• English Language & Literature Teaching
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• v.17 no.2
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• pp.93-114
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• 2011

The aim of this study is twofold. First, this study aimed to explore how Korean university students' English learning motivation is related to their English listening proficiency and study time. Second, it attempted to interpret the English learning motivation linking the two different motivation theories: self-determination theory and L2 motivational self system. The constructs of the students' L2 learning motivation were investigated with the data obtained through the questionnaire from 122 sophomore students. A factor analysis was conducted to extract the major factors of motivation. As a result, 6 factors were extracted: Intrinsic Pleasure, Identified Value Regulation, Intrinsic Accomplishment, Introjected Regulation, External Regulation, and Identified Regulation. The Interrelatedness among the assessment results on the L2 listening proficiency (pre and post test), listening study time, and motivation factors was measured by correlation coefficients. The statistical results indicated that pre-test scores were significantly related to Identified Regulation and Identified Value Regulation toward English learning, and post-test results had significant correlation with Intrinsic Accomplishment and Identified Regulation. However, no motivation subtypes showed statistical association with the students' listening study time. The results were attempted to be interpreted both under L2 motivational self system and self-determination framework to better illuminate the motivation theory with more explanatory power.

• Journal of Families and Better Life
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• v.24 no.1 s.79
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• pp.71-82
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• 2006

The purpose of this study was to develop a standardized scale to measure consumers' motivation to purchase based on a self-determination theory. A preliminary 27-item scale was developed through literature review, diary analysis, and FGI. A questionnaire survey was conducted among 1,000consumers on internet using the preliminary scale. Then a series of tests, such as test-retest, item analysis, item-to-total correlation, Cronbach's reliability coefficient, and factor analysis, were conducted using the survey data. The final scale with21 items was constructed in the end. The Purchase Motivation Scale for Consumers consisted of five factors: (1) external motivation, (2) introjected motivation, (3) identified motivation I: self-respect, (4) identified motivation II: pursuit of harmony, and (5) internal motivation.

• Korean Journal of Childcare and Education
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• v.15 no.5
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• pp.113-138
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• 2019

Objective: This study aimed to determine the effect of a teacher professional learning environment at workplace day care centers on the professionalism of beginning teachers and also to verify the mediating effects of the beginning teachers'work task motivation on that relationship. Methods: The participants were 129 new teachers currently employed at workplace day care centers. The Current Status for Professional Competence was used to measure the teachers' professionalism. The Professional Learning Environment Inventory assesses the professional learning environment of day care centers. To measure the work task motivation, the Work Tasks Motivation Scale for Teachers was used. Results: Firstly, positive relationships were identified between a professional learning environment and their intrinsic motivation and identified motivation. However, there were also negative relationships between the professional learning environment and their introjected motivation and amotivation. Secondly, this study partially verified the mediating effects of the beginning teachers'work task motivation on the relationship between the professional learning environment and teachers' professionalism. Conclusion/Implications: The relationship between the professional learning environment and the professionalism of beginning teachers was mediated by the teachers'own intrinsic motivations, identified motivations, and amotivation.

• Korean Journal of Child Studies
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• v.27 no.2
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• pp.55-69
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• 2006

This study investigated relationship between preservice kindergarten teachers' cognitive strategies and self-determination motivation types. Cognitive strategies were measured by 3 variables surface, deep, and metacognitive strategies; motivation for self-determination was measured by 7 variables; intrinsic motivation(IM) to know, IM to accomplish, IM to experience stimulation, external regulation, introjected regulation, identified regulation, and amotivation. The Motivated Strategies for Learning Questionnaire(Pintirch & DeGroot, 1990) and the Academic Motivation Scale(Vallerand et al., 1992, 1993) were administered to 82 subjects. Data were analyzed by Pearson's correlation, multiple regression analysis, and canonical correlation analysis. Finding were a positive correlation between IM to know and IM to accomplish. IM to accomplish positively predicted surface, deep, and metacognitive strategies, and identified regulation positively predicted deep cognitive strategy. Amotivation negatively predicted deep and metacognitive strategies.

• Journal of the Korean Society of Clothing and Textiles
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• v.39 no.2
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• pp.294-306
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• 2015

This study investigated how the travel motivation of Korean overseas tourists influenced shopping behavior. We first identified factors of the travel motivation and then categorized types and attributes of shopping products and shopping stores. We then examined the relationship between the travel motivation and shopping products and shopping channels. A questionnaire method was applied for this survey, while factor analysis and regression analysis were used to analyze data. The results are listed below. First, nature & leisure, rest, family, pleasure, hobby & fitness, and discovery were identified as 6 factors of travel motivation. Second, shopping products of overseas tourists were categorized into three types: fashion & luxury, daily goods, and memento. There were four attributes of products, namely, design, utility, economy, and prestige. Major types of shopping stores were souvenir shops, fashion channels and local markets; the shopping store attributes identified were location & salesperson, assortment & atmosphere, and display. Third, overseas tourists' motivation was shown to influence the selection of product types and attributes. Those who traveled for rest, family, pleasure, hobby & fitness orientation were inclined to purchase fashion & luxury goods, and daily goods; however, those who traveled for rest and hobby & fitness orientation also tended to buy memento. The effect of the travel motivation was shown to be different according to product attributes. Fourth, tourists' motivation was shown to affect store type selection and attributes. Those whose traveled for rest, family, pleasure, hobby & fitness preferred souvenir shops while those seeking nature & leisure and pleasure tended to visit fashion channels and local markets more often. Travelers seeking nature & leisure and discovery cared for all three store attributes while family oriented and pleasure seeking tourists considered shopping store location, salesperson and display attributes as important.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.8
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• pp.5223-5231
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• 2015

