• International Journal of Human Ecology
• /
• v.10 no.2
• /
• pp.55-69
• /
• 2009

The Purpose of the current study is to investigate the differences in cosmetics attribute evaluation, purchase motivation, and brand re-purchase intention with respect to shopping orientations of Korean female university students. Questionnaires were distributed to 250 female students at Kyungpook National University and 220 completed questionnaires were analyzed. The results were as follows. First, shopping orientations and cosmetics attribute evaluation each generated four factor solutions, whereas cosmetics purchase motivations produced three factors. Second, three consumer groups - Efficiency Shopper Group, Indifference Shopper Group Ambivalence Shopper Group - with different shopping orientations were identified. Third, the study found significant differences in consumers' attribute evaluation such as function and price among the groups. The study also revealed a significant difference in contingent purchase motivations and brand re-purchase intention among the groups. From these results, we could identify that cosmetics re-purchase intention was significantly different among three different groups with different shopping orientations. Furthermore, consumer classification according to shopping orientations in cosmetics product purchase can be used by cosmetics marketers and managers to establish product plan and marketing strategy development. Additionally, the current study has originality and value that the relationship between shopping orientation and re-purchase intention has not been studied very much in the cosmetics product domain.

• Korean Journal of Child Studies
• /
• v.29 no.2
• /
• pp.139-153
• /
• 2008

The purpose of this study was to examine the relationship between the teachers' belief of efficacy and their personality dispositions (reflective thinking, emotional adaptability, and motivation orientation). A survey was conducted of 282 kindergarten teachers working in the area of Seoul and Gyeonggi-Do. Data were processed and analyzed by statistical methods of descriptive statistics, Pearson correlations, and hierarchical multiple regressions. Results showed that teachers' belief of efficacy was positively correlated with their personality dispositions of reflective thinking, emotional adaptability, and motivation orientation-approach. They were negatively correlated with motivational orientation-avoidance. Teachers' belief of efficacy was highly correlated with emotional adaptability in all variables, followed by reflective thinking and motivation orientations-avoidance.

• The Mathematical Education
• /
• v.46 no.1 s.116
• /
• pp.1-18
• /
• 2007

The purpose of this study is to describe theoretical orientations guiding research in mathematics motivation and to discuss findings in terms of how they facilitate or inhibit achievement. First, definitions of motivation and distinctions among types of motivation in education are discussed. Second, theoretical approach and representative research from these approach are described. Third, a set of generalizable conclusions about the contextual factors, cognitive processes, and benefits of interventions that affect students' and teachers' motivational attitudes are noted. Last, criticisms regarding instrument, assessment, and use of theories in motivational research are raised.

• Asia pacific journal of information systems
• /
• v.7 no.1
• /
• pp.49-66
• /
• 1997

Matching individual career desire and career path is desirable for individual motivation and organizational effectiveness. Some studies reported that major career orientations of MIS personnel are technical and managerial orientation. Furthermore, dual ladder system is based on the same notion above. However, subsequent research conclusions of this issues have been contradictory. Mnwhile, past studies on the work value of MIS personnel are mainly concentrated on the differences between MIS personnel and other occupations. To date, the study on the differences in the values of job factors between major career orientations is rare. The purpose of this study is to find out major career orientation of Korean MIS personnel and the differences of values of job factors between major orientations. The research result is two conclusions. First, major career orientations of Korean MIS personnel are technical and managerial orientation. Second, both group do not have different values about job property related factors, but managerial orientation group gives high values to the some organization related factors such as company policy, responsibility, authority, salary level and opportunity of promotion.

• English Language & Literature Teaching
• /
• v.11 no.1
• /
• pp.37-55
• /
• 2005

This study examines the effects of two motivational orientations on the use of language learning strategies at overall, category, and specific-item levels. 184 students (males and females) from a Korean university responded to the following two questionnaires: the Motivational Orientation Questionnaire (MOQ) developed by the author and Oxford's Strategy Inventory for Language Learning (SILL). The results showed that both integratively- and instrumentally-oriented students were moderate strategy users overall. Integratively-oriented learners were found to use learning strategies more often and a broader spectrum of strategies than instrumentally-oriented learners. A noteworthy finding, however, is that strategy use was not motivation orientation-specific. In other words, the two motivational groups were found to share the similar patterns of strategy use. Independent samples t test results revealed that integratively-oriented students exhibited significantly greater use of overall strategy than instrumentally-oriented students. This phenomenon held true for the use of cognitive, metacognitive, and social categories. At the specific item levels, 13 of the total 50 individual strategies were shown to be employed significantly more often by integratively motivated learners than by their instrumentally motivated peers.

• Educational Technology International
• /
• v.22 no.2
• /
• pp.285-309
• /
• 2021

It is commonly understood that students' autonomous motivation and individualistic orientations and instructors' autonomy support are important for student-centered learning (SCL). However, few studies have examined this assumption. To help researchers and practitioners design more engaging SCL experiences across diverse cultural contexts, this study examines the associations of these factors with SCL engagement and how these associations compare in different cultures. University students in South Korea and the United States participated in a bold SCL assignment, called Pink Time, in which students decide what and how they learn. Linear, multivariate models were estimated in each context to identify and compare relationships between SCL engagement and student characteristics and perceptions. We found that engagement was high in both contexts. Autonomous motivation, individualism, and perceived instructor support each had significant associations with SCL engagement in South Korea. In the US, which had a smaller sample size, only perceived instructor support was significantly associated. These findings suggest that SCL strategies can be effective across cultures. Also, the narrower classroom context, specifically instructors' support, may be a stronger driver of engagement than the broader societal context. This study contributes to the scholarly discussion regarding SCL in diverse settings and offers several implications for instructors.

