• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.101-109
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• 2002

A cooperative teaming has been taken to consolidate the autonomous motivation of students and to develop a desirable attitude in a mutual cooperative atmosphere. Some studies on the reward effect showed that the reward after the evaluation, in the processes of cooperative learning, worked on students' learning motive directly, and the group reward was effective in learning attitude and the individual reward in academic achievement, respectively. Assuming that the group reward and the individual reward are organized and applied as a complex reward, the effects of rewards will appear, this study examined the effect of the complex reward on academic achievement and teaming attitude. For this study. 2 classes were randomly selected out of a elementary school in Gwangju and the teaming unit was based on chapter 4「The structure and function of plants」 in the 5-1 elementary Science textbook. This research has been done for 4 weeks after the students learned STAD for 8 weeks previously. The learning attitude was examined in pre and post tests, and the academic achievement was inspected twice at 2-week intervals after the pre test. The results were analysized by the SAS program In the case of academic achievement, both groups showed a significant improvement(p<.05). The experimental group showed no significant improvement in the first test, compared with the control group(p>.05), but after 4 weeks, it showed a significant improvement in the second test, compared with the control group(p<.05). From this result, it is identified that the reward should be done for a long time and the individual reward of the complex reward is successful in improving academic achievement. However, in the case of learning attitude, there was no meaningful difference in both groups(p>.05). But the control group showed a significant improvement, compared with the experimental group(p<.05). According to this result, it is indicated that the group reward only is more effective in improving learning attitude and complex reward can decrease the individual competition in experimental group.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.127-134
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• 2002

Although the reward based on group accomplishment in cooperative learning has a merit to emphasize interdependency, it may have some undesirable side effects such as free rider effect and sucker effect. For the purpose of reducing these side effects, this study examined how the adjustment of the reward structure affected the scholastic achievement, the perception of learning environments, and the attitude toward science class by adding individual reward to group reward. We selected 2 classes of sixth grade in an elementary school, and taught on oxygen and carbon dioxide for 13 class hours in cooperative learning strategies. Group reward was applied to one class, and both group and individual rewards were applied to the other class. Analysis of the results indicated that the achievement scores of the students under the group and individual rewards were significantly higher than those under the group reward. In addition, they had more difficulty in science class and felt less satisfied. The upper level students under the group and individual rewards were also found to exhibit more competition. Educational implications were discussed.

• Journal of the Korean Chemical Society
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• v.47 no.6
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• pp.625-632
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• 2003

In this study, the effects of two types of reward methods in cooperative learning were investigated upon students' achievement, learning motivation, perceptions of learning environment and perceptions of reward methods. Seventh graders (N=61) were selected from a co-ed middle school in Seoul, and were taught about 'three states of matter', 'motion of molecules' and 'change of state and thermal energy' for 14 class hours. Reward methods were classified into task-oriented reward and performance-oriented reward. The results revealed that high-level students performed better in the task-oriented reward group, and low-level students performed better in the performance-reward group for the 'application' subcategory of the achievement test. The scores of attention and relevance in learning motivation and task orientation, involvement, and order and organization in perceptions of learning environment test were significantly higher in the task-oriented reward group than those in the performance-oriented reward group.

• Journal of the Korean earth science society
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• v.27 no.2
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• pp.121-129
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• 2006

The purpose of this study was to investigate the effects of the group reward and cooperative skill training on science achievement and learning motivation of elementary students. 3 classes of the 6th grade students were selected from an elementary school in Busan. Group I took traditional cooperative learning (TCL), group II took cooperative learning with competitive group reward (GR), and group III was trained in cooperative skill (CS) before cooperative learning. Students were taught about 'weather forecast' for thirteen periods and problem-based learning steps were applied in each class. The results from this study were as follows: First, there was an interactive effect between the treatment and achievement level in the science achievement test scores. In the case of high-level students the group reward was more effective than cooperative skill training on the science achievement; on the other hand, in the case of low-level students the cooperative skill training was more effective than the group reward on the science achievement. Second, there was no interactive effect between the treatment and achievement level in the motivation scores.

