• Korean Journal of Child Studies
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• v.36 no.1
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• pp.1-17
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• 2015

The purpose of this research was to explore the influence of a mother's motivational beliefs in the context of the child education and parent-teacher relationship and the impact that it has on the learning related skills of young children. The participants in this study consisted of 243 mothers of 4~5 years old children and 20 teachers in 5 child education centers located in Seoul, Korea. The data was analyzed by means of using statistical method such as mean, standard deviation, t-test, Pearson correlation, and stepwise regression. The major findings of this study were as follows: First, there were significant differences between parent-teacher relationship and learning related skills of young children according to the children's sex and maternal educational level. Second, children's sex, maternal educational level, and the parent-teacher relationship were significantly related with the learning related skills of young children. Last, mother's motivational beliefs in the context of child education and the parent-teacher relationship directly influenced the learning related skills of young children. The results of this study suggest that positive parent-teacher relationships are important for developing the learning related skills of young children and this in turn can predict the level of children's adjustment and success in school.

• International journal of advanced smart convergence
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• v.12 no.2
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• pp.108-116
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• 2023

Smart home and artificial intelligence technologies are developing rapidly, and various smart home systems associated with artificial intelligence (AI) improved the quality of living for people. In the present research, we examine the role of individuals' motivational system in their responses to the application of AI in smart homes. In particular, this research focuses on individuals' prevention motivational system and investigates whether individuals' attitudes toward the application of AI in smart homes differ according to their level of prevention motivation. Specifically, it is hypothesized that individuals with strong (vs. weak) prevention motivation will have more favorable attitudes toward the application of AI in smart homes. Consistent with the hypothesis, the results reveal that the respondents in the strong (vs. weak) prevention motivation reported significantly more favorable attitudes toward the six types of AI-based application in smart homes (e.g., AIbased AR/VR games, AI pet care system, AI robots, etc.). Our findings suggest that individuals' prevention motivational system may be an effective market segmentation tool in facilitating their positive responses to the application of AI in smart homes.

• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.239-257
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• 2011

The purpose of this study was to redefine and validate the motivational self-concept for child-care teachers. Based on related researches, items were remodified to be good enough to use for studying child-care teachers' motivational self-concept. Redefined items were analysed by factor analysis and validated by use of child-care teachers' professional recognition and their ego-resiliency. Researchers have garnered data from 321 child care teachers as convenience samples who are engaged in child care centers in Seoul and Kyunggi province by using questionnaire research methods. We have eliminated questions that are .40 below communality, questions by conducting exploratory factor analysis. As a result, 6 factors and 23 items were selected; 6 factors have indicated that it explained 77.12% of total variate motivational self-concept rating scale and ${\alpha}$ of Cronbach that of total items indicated acceptable level. After examining relevancy of child-care teachers' professional recognition and ego-resiliency to verify compliant feasibility of the motivational self-concept rating scale, the relation between motivational self-concept and professional recognition was .604(p<0.001) indicating significant static correlation and the relation between motivational self-concept and ego-resiliency was 4.456(p<0.01) indicating significant static correlation. Through this result, it is verified that motivational self-concept rating scale has compliant feasibility in professional recognition and ego-resiliency.

• International journal of advanced smart convergence
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• v.11 no.2
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• pp.102-107
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• 2022

Smart home systems for safety and security are in high demand and always needed for many reasons including people's desire to feel safe in their own houses and to avoid a high rate of crime. In the current research, we investigate the role of individuals' motivational orientation to prevention in their responses to smart home systems for safety and security. That is, this research examines whether individuals' attitudes toward smart home systems for safety and security vary depending on their level of prevention orientation. Specifically, it is hypothesized that individuals with strong (vs. weak) prevention orientation will have more positive attitudes toward smart home systems for safety and security. In support of the hypothesis, the results indicate that respondents in the strong (vs. weak) prevention orientation reported significantly more positive attitudes toward smart home systems for safety and security. Our findings imply that individuals' motivational orientation to prevention may be an effective marketing and segmentation tool in facilitating their favorable responses to the smart home systems for safety and security.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.323-332
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• 1997

In order to use analog more systematically in science class, an instructional model was designed on the basis of analogical reasoning processes (encoding, inference, mapping, application, and response) in the Sternberg's component process theory. The model has five phases (introducing target context, cue retrieval of analog context, mapping similarity and drawing target concept, application, and elaboration), and the instructional effects of using the model upon students' comprehension of science concepts and motivation level of learning were investigated. The treatment and control groups (1 class each) were selected from 8th-grade classes and taught about chemical change and chemical reaction for the period of 10 class hours. The treatment group was taught with the materials based on the model, while the control group was taught in traditional instruction without using analog. Before the instructions, modified versions of the Patterns of Adaptive Learning Survey and the Group Assessment of Logical Thinking were administered, and their scores were used as covariates for students' conceptions and motivational level of learning, respectively. Analogical reasoning ability test was also administered, and its score was used as a blocking variable. After the instructions, students' conceptions were measured by a researcher-made science conception test, and their motivational level of learning was measured by a modified version of the Instructional Materials Motivation Scale. The results indicated that the adjusted mean score of the conception test for the treatment group was significantly higher than that of the control group at .01 level of significance. No significant interaction between the instruction and the analogical reasoning ability was found. Although the motivational level of learning for the treatment group was higher than that for the control group, the difference was found to be statistically insignificant. Educational implications are discussed.

