• 한국과학교육학회지
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• 제19권3호
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• pp.471-478
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• 1999

In this study, the relationships among learners' cognitive variables, motivational variables, and conceptual understandings in learning with analogy were investigated. The instruments regarding analogical reasoning ability, field dependence-independence, mental capacity, and logical thinking ability were administered. Some subtests (self-efficacy, expectancy, self-concept of ability, and value) of the Patterns of Adaptive Learning Survey were administered. After students learned with a worksheet that included analogy, a conception test regarding 'stoichiometry that included limiting reagent' was also administered. It was found that learners' conceptual understandings were significantly correlated with the logical thinking ability and the field dependence-independence among the cognitive variables, and the self-efficacy and the self-concept of ability among the motivational variables. The multiple regression analysis of the cognitive variables on conceptual understandings revealed that the logical thinking ability was the most significant predictor. The field dependence-independence also had predictive power. In the analysis of the motivational variables, the self concept of ability was the only significant predictor.

• 성인간호학회지
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• 제18권4호
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• pp.523-532
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• 2006

Purpose: The positive effects of health behaviors in older population are well recognized, but maintenance of health habits was more difficult than initiation. The purposes of the study were to identify predictors of health behavior based on motivation theories, and to analyze predicting power of motivational factors to explain health behaviors in older adults. Methods: The data were collected from older adults either institutionalized or living in the community. Total of 159 subjects with 72 years old in average were recruited for an interview. Hierarchical multiple regression analysis were utilized to analyze the data with age, residential type, and motivational variables. Results: The results of the multiple regression analysis showed that age and residential type explained 3% of variance in health behaviors (F=3.705, p=0.027). When motivational variables were entered, additional 56.9% of variance were explained by the model (F=33.275, p< 0.001). Among motivational variables, perceived benefits was the most important variable (${\beta}=0.346$, t=4.582, p<0.001), followed by self efficacy, emotional salience, and perceived barriers. Conclusion: Considering the importance of each motivational variable, the focus of intervention strategies to assist older adults to maintain health behaviors should be on modifiable and important motivational variables, such as self-efficacy, perceived benefits and barriers, and emotional salience.

• 가정과삶의질연구
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• 제31권1호
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• pp.49-59
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• 2013

The purpose of this study was to explore the relationship of caregivers' accreditation experience and their motivational self-concept. Questionnaire were gathered from caregivers who work in Seoul, Incheon, and Kyunggi areas. Data were analysed by t-test, MCA, and multiply regression analysis. The result showed that caregivers who experienced accreditation at child are centers had higher scores in their motivational self-concept than caregivers who inexperienced accreditation procedure yet had. This tendency was clear in caregiver groups who work at unsupported child care centers, and who got certificate from institutions except college. With controlling individual background variables which influence on caregivers' motivational self-concept, independent effect of caregivers' accreditation experience on their motivational self-concept was still significant especially at the caregiver group who work in unsupported child care centers.

• 한국과학교육학회지
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• 제36권1호
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• pp.125-134
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• 2016

이 연구에서는 과학학습에 대한 동기적 신념과 자기주도 학습능력을 각각 과학 개념 이해에 영향을 줄 수 있는 구인으로 가정하고, 이들의 관계를 정량적으로 탐색하고자 하였다. 이를 위해서 이 연구에서는 중학생들을 대상으로 과학학습에 대한 동기적 신념과 자기주도 학습능력, 물질 변화에 대한 개념 이해에 대해 기존 연구의 측정도구를 이용하여 각각 조사하고, 조사한 응답 분포를 바탕으로 이 세 변인 간의 인과 관계를 PLS 구조방정식모형을 통하여 분석하였다. 연구 결과, 이 연구에서 설정한 잠재변수인 과학학습에 대한 동기적 신념, 자기주도 학습능력, 물질 변화 개념 이해의 측정은 신뢰도와 타당도 면에서 통계적으로 적합한 것으로 나타났다. 또한, 잠재변수들 간의 인과 관계를 분석한 결과, 자기주도 학습능력은 동기적 신념과 물질 변화 개념 이해에 모두 영향을 미치지만, 동기적 신념은 자기 주도 학습능력에만 영향을 미치고 물질 변화 개념 이해에는 영향을 미치지 않았다. 이 연구를 통하여 과학학습 상황에서 자기주도 학습 능력만이 과학 개념 이해에 직접 영향을 미치며 동기적 신념은 간접적으로만 영향을 미친다는 것을 확인할 수 있었다. 이 연구는 과학학습 과정에 관여하는 변인들 간의 인과적 관계를 정량적인 방법을 통해서 확인했다는 점과 과학교육 연구 분야에서 PLS 구조방정식모형을 새로운 연구방법론으로써 제안한다는 점에서 의의가 있다.