• Research in Mathematical Education
• /
• v.26 no.2
• /
• pp.83-104
• /
• 2023

Lecture theatres and computing laboratories are common types of classrooms used for teaching and learning in this study; both were equipped with a computer network through which teachers and students can access learning management system, digital library, educational software, and so on. Students were divided into groups of two or three; each group of students collaborated on the worksheets in the laboratory and naturally sat together when attending a class held in the lecture theatre. The social organization of classroom learning would promote student learning but what drives student learning; how to engage students with learning; and how to maintain their interest in learning are of research interest in the present study. The study illustrated the theoretical and empirical links, student motivation has a relation to rich collaboration with peers, communication as verbal interactions as well as teacher-student interactions. These are within socio-cultural contexts for learning to take place. The study was extended to make comparisons of the motivational orientations between student genders. It was found that female students were keener on fun or enjoyment in learning, peer communication, and teacher's intervention, whereas male students were concerned more about digital learning tools, a positive working relationship, social reciprocity, and interpersonal relationships.

• Korean Journal of Culture and Social Issue
• /
• v.16 no.1
• /
• pp.19-41
• /
• 2010

This study aims to investigate how religious orientation of college students and the religious fundamentalism are related to their subjective well-being, and the interaction of religious orientations and the religious fundamentalism on their well-being. The participants were 374 college students who studies at an university located in Seoul, whose average of age were 22.54 (SD=4.79). The psychological tests used in this research included the following: I/E-R, the Religious Fundamentalism Scale, the Spiritual Well-Being Scale, Emotion Frequency Test, Satisfaction with Life Scale, Subjective Happiness Scale, Life Satisfaction Motivation Scale, and Life Satisfaction Expectancy Scale. Although religious students experienced more religious well-being than non-religious students, their subjective well-being were not higher than those of non-religious students. Results reveal that religious orientations were positively related to subjective well-being such as life satisfaction, subjective happiness, and positive emotions, as well as spiritual well-being. However, those covariance was approximately 4~6% only. Religious fundamentalism was also positively related to spiritual well-being and life satisfaction, it was negatively related to the motivation to live though. On the other hand, moderate effects of the religious fundamentalism on the relations of religious orientations to most of subjective well-being variables. Results of simple main effect analyses indicated that the students who were strongly oriented toward religion with higher religious fundamentalism showed significantly higher existential well-being, positive emotions, life satisfaction, subjective happiness, and especially their motivation and expectation for future life, whereas there were no significant differences in subjective well-being of students with lower religious fundamentalism by religious orientation. This finding suggests that some religiosity variables could affect human well-being with interactions

• Asia Pacific Journal of Business Review
• /
• v.4 no.2
• /
• pp.1-21
• /
• 2020

The purpose of this research is to investigate young consumer motivation in regards to shopping mall. Young adults are an emerging age group that has economic autonomy and power of making independent decisions. In addition, this young segment providing an interesting challenges and opportunities for marketing professionals. Therefore, it is pertinent to analyse their shopping motivations, so that the marketers can understand and influence the consumption behaviour of this specific group. A survey using self-administered questionnaire was conducted to assess the mall-directed shopping habits and shopping orientations. A total of 164 usable surveys were obtained. In addition of exploratory factor analysis, confirmatory factor analysis and structural equation modeling was applied to prove the hypotheses. We have found that young Australian shoppers were motivated to visit malls primarily by the role enactment and exploration dimensions. They were the strongest motivators which explaining why young Australian consumers patronize malls. Young consumers of Australia enjoyed the mall environment, exploring new things, socializing with friends, comparing prices and the variety of products and services offered. The results of our study have several implications that should be of benefit to the retailing industry and mall management. Developers of malls must develop their mall more than simply a place for buying products. As such, mall management should make sure that their mall atmospherics offer a mall environment that is pleasing to multiple senses, to ensure it is conducive for shoppers to stay and spend more of their time and money. Mall management must execute strategies to maintain their attraction to younger consumers, perhaps by including stores that are futuristic and offer the most advanced styles or technologies, and appeal to somewhat older adults by offering the tenant, entertainment, and experience mix they will prefer. It is recommended that future research utilize random sampling methods to ensure the generalizability of results.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.2
• /
• pp.404-414
• /
• 2020

This study aims to explore latent classes in terms of changing patterns in achievement motivation among the samples from elementary school to middle school students in multicultural families and to investigate factors to predict latent groups and their relationship with academic achievement. 1254 pairs of mother and child from the 1st to 6th years of Multicultural Adolescents Panel Study (MAPS) was utilized for the Latent Class Growth Analysis (LCGA), One-way ANOVA, Multinomial Logistic Regression. The results showed that there were four distinct subgroups within the samples in terms of achievement goal orientations (i.e. very-high changing group, average changing group, low stable group, very-low stable group) at all six time points, and students who reported high achievement motivation were likely to have higher academic achievement. Four groups were extracted based on parent's efficacy, students' self-esteem, and teacher's support. Suggestions and practical implications for understanding the types of subgroups for the achievement motivation of multicultural families were discussed.