• Science of Emotion and Sensibility
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• v.20 no.4
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• pp.113-126
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• 2017

The purpose of the study was to find grey matter (GM) and white matter (WM) volume reduction in the brain reward system among patients with alcohol dependency. This study investigated regional GM and WM in chronic alcoholic patients, focusing primarily on the reward system, including principal components of the mesocorticolimbic reward circuit as well as cortical areas with modulating and oversight functions. Sixteen abstinent long-term chronic alcoholic men and demographically matched 16 healthy control men participated in the study. Morphometric analysis was performed on magnetic resonance brain scans using voxel-based morphometry (VBM)-diffeomorphic Anatomical Registration through Exponentiated Liealgebra (DARTEL). We derived GM and WM volumes from total brain and cortical and subcortical reward-related structures. Morphometric analyses that revealed the total volume of GM and WM was reduced and cerebrospinal fluid (CSF) was increased in the alcohol group compared to control group. The pronounced volume reduction in the reward system was observed in the GM and WM of the nucleus accumbens (NAc), GM of the amygdala, GM and WM of the hippocampus, WM of the thalamus, GM and WM of the insula, GM of the dorsolateral prefrontal cortex (DLPFC), GM of the orbitofrontal cortex (OFC), GM of the cingulate cortex (CC), GM and WM of the parahippocampal gyrus in the alcohol group. We identified volume reductions in WM as well as GM of reward system in the patients with alcohol dependency. These structural deficits in the reward system elucidate underlying impairment in the emotional and cognitive processing in alcoholism.

• Journal of Korean Academy of Nursing
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• v.53 no.5
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• pp.525-537
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• 2023

Purpose: This study aimed to develop and test a reward scale for hospital nurses. Methods: The initial items were identified through a literature review and focus group interviews with ten hospital nurses. The content validity of the items was evaluated by ten experts. Fifty-one items were derived from the pilot survey. Four hundred eighty-eight nurses participated in the study: 248 for exploratory factor analysis (EFA) and 240 confirmatory factor analysis (CFA). Data were analyzed using item analysis, EFA, CFA, convergent validity, known-group validity, and internal consistency using IBM SPSS Statistics 29.0 and IBM SPSS AMOS 29.0. Results: The final scale consisted of 31 items and eight factors (decent wage, opportunity to grow and develop, support for special situations, various benefits, flexibility of work, job-related achievement, reflecting career and performance, and recognition), which explained 67.3% of the total variance. The eight-subscale model was validated by CFA. Convergent validity was evaluated by analyzing correlation with intention to leave (r = - .63, p < .001) and job satisfaction (r = .54, p < .001). The known-group validity was evaluated by comparing the reward scales according to age, clinical career, income level and hospital type. The scale was found to be reliable with a Cronbach's α of .89. Conclusion: Both the validity and reliability of the reward scale for hospital nurses are verified, which can enhance the understanding of the range of rewards and may assist nurse managers in establishing an effective reward system.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2008.10a
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• pp.179-190
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• 2008

Consumers earn a number of points for every purchase and then they can exchange a specified number of points for a desired reward in a typical loyalty program. The immediate payoff of their effort given as points is not the real reward they actually care about. It is merely an instrument (or medium) which has no value in itself. In a real world, consumers frequently choose the option with a bigger medium even though the economic value of the option is not changed by the medium. We call it 'medium effect'. In this study we explored if the size of medium affects on consumers' preferences. For this we controlled the reward options with three types of medium (small, medium, big) and measured the magnitude of preference difference among the three types of reward options. In addition, we manipulated comparability of reward options with wine and gas discount coupon. We confirmed that choosing one of two wines was easier than that of the two gas coupons. 164 respondents were allocated into three experimental groups and one control group. In three experimental groups, the ratios of the focused reward option's medium to the compared reward option's medium were different. For example, the focused reward option has 10 million points whereas the compared reward option has 10 million points for 1 million won purchase amount in the first group. Then each respondent was asked to choose one of two loyalty programs (focused program vs. compared program) in two different conditions (comparability between reward options: easiness vs. difficulty). To compare the medium effects among the experiment conditions we used chi-squares tests. The empirical results show the medium effect increases and then decreases as the ratio of reward mileages/points to purchase amount increases. Additionally, they let us know that comparability of alternatives affects on the medium effects depending on the ratio of reward mileages/points to purchase amount.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.843-850
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• 2004

