• 가정과삶의질연구
• /
• 제27권5호
• /
• pp.195-206
• /
• 2009

The main purpose of this study was to examine the effects of maternal achievement pressure and emotional support on adolescents' achievement motivation. A total of 241 adolescents in the second grade of two middle schools in Seoul and their mothers participated in the study, and completed questionnaires on mothers' achievement pressure and emotional support. Adolescents also answered a questionnaire on achievement motivation. Sohn's(1997) Achievement Pressure Scale, Sung's(1993) Social Support Scale and Hermans'(1970) Prestatie Motivatie Scale were used for this survey. Data were analyzed by Pearson's correlation coefficients, t-tests, regressions, and one-way ANOVA with Duncan's multiple range tests. Results showed that maternal achievement pressure and emotional support and adolescents' achievement motivation did not vary as a function of sex. Maternal achievement pressure and emotional support had positive effects on achievement motivation of adolescents, and maternal achievement pressure played a more influential role on the motivation of adolescents than emotional support. Among four groups divided by the level of maternal achievement pressure and emotional support, high/high, high/low, low/high, and low/low, adolescents in the high/high group were perceived to have the highest achievement motivation. Findings suggest that both maternal achievement pressure and emotional support are important in improving adolescents' achievement motivation.

• Child Studies in Asia-Pacific Contexts
• /
• 제4권2호
• /
• pp.95-108
• /
• 2014

The purpose of this study was to examine group differences in paternal behaviors (i.e., paternal connection, paternal punitiveness, and paternal knowledge) within and across three academic achievement levels-low, moderate, and high, and to explore the effects of paternal behaviors on the academic motivation of Chinese adolescents within these three achievement groups. Analyses of variance (ANOVAs) indicated that adolescents with low achievement perceived their fathers as more punitive than teens with moderate and high academic achievement. Regression analyses also revealed that paternal punitiveness (negative) and paternal knowledge (positive) were significant predictors of academic motivation for teens with low levels of academic achievement; while paternal punitiveness was a significant negative predictor of academic motivation among adolescents with moderate achievement. In contrast, for adolescents with high achievement, paternal connection was a positive significant predictor of academic motivation. The present findings provide some evidence that the impact of parental behaviors on teen's motivation varies across adolescent academic achievement levels, which may prove useful for professionals working with fathers to help target the most effective parenting behaviors to foster academic motivation.

• 한국초등과학교육학회지:초등과학교육
• /
• 제34권4호
• /
• pp.447-457
• /
• 2015

This study has attempted to find the teaching methods for the elementary students with low science achievement by examining the differences of science learning motivation, academic stress and stress coping styles and the characteristics shown in the relationship between them. To achieve this, the differences of science learning motivation, academic stress and stress coping styles of the elementary students with low science achievement and their relationship was set up as a study problem. A science learning motivation using a science learning motivation questionnaire reconfigured with PALS along with underachievers diagnosis were measured targeting 660 elementary students located in Seoul. Using an academic stress questionnaire and stress coping style questionnaire, an academic stress and stress coping styles were measured. The results of analyzing the collected data are as follows. First, a science learning motivation of elementary students with low science achievement was lower than the general students but the academic stress was shown higher. Especially, the self-efficacy of science learning motivation was significantly lower and the school stress was highest. For stress coping styles, a tendency of passive and avoidment coping styles were shown higher than the general students. Second, among the science learning motivation of elementary students with low science achievement, the self-efficacy motivation and school stress have shown a negative correlation but had a positive correlation with the goal-oriented motivation centered on ability. In the correlation between the science learning motivation of elementary students with low science achievement and the stress coping styles, the pursuit of social support coping styles have shown a significant positive correlation with the science learning motivation and its subcategories. As a result of conducting a regression analysis on the influence of academic stress and stress copying styles on the science learning motivation of elementary students with low science achievement, among the academic stresses, the school stress was shown to have the biggest influence. Among the stress coping styles, the pursuit of social support coping styles had the biggest influence on the science learning motivation followed by active coping behaviors, passive and avoidment coping behaviors. Low science learning motivation as underachievement factors of elementary students with low science achievement was identified as having a relationship with high school stress and undesirable stress copying styles. Therefore, guidance and a program are required for the elementary student with low science achievement to have desirable stress coping methods on the stressful situations. In addition, for the improvement of science learning motivation, a learning environment is needed for the elementary students with low science achievement with seeking of relevant educational methods.

• Educational Technology International
• /
• 제22권1호
• /
• pp.87-109
• /
• 2021

The purpose of this study was to understand the influence of the level of social emotional competence of college students on their achievement emotion, life satisfaction, and academic achievement. To this end, a survey was conducted with 301 college students in the Busan and Gyeongnam areas of Korea in 2019. The students were divided into high, medium, and low levels according to social emotional competence. Then, on the basis of these divisions, their achievement emotion, life satisfaction, and academic achievement were compared with oneway ANOVA. The results indicated that students with high social emotional competence had higher average scores in positive achievement emotion: enthusiasm, hope, and pride; lower average scores in negative achievement emotion: anger, anxiety, shame, frustration, and boredom; and higher average scores in life satisfaction, and academic achievement compared to the group with middle and low social emotional competence. Based on the results, this article discusses considerations and recommendations for follow-on studies. It also highlights the need for social emotional competence education in Korea against the backdrop of intense pressure on students to perform well academically and a culture where emotion is not freely expressed.

