• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.222-231
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• 2006

The purposes of this study were to survey internal engagement in science fair and explore the causal relationship between internal engagement and motivation for participation. A written questionnaire on queries into motivation for participation and internal engagement were developed and tested. The subjects were 1066 students from 4th to 9th grade who had participated in the Youth Science Contest under the auspices of the Korea Science Foundation. Interest and commitment were selected as constructing factors of internal engagement. Through exploratory factor analysis, preference, reward, and social motivation were determined to be the factors affecting the motivation to participate. Boys showed higher internal engagement than girls, and interest and commitment were found to be higher in elementary school students(p<0.01). There was no difference in interest among elementary school students; however, fourth grade students showed lower commitment than other students(p<0.01). Ninth grade students showed the lowest interest and commitment among junior high school students(p<0.01). To explore the causal relationship between internal engagement and factors influence internal engagement, path analysis was used. The selected model illustrated how reward motivation affected commitment directly, and how preference motivation affected interest directly but only commitment indirectly through interest. Reward motivation affected commitment with a standardized direct effect coefficient of 0.17. Preference motivation affected interest with a standardized direct effect coefficient of 0.75 and commitment with a standardized total effect coefficient of 0.63(direct effect; 0.27 and indirect effect; 0.36). In addition, interest affected commitment with a standardized direct effect coefficient of 0.49. Social motivation did not affect interest and commitment and reward motivation did not affect interest.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.97-105
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• 2016

The purpose of this study was to examine the effects of storytelling skill on science concept and science learning motivation. For this study the 5 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with storytelling skill, and the comparative group had the class of the teacher centered lectures on 11 classes in 8 weeks. The storytelling skill was focused on set the astronomical target wants to set up a story, through the small group discussion, present subject of the story, set the protagonist of the story for smooth configuration of the story, in order to smooth the flow of the story, make up a story around a hero, to make a clear story, decorated with pictures, shapes, graphs, etc, group story, complete with an astronomical(saints) in storytelling. To prove the effects of this study, science concept was split up according to knowledge, inquiry, attitude. Also, science learning motivation consisted of assignment is worth, learning beliefs about control, self efficacy. The results of this study are as follows. First, using storytelling skill was effective in science concept. Second, using storytelling skill was effective in science learning motivation. Also, after using storytelling skill was good reaction by students. As a result, the elementary science class with storytelling skill had the effects of developing science concept and science learning motivation. It means the science class with storytelling skill has potential possibilities and value to develop science concept and science learning motivation.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.31-41
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• 2012

This study investigates the effect of ASI program on the improvement of gifted students' scientific creative problem solving skill and science learning motivation. ASI developed by reflecting the characteristics of scientific inquiry. The study was aimed at Twenty elementary gifted students from C Gifted Education Program participated in the sixteen sessions of ASI curriculum from June 2010 to October 2010. First, we found that the ASP program is effective to improve the gifted students' scientific creative problem solving skill overall. Specifically, the ASI was effective in the sub-catagories of scientific creative problem solving skills such as 'fluency', 'flexibility', 'originality', and 'appropriateness'. However, there was no significant change in the sub-category of 'reliability' and 'elaborateness' Second, we found that the ASP program is effective to improve the gifted students' sscience learning motivation overall. Specifically, the ASI was effective in the sub-catagories of science problem solving skills such as 'intrinsic motivation', 'correlation with personal goal', 'self-determination', and 'fear of evaluation'. However, there was no significant change in the sub-category of 'extrinsic motivation' and 'self-efficacy'. summary, the ASI program was shown to be effective for improving their scientific creative problem solving skill and scientific learning motivation; This study implies that the ASI curriculum would be a effective tool to help gifted students to improve their ascientific creative problem solving skill and their motivation to learn science.

• Journal of the Korea Safety Management & Science
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• v.10 no.1
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• pp.33-40
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• 2008

This paper reviewed the relationship among safety education/managerial factors, safety motivation and safety appliance, and the moderating effect of safety motivation. Based on the responses from 225 employees in small & medium manufacturing and construction industry, hierarchical regressional analysis showed that all education/managerial factors have positive relationships with safety motivation. Also, safety motivation has mediating effect between education/managerial factors(safety education, communication, system, precautionary activity) and safety appliance.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.407-417
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• 2018

The purpose of this study is to analyze the roles of classroom activities in science lessons and student learning motivation in achieving students' scientific competencies, and to suggest implications for science lessons to develop scientific competencies. For this, based on the PISA 2015 data of Korean high school students, we analyzed how classroom activities in science influenced students' scientific competencies through learning motivation variables. As a result of the path analysis, the activities emphasizing interaction and a link to real life predicted intrinsic motivation, instrumental motivation, and science efficacy significantly. On the other hand, the activities that emphasize the student-led inquiry process did not show any effect on learning motivation. In addition, the higher the motivation to learn the science, the higher their scores in three scientific competencies: explaining phenomenon scientifically, evaluating and designing scientific inquiry, and interpreting data and evidence scientifically. The practices of school science lessons indirectly influenced the achievement of scientific competence through learning motivation. Specifically, the activities emphasizing interaction influenced achieving scientific competencies through intrinsic motivation, and the activities emphasizing linkage to real life influenced it through all learning motivation variables. Finally, we discussed some implications for the roles and practices of school science class for enhancing students' scientific competencies.