• 한국교육학연구
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• 제22권2호
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• pp.133-156
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• 2016

본 연구는 한국청소년정책연구원에서 실시한 한국아동 청소년패널조사(KCYPS)의 초등학교 4학년 패널이 중학교 2학년이 된 5차년도 자료를 사용하여 정서, 가정환경, 학교환경이 자기조절학습의 구인인 동기조절과 행동조절에 미치는 영향력을 분석하였다. 95개교 2070명의 중학교 2학년생을 대상으로 조사한 정서, 가정환경, 학교환경과 동기조절, 행동조절과의 상관분석과 정서, 가정환경, 학교환경을 독립변인으로 하고 동기조절과 행동조절을 종속변인으로 하여 중다회귀분석을 실시하였다. 본 연구의 결과 다음과 같다. 첫째, 정서, 가정환경, 학교환경과 동기조절, 행동조절과는 유의한 상관이 있는 것으로 나타났다. 둘째, 정서는 자기조절학습의 동기조절과 행동조절을 잘 설명하고 있는 것으로 나타났다. 셋째, 가정환경 변인 중 물리적 환경변인인 부의 최종학력 및 직업 그리고 가구연간소득은 동기조절과 행동조절에 유의한 영향을 미치지 못하는 것으로 나타났다. 그러나 학생이 지각한 가정경제수준과 심리적 환경변인인 부모의 관심과 학대는 동기조절과 행동조절에 영향을 미치는 것으로 나타났다. 넷째, 학교환경이 동기조절과 행동조절의 가장 큰 설명력을 가지며 학습활동, 학교규칙, 교우관계와 교사관계 모두가 동기조절과 행동조절에 영향을 미치는 것으로 나타났다. 본 연구는 이와 같은 연구결과에 따라 자기조절학습에 영향을 미치는 변인에 대한 다각적인 연구의 필요성을 시사한다.

• 대한지역사회영양학회지
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• 제5권4호
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• pp.615-623
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• 2000

Under the assumption that people go through stages in making dietary behavior change, this study was attempted to apply the stages of a change model for fat intake by examining the associations of social psychological variables with stages of change in dietary fat reduction. Derived from social psychological theories, 10 social psychological variables on motivational beliefs(6), social influence(3) and self-efficacy(1) related specifically to selecting every day diets low in fat were constructed. Fat and energy intakes were assessed by a short form semi-quantitative food frequency questionnaire. The associations of stages of change with motivational beliefs, social influence, and self-efficacy variables and energy and fat intakes were assessed in 333 female adults from large cities in Korea. Dietary stage groups differed significantly on most of the social psychological variables in ways predicted by theory. Motivational factors that lead to a psychological state of readiness to take action were important in the early stages of the dietary change process. Social influences were more important in the stages as people decide to take action. Self efficacy and motivational beliefs, particularly, reduction of perceived barriers were important in maintaining fat reduction behavior. The results of our study indicate differences in stages of change in fat reduction behavior in terms of nutrient intakes and social psychological correlates and suggests that adding a time dimension to social psychological models increases our understanding of dietary change, which assist us in designing nutrition education interventions that are more appropriately targeted by stage of change. (Korean J Community Nutrition 5(4) 615∼623, 2000)

• 공학교육연구
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• 제16권2호
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• pp.50-57
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• 2013

공학 교육에서 물리학의 중요성에도 불구하고, 실제로 공과대학 학생의 물리학습 수행과 관련된 연구는 비교적 적은 편이다. 물리학습의 수행과 관련된 선행연구 결과에 의하면 물리학습에 대한 인지적 신념과 동기 신념은 물리학습에 강하게 영향을 미친다. 본 연구는 공과대학 학생의 물리학습에 대한 인지적 신념과 동기 신념에 대한 교수자의 기대와 공과대학 학생의 인식 비교를 통해서, 교육적 시사점을 얻고자 하였다. 물리학습에 대한 인지적 신념과 동기 신념의 5가지 하위 차원 중에서, 교수자의 기대와 공과대학 학생의 인식에서 가장 큰 차이를 보인 차원은 기대 차원이었다. 교수자들은 공과대학 학생들이 물리학습에 대해서 자신감을 가지기를 바라는데 비해서, 학생들의 자신감과 기대는 낮은 수준이다. 공과대학 학생에게 물리학을 가르치는 교수자는 이러한 차이를 인식하고, 신념적 측면의 정의적 영역에 관심을 가지고 지도할 필요가 있다. 또한, 공과대학 학생의 물리학습 수행에서의 과제 수행 능력에 대한 신념, 물리학에 대한 목적, 중요성, 흥미 등을 이끌 수 있는 교수 학습 전략을 고안할 필요가 있다.

