-orientation has a significant influence on quality of physical and environmental quality. Third, verification of the effect of ego-resiliency on quality of life by Adolescent participating in Happiness Sharing Kumdo Class showed that diversity has not significant influence all factors of quality of life, but future-orientation has significant influence on quality of psychological and environmental quality, and emotion control has a significant influence on quality of physical, psychological, social and educational quality.

• 전자공학회논문지 IE
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• v.49 no.2
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• pp.65-74
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• 2012

The purpose of this study is to verify the prediction of mastery-approach goal orientation, task value, and self-regulated learning strategy on academic satisfaction and achievement of cyber engineering university students. For this study, 219 engineering students of H cyber university who enrolled in the spring semester of 2011 was chosen and completed web surveys. A hypothetical model proposed included mastery-approach goal orientation, task value, and self-regulated learning strategy as predictors, and academic satisfaction and achievement as criteria variables. The results of this study through multiple regression analysis indicated that task value(${\beta}$=.401) and self-regulated learning strategy(${\beta}$=.401) predicted significantly on academic satisfaction. In addition, self-regulated learning strategy(${\beta}$=.301) and mastery-approach goal orientation(${\beta}$=.196) predicted significantly on academic achievement. The result of this study suggested that mastery-approach goal orientation, task value, and self-regulated learning strategy should be considered for improving academic satisfaction and achievement in cyber engineering education.