This study investigated the effects of group processing in cooperative learning using task-oriented reward on students' science achievement, science learning motivation, and attitude toward science instruction. Eighth graders (N=58) selected from a middle school in Seoul, were randomly assigned to either the treatment or comparison group, and taught on the 'Separation of Mixture' over 8 class hours. The treatment group received cooperative learning using task-oriented reward containing group processing (GCL), while the comparison group received cooperative learning using task-oriented reward without group processing (CL). Significant interactions between the instruction and prior achievement level were found in the achievement and the attitude toward science instruction. High-level students in the GCL group performed better than those in the CL group, while low-level students in the CL group performed better than their counterparts.

• Journal of the Korean Operations Research and Management Science Society
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• v.34 no.1
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• pp.1-10
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• 2009

Consumers earn a number of points for every purchase and then they can exchange a specified number of points for a desired reward in a typical loyalty program. The immediate payoff of their effort given as points is not the real reward they actually care about. It is merely an instrument (or medium) which has no value in itself. In a real world, consumers frequently choose the option with a bigger medium even though the economic value of the option is not changed by the medium. We call it 'medium effect.' In this study we explored if the size of medium affects consumers' preferences. For this we controlled the reward options with three types of medium (small, medium, big) and measured the magnitude of preference difference among the three types of reward options. In addition, we manipulated comparability of reward options with wine and gas discount coupon. We confirmed that choosing one of two wines was easier than that of the two gas coupons. 123 respondents were allocated into three experimental groups. In three experimental grounds, the ratios of the focused reward option's medium to the compared reward option's medium were different. For example, the focused reward option has 10 million points whereas the compared reward option has 10 million points for 1 million won purchase amount in the first group. Then each respondent was asked to choose one of two loyalty programs (focused program vs. compared program) in two different conditions (comparability between reward options. easiness vs. difficulty). To compare the medium effects among the experiment conditions we used chi-squares tests. The empirical results show consumer preference increases and then decreases as reward mile-ages/points given according to purchase amount increase. Additionally, they let us know that comparability of alter natives affects change of consumer preference by reward mileages/points.

• The Journal of Economics, Marketing and Management
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• v.5 no.1
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• pp.21-26
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• 2017

Purpose - This study extracts performance-reward factors based on the previous studies related to Herzberg's two-factor theory and performance-reward and proposes a research method to identify how these factors have an influence on task performance directly related to production performance and contextual performance that has an indirect influence. Research Design, Data, and Methodology - This study draws performance-reward factors through Focus Group Interview(FGI), classifies them into economic/uneconomic and direct/indirect factors, draws maintenance/improvement factors and unnecessary ones through IPA, and maximizes the effectiveness of performance-reward factors. Results - It also identifies how performance-reward factors have an influence on internal and external motives based on previous studies, classifies performance-reward factors into task performance and contextual performance and identifies the influence relationship between these, and proposes a research model to identify the roles of equity sensitivity based on equity theory. Conclusion - The findings from this study are expected to lay the groundwork for drawing various methods to reduce the turnover rate of employees and be important resources for reinforcing the competitiveness of businesses by classifying the performance -reward factors that may cause internal and external motives from the small and medium-sized manufacturing perspective and presenting methods to identify if these have an influence on task performance and contextual performance.