• 대한간호학회지
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• 제13권2호
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• pp.1-21
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• 1983

The purposes of this study were to(a) develop theoretical modifications of the extended gate control theory of pain using Fishbein's model and（b) test the efficacy of these modifications. Attitude, social subjective norm, personal subjective norm, habit and state anxiety were operationalized to represent internal stimuli for the cognitive-evaluative and motivational-affective dimensions of the theory. Pain expression was operationalized as sensory and affective responses to pain, and pain endurance. Sixty-two female nurses from 20 to 50 years of age participated. A semantic differential scale measured attitude and motivations to comply; a Likerty-type scale measured personal and social norms and habit. Spielberger's STAI measured state anxiety, Pain was produced using a modified submaximum effort tourniquet technique. Pair expression was measured using ratio scales of sensory intensity and unpleasantness developed by Gracely and his associates. Pain endurance was measured by subtracting time of pain threshold from pain tolerance. The first hypothesis examining whether pain endurance would be more significantly related to the affective response than to the sensory response was net rejected. Four remaining hypotheses, testing the ability of the five variables to predict the sensory and affective responses were not rejected. However, the habit of pain expression and the attitude toward pain expression contributed to the prediction of both sensory and affective responses to pain. The interaction between the cognitive-evaluative and the sensory-discriminative dimensions and the interaction between the cognitive-evaluative and motivational-affective dimensions were partially supported by the data from these two variables. The interaction between the motivational-affective and the sensory-discriminative dimensions was also supported by the relationship of sensory to affective responses. The variables which did not significantly predict pain expression appeared to have potential for prediction. Revision and testing of the tools for better reliability, validity, and clinical usuability are needed. The study contributed to theory building. The identification of variables which pre-dict pain behavior must occur before effective nursing interventions can be developed.

• Journal of Nutrition and Health
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• 제50권1호
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• pp.53-63
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• 2017

Purpose: This study was performed to examine motivational factors affecting sweetness preference in Korean and Japanese children. We identified meaningful variables that could be targeted to nutrition education interventions designed to overcome innate barriers and reduce sweetness preference and sweet food intake in Korean and Japanese children. Methods: Questionnaire surveys and sweetness preference test were conducted to examine variables affecting behavioral intention (BI) regarding sweetness preference. Questionnaire variables were based on the theory of planned behavior. Participants were recruited from one urban school from each country. In total, 166 children (mean age: 8.4 years) and their guardians (n = 166) participated in the study. A trained research assistant provided all children with personal guidance regarding completion of the sweetness preference test and survey questionnaire at school. The data were analyzed using Pearson's correlation coefficients, t tests, repeated measure ANOVA, and stepwise multiple regression analysis (significance level: p < 0.05). Results: Perceived behavioral control (PBC) and parenting practice were significantly associated with BI in both groups. Motivation to comply affected BI only in Japanese children, whereas affective attitude was associated with BI only in Korean children. In predicting sweetness preference, BI was associated only in Japanese children, whereas sweets consumption frequency had a significant effect in Korean children. Conclusion: The study shows similarities and differences in motivational factors, which could be considered when developing nutrition education programs in Korea and Japan. PBC and parenting practice were common factors in predicting BI. In predicting sweetness preference, BI had a significant effect on Japanese children, whereas sweets consumption frequency was the greatest contributor in Korean children.

• 아동학회지
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• 제20권4호
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• pp.195-211
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• 1999

This study investigated developmental trends and sex differences in the relation between children's self-esteem and relevant variables by proposing and testing the causal model. The 763 children who participated in the study were 3rd, 5th, and 7th grade students. Major findings were that physical appearance was the most powerful determinant of self-esteem. Students with high self-esteem were more learning oriented, used more motivational behaviors and had higher academic achievement. The findings from this analysis of the causal model revealed remarkable developmental differentiation and stability.