• Journal of Distribution Science
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• v.21 no.4
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• pp.57-67
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• 2023

Purpose: This study aims to measuring the employee performance distributions of company in using relationship analysis between motivation, organization learning, compensation, and Organizational commitment. Research design and methodology: The study was conducted on 102 employees as a sample. Data were analyzed using Path Analysis in Structural Equation Modeling (SEM) with PLS. Results: the research result has shown that motivation and compensation have a positive significant effect on organizational commitment. While organizational learning has negative and insignificant effect on organizational commitment. Furthermore, motivation, organizational learning and motivation have no significant effect on employee performance distribution and organizational commitment has a positive significant effect on employee performance distribution. Results for mediating effect has obtained where organizational commitment mediates the effect of motivation and compensation on employee performance distribution, but cannot mediate the effect of organizational learning on employee performance distribution. Conclusion: Organizational commitment in this study can make employees feel comfortable and attached to the company so that employees can perform well to achieve company goals. Motivation and compensation are driving factors in improving employee performance distribution and will achieved if employees have good organizational commitment. In this study, organizational learning is not an important factor in improving employee performance distribution.

• Journal of Agricultural Extension & Community Development
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• v.27 no.1
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• pp.17-31
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• 2020

The study aims to identify the moderating effects of involvement on satisfaction, recommendation, and revisit intention in insect exhibition. Tourism motivation and involvement are crucial factors influencing visitors satisfaction. Particularly, the study aim to examine the moderating effects on tourism involvement between tourism motivation and visitors' satisfaction. Data were collected from 346 usable questionnaires among visitors of the pet insect competition. Results of a factor analysis yielded three dimensions of tourism motivation which are insect experience/learning, recreation/escape, and social and friendship. Hierarchical regression analysis indicates that insect experience/learning motivation and recreation/escape motivation influence visitors' satisfaction, Results also show that visitors' involvement has moderating effects on satisfaction. It was suggested that visitors' motivation and involvement be considered in insect exhibition and events.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.10
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• pp.285-295
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• 2021

This study estimates the influence of organizational-level factors on work motivation and job performance of middle managers of small and medium enterprises (SMEs) in Vietnam. A 5-point-Likert-scale structural questionnaire consisting of 36 observation variables was used to survey middle managers of Vietnamese SMEs. 425 out of 500 responses collected were valid for multivariate data analysis. The results of confirmatory factor analysis and structural equation modeling reveal three main findings. First, philosophy and policy, compensation and benefits, goal system, and leadership have positively significant impacts on the work motivation of middle managers under investigation. Second, there is a significantly positive influence of work motivation on job performance. However, there is no indication that growth opportunities, work environment, evaluation system have significant impacts on the work motivation of respondents. Based on the findings, the study suggests four recommendations for Vietnamese SMEs to improve motivation and job performance of middle managers, which are (1) ensuring the clarity and soundness of the organizational policies and philosophies, especially human resources policy that boosts employees' work motivation; (2) building a comprehensive compensation and benefit system to attract and retain talented employees; (3) developing a clear and adequate goal system; (4) enhancing top-level managers' leadership abilities.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.623-630
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• 2007

The assessment affects the learning motivation of students. If we know what factors in assessment affect motivation, we could find the method for stimulating the motivation. In this study, we used two kinds of method, the recollection paper and the questionnaire. 54 undergraduates of a university in Seoul made the recollection paper about the science learning before, and 63 undergraduates also answered the question for the effect of factors in assessment on the science learning motivation. In result, the factors in assessment that affect the science learning motivation of high achieving students are the achievement, difficulty, validity, and preparation for science fair. This study suggests that difficulty and validity of assessments remarkably affects the science motivation and the science fair is more affective to the science motivation than regular examination in school. Therefore we suggest two methods for the science motivation of high achieving students. The first method is to make questions that can assess scientific thinking faculty and investigating faculty without pre-learning and memorizing. The second method is to encourage various activities in science to increase the number of chance for participating in them.

• Journal of the Korea Safety Management & Science
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• v.16 no.2
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• pp.91-99
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• 2014

This paper reviewed the relationship between safety climate(management commitment, safety education, preventive activity) and safety participation, and the mediating effect of safety motivation(intrinsic and extrinsic motivation) in small business employee. Based on the responses from 270 employees, the results of multiple regression analysis appeared as follow; 1) management commitment, safety education, and preventive activity effect positively on intrinsic/extrinsic safety motivation. 2) management commitment, safety education, and preventive activity effect positively on safety participation. 3) intrinsic and extrinsic safety motivation effect positively on safety participation. 4) intrinsic safety motivation mediates between 3 climate factors(management commitment, safety education, preventive activity) and safety participation. 5) extrinsic safety motivation mediates between only management commitment and safety participation.