• (The)Korea Educational Review
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• v.22 no.2
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• pp.133-156
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• 2016

The purpose of this study was to examine the effects of emotion, home environment, school environment on self-regulated learning, focusing on motivational and behavioral regulation. Participants are 2070 students from 95 middle schools of Korean Children and Youth Panel Study(KCYPS). The variables of emotions, home environment, school environment and motivational regulation, behavioral regulation were analyzed using correlation analysis and multiple regression. The results were as follows. First, emotion, home environment, school environment were correlated with on motivational and behavioral regulation. Second, emotion explained motivational regulation and behavioral regulation of self-regulated learning as well as home envionment and school environment. All subvariables of emotion were significantly related to behavior control. Third, among subvariables of home environment, parents education and occupations, and annual household income were not significantly related to motivational regulation and behavioral regulation. However, home economic level perceived by students and parents' interest and abuse on students had great effects. Forth, school environment has a greater explanatory effect on motivational regulation and behavioral regulation. Particularly, friendships and relationships with teachers during learning activities had a significant effect. These results showed that emotion and psychological environment of learning environment are important variables affecting on self-regulated learning and suggests the need for researches on these variables.

• Tuberculosis and Respiratory Diseases
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• v.76 no.6
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• pp.276-283
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• 2014

Background: We aimed to investigate the role of the physician in practice and the factors that influence the success rate of smoking cessation. Methods: This study retrospectively analyzed 126 adult smokers who had visited the outpatient department of pulmonology, and received motivational interviewing with or without supplement drugs. The findings include continuous smoking abstinence rate, which was evaluated at 6, 12 and 24 weeks, and the factors associated with continuous abstinence for 6 months or longer. Results: The patients with only motivational interviewing accounted for 57.9%, while the nicotine patch therapy was applied to 30.2%; and varenicline was prescribed to 11.9%. The smoking cessation success rates of at 6, 12, and 24 weeks were 55.6%, 47.6%, and 33.3%, respectively. However, even in the failure group at six months, tobacco consumption was decreased under 10 cigarettes per day in 42.1% (53/126). In multivariate logistic regression analysis, degree of Fagerst$\ddot{o}$m Test for Nicotine Dependence (p=0.034; odds ratio, 3.607; 95% confidence interval [CI], 1.102-1.807), the absence of smoking-related lung disease (p=0.008; odds ratio, 4.693; 95% CI, 1.497-14.707), and education level (p=0.001; odds ratio, 181.420; 95% CI, 8.414-3,911.502) were the predictors of successful smoking cessation. Conclusion: An improved continuous smoking abstinence rate can be obtained by motivational interviewing, regardless of the association with pharmacotherapy.

• 한국HCI학회:학술대회논문집
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• 2006.02a
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• pp.893-901
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• 2006

The major limitation of the traditional Intelligent Tutoring Systems (ITS) is that interface is mainly focused on the cognitive factors. However, the new direction of ITS is shifting form the cognitive perspectives to the motivational perspectives reflecting the individual differences. In this study, the specific design guidelines for motivational interface of ITS are proposed to promote learner's motivation to learn during the interaction with the ITS. First, ITS should be able to reflect individual differences in cognitive abilities, interest and motivation, and ongoing changes of the interestingness and comprehensibility during learning activities. Second, it is essential for ITS to guarantee learner controllability, diverse learning activities, curiosity, self-relevance, and challenge to enhance the level of motivation and situational interest. Third, the game-like properties are also needed to maximize the motivational effect of learning with ITS.

• Knowledge Management Research
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• v.17 no.2
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• pp.103-130
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• 2016

Many organizations have paid less attention to knowledge withholding intention (KWI) rather than knowledge sharing. KWI is the likelihood that employees will give less than their full effort to contributing knowledge. KWI can be affected by employee's knowledge psychological ownership (KPO), cultural level (Individualism/collectivism: I/C), and altruism for organizational benefits. Also I/C is an important motivational factor that affects KPO and KWI closely. The purpose of this study is to examine the relationship between employee's KPO and KWI in the perspective of employee's motivational factors (I/C, altruism for organizational benefits). The results of analysis show that employee's KPO and collectivism are driving forces leading to KWI and that individualism is the significant influential factor of employee's KPO. For theoretical and practical contributions, the research presents the grounds for arguments that KPO and I/C are employee's psychological motivation for individual KWI and organizations trying to pay attention to employee's KPO and individualism need to decrease employee's KWI under individual, leader, and organizational dimensions. Limitations arisen in the course of the research and suggestions for future research directions are also discussed.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.396-402
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• 2022

The study deals with the problem of the formation of pre-service teachers' reflective skills in information environment. The role of reflection as a mechanism of formation of a modern teacher's self-consciousness was cleared up. The technology of formation of pre-service teachers' reflective skills was characterized and tested. The main stages of the technology were: a motivational and cognitive stage, a problematic and practical stage, and a reflective and operational stage. The substantiated pedagogical conditions of formation of pre-service teachers' reflective skills were adhered. The criterial and evaluative characteristics of the formation of pre-service teachers' reflective skills were worked out: components (reflection of personal conformity, reflection of the psychological and pedagogical barriers, reflection of professional growth); criteria (criterion of consistency, criterion of difficulty, criterion of potential); indicators (cognitive-evaluative, value-motivational, activity-creative). The levels of formation of pre-service teachers' reflective skills (insufficient level, acceptable level, and optimum level) were determined. The analysis of students' surveys showed the effectiveness and expediency of using the technology of formation of pre-service teachers' reflective skills in the process of professional training.