• Educational Technology International
• /
• 제19권1호
• /
• pp.93-122
• /
• 2018

It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

• 대한인간공학회지
• /
• 제1권1호
• /
• pp.23-27
• /
• 1982

This study analyzes jow reciprocal relations between the temperament and motivation of managers interact. To know the relationships between achievement motivation and affiliation motivation, this study examines whether or not affiliation-achievement motivation and nonaffiliation-achievement motivation mani- fested in manager group of Jpapn are present in this tested group. Data were obtained by testing 578 male- managers employed in domestic enterprise with Y-G Character and Motivation Test. Structure Vector obtained and applied Canonical Correlation Analysis method is applied as a means to interpret it. From the study, the following results are obtained: First, the affiliation and nonaffiliation-achievement motivation appear in domestic sampled group. Second, the manager with affiliation-achievement motivation is shown to have extroversive character, high-social accommodation, high-emotional stability, whereas the one with nona- ffiliation-achievement motiviation to have introversive character, somewhat low-social accommodation and low- emotional stability. Whether or not these results reappear in the bilingual group remains to be studied further.

• 한국학교수학회논문집
• /
• 제21권3호
• /
• pp.287-301
• /
• 2018

개별지도가 수학 기초 학력이 부진한 학생들의 수학 학업성취도와 수학 태도에 미치는 영항을 조사하였다. 그 결과 개별지도 집단(실험집단)이 비교집단 보다 수학 학업성취(미분과 적분 내용) 및 수학에 대한 태도가 향상된 것으로 나타났다. 실험집단 내에서는 사전 수학 학업성취도와 사후 2차 수학 성취도간에 상관이 있는 것으로 나타났으며, 사후 수학에 대한 태도가 높은 학생일수록 사후 수학 학업성취도가 높게 나타났다. 비교집단 내에서는 사전 수학에 대한 태도와 사후 수학에 대한 태도 간의 상관이 있는 것을 나타났으며, 사후 수학에 대한 태도와 사후 수학 학업성취도 간에 상관이 있는 것으로 나타났다.

• 전기학회논문지P
• /
• 제53권3호
• /
• pp.152-157
• /
• 2004

The purpose of the study was to identify the effects of LT cooperative learning and traditional competitive learning on academic achievement by the level of learning ability in industrial high school students. The results of the study were as follows; the score of posttest of the experimental low grade group was significantly higher than that of control low grade group (p<.05), and the score of posttest was significantly higher than that of pretest in the experimental low and middle grade group (p<.05). Based on these results, it was concluded that LT cooperative learning had positive effect on the enhancement of industrial high school student's academic achievement than the traditional lecture learning. Its effect on high grade students was negative, but its effect was significantly positive on both middle grade and low grade level students.

• 수산해양교육연구
• /
• 제16권1호
• /
• pp.11-20
• /
• 2004

The purpose of this study was to analyze of career exploration and career decision-making by identity statuses(diffusion, foreclosure, moratorium, achievement) of vocational high school students. The research questions were formulated as follows. (1) Is there a difference in identity statuses by level of the career exploration? (2) Is there a difference in identity statuses by level of the career decision-making? (3) How much identity statuses-identity diffusion, identity foreclosure, identity moratorium, identity achievement-effect to the career exploration and career decision-making? 255 vocational high school students in Pusan were sampled. For the statistical analysis, Oneway, analysis of covariance structure by AMOS 4.0 was applied. The results of the study were as follows. (1) The identity diffusion was low in the level of career exploration, but the identity moratorium and achievement were high in the level of career exploration. (3) The identity diffusion was low in the level of career decision-making, but the identity achievement was high in the level of career decision-making. (4) The identity diffusion effected to negatively career exploration and career decision-making, identity foreclosure effected to low positively career exploration and career decision-making, identity moratorium effected to positively career exploration but negatively career decision-making, identity achievement effected to positively career exploration and career decision-making.

• 한국초등과학교육학회지:초등과학교육
• /
• 제41권1호
• /
• pp.44-64
• /
• 2022

본 연구는 근거이론 분석 방법을 바탕으로 초등교사의 과학학습부진학생 지도경험을 탐색하였다. 과학학습부진학생을 최근 3년 이내에 지도한 경험이 있고, 5년 이상의 현장 경험을 가진 교사 13명을 대상으로 과학학습부진학생 지도경험에 대한 자료가 이론적 포화상태에 도달할 때까지 심층면담과 분석을 진행하였다. 분석 결과는 다음과 같다. 첫째, 초등교사의 과학학습부진학생 지도경험은 119개의 개념과 41개의 하위범주 및 17개의 범주로 도출하였다. 도출된 범주들을 패러다임 모형에 근거하여 '과학학습부진학생 지도의 어려움'이라는 중심현상을 바탕으로 인과적 조건, 맥락적 조건, 중재적 조건, 작용/상호작용 전략 및 결과로 구조화하여 제시하였다. 둘째, 초등교사의 과학교과 학습부진학생 지도의 핵심범주는 '어려움을 극복하며 과학학습부진학생 지도하기'로 상정하였다. 그리고 핵심범주의 속성과 차원에 따라 과학학습부진학생을 지도하는 교사유형은 '현실타협형', '현실극복형', '현실수용형', '현실갈등형'의 네 유형으로 구분되었다. 셋째, 초등교사의 과학학습부진학생 지도경험을 교사-학교-교육청 차원의 교육공급자 측면과 학생-가정 차원의 교육수요자 측면으로 구분하여 본 연구의 결과를 요약하고 통합할 수 있는 상황모형을 제시하였다. 이러한 결과를 바탕으로 과학교과 부진학생 지도에 대한 교육적 시사점을 논하였다.