The purpose of this study was to examine relations in autonomy support, self-determined motivation, and learning outcomes among college students. The subjects of this study were 231 college students in Jeonnam Province and Daejeon city, sampled by convenience sampling. The result of this study is as follows: First, perceived autonomy support had a significant direct positive effect on identified and intrinsic motivation. Also perceived autonomy support had a significant direct positive effect on learning outcomes and processes. Second, external had a significant positive effect on duty motivation and duty motivation had a direct positive effect on identified duty. In addition to identified motivation had a significant positive effect on intrinsic motivation, learning outcomes and processes. Third, intrinsic motivation had positively influenced on learning outcomes and processes. As the last of the findings, perceived autonomy support, duty motivation and identified motivation had significant effects on learning outcomes and processes. These results imply that perceived autonomy and self-determination motivation is important to enhance academic performance.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.273-288
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• 2008

Types of motivation for self-determination studied in the current research included intrinsic motivation (IM) to know, IM to accomplish, IM to experience stimulation; external, introjected, identified regulation; and amotivation as related to children's self-regulated learning strategies (use of cognitive strategy and self-regulation). The Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990) and the Academic Motivation Scale (Vallerand et al., 1992, 1993) were administered to 123 $5^{th}$ graders (63 girls, 60 boys). Data were analyzed by Pearson's correlation, multiple regression, and canonical correlation analysis. Results indicated that IM to accomplish, IM to know, and identified regulation positively and amotivation negatively affected self-regulated learning strategies. IM to accomplish and IM to know positively and amotivation negatively contributed to use of cognitive strategy and self-regulation.

• Journal of Families and Better Life
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• v.24 no.3 s.81
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• pp.83-94
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• 2006

In order to understand how consumers' buying motivation is formed, that is the starting point of consumer behavior or consumers' decision-making processes, we examined how the interpersonal orientation for consumers is organized to control buying motivation and create a stepping-stone for subjects' behavior in fast varied consumer environments. In addition, we examined what influence this interpersonal orientation has on consumers' buying motivations. The results are shown as follows: First, interpersonal orientation is classified into six categories, according to Cohen's three types, i.e., compliance, detachment I: emotion independence, detachment II: performance independence, detachment III: perception independence, aggressiveness I: competitiveness, aggressiveness II: aggressiveness. Second, based on our inspection of the relation between interpersonal orientation and consumers' buying motivations, for external motivation and internal motivation, the value of R2 in regression seems too low to act as an influencing power on interpersonal orientation, while in case of introjected motivation, identified motivation I: self respect, and identified II: pursuit of harmony, I there seems to be some relationship.

• International Journal of Advanced Culture Technology
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• v.10 no.3
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• pp.164-173
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• 2022

This study aimed to explore the themes and parameters of environmental health behaviors based on Rogers' protection motivation theory through a systematic mapping review. Using a systematic approach, a literature review was conducted of articles that adopted Rogers' protection motivation theory. A total of 11 articles on protection motivation theory using participants and environmental health as outcomes were identified in a search of CINAHL, Cochrane Library, EMBASE, Eric, PsycARTICLES, PubMed, and RISS between September 1 and September 8, 2021. Themes related to the environment and personal behaviors between 2002 and 2021 were extracted. The parameters based on protection motivation theory were identified through systematic mapping as fear appraisal, rewards of maladaptive response, severity, vulnerability, costs of adaptive response, response efficacy, self-efficacy, and intention. Self-efficacy and response efficacy considerably affected environmental health behaviors. Emotional fear appeal related to environmental hazards motivates an internal process that alters the threat appraisal and their coping appraisal. Environmental behavior perception and intention influenced on environmental health behaviors with small effect sizes. Therefore, a deeper understanding of the severity of environmental health issues could lead to the development of helpful, effective, and intensive interventions to promote healthcare among the vulnerable population.

• Korean Journal of Child Studies
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• v.23 no.3
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• pp.17-33
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• 2002

This study analyzed various factors of reading motivation and motivational differences between grades and gender. An urban sample of first-, third- and fifth- grade children completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthrie, 1997). The MRQ assesses such possible factors of reading motivation as self-efficacy, intrinsic-extrinsic reading motives, and social aspects of reading. Factor analyses and cronbach's ${\alpha}$ demonstrated that 10 factors of children's reading motivation could be identified and measured reliably. Mean scores on most of the factors differed by grade and gender, with girls and lower grades reporting stronger motivation. This study found that children's reading motivation is various and decreases as children mature. Various efforts to encourage children's motivation for reading are suggested in this study.