• 한국과학교육학회지
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• 제21권1호
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• pp.1-12
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• 2001

확장적 과학 탐구는 실제의 과학 활동에 보다 가까운 포괄적인 과학 탐구의 기회를 제공한다는 점에서 학교 과학교육에서 추구되어야 하며 이러한 탐구 활동을 통한 교육적 성취 중 중요한 하나가 탐구 동기라고 할 수 있다. 본 연구에서는 확장적 과학 탐구 과제의 특징인 실제성, 개방성, 연속성이 중학생의 탐구 동기에 어떠한 영향을 미치는지 구체적인 사례 분석을 통하여 탐색하였다. 탐구 동기를 조사하기 위한 설문 결과와 학생들의 과학 학습 성취 수준을 고려하여 면담 대상 학생 10명을 추출하였으며 개별 면담 결과를 기록하여 탐구 동기의 변화 사례 및 원인을 분석하였다. 확장적 탐구에 대해 정적 탐구 동기를 나타낸 학생들은 교과서 탐구가 이론의 확인에 그친다는 점에서 비판적이었으며 확장적 탐구 과제의 실제성과 개방성을 정적 탐구 동기의 주요 원인으로 인식하였다. 또 확장적 탐구에 대해 부적 탐구 동기를 보인 학생들은 교과서 중심의 학습을 강하게 선호하였으며 확장적 탐구 과제의 개방성을 부적 탐구 동기의 주요 원인으로 인식하였다. 연속성에 대해서는 대체적으로 긍정적인 반응보다는 부정적인 반응이 다소 많았으나 탐구 동기의 주요 원인으로 인식되지는 않았다.

• 한국의류학회지
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• 제23권2호
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• pp.314-325
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• 1999

The purposes of this study were to classify the types of consumers' emotion experienced in-store by shopping motivation and to examined the effects of store environmental factors on emotion and on shopping behavior. The questionnaires were administered to 330 women shopped in department store. Data from 299 women were analyzed by using frequency t-test and regression analysis by SPSS for windows PC program The results of this study were as follows : 1. The consumers' emotion experienced in -store were composed of five factors. But it could be divided by positive negative factors. 2. There was not significant difference in positive emotion between he Product Pu-rchasing Motive Group and the Window Shopping Motive Group. But there was significant difference n negative emotion between two groups. 3. It was found that the effect of environmental factors of apparel store on emotion was significant in both groups. Especially salespeoples' pressure significantly influenced negative emotion in both groups. 4. The emotion experienced in -store significantly influenced clothing shopping behavior.

• International Journal of Advanced Culture Technology
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• 제12권2호
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• pp.190-195
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• 2024

This study aimed to investigate types of emotional experiences that college students undergo, particularly those affecting learning motivation and academic performance. To this end, six college students residing in Seoul, South Korea participated in a series of 'focus-group interview (FGI)' sessions in which in-depths discussions took place. The researcher attempted to draw the participant students' opinions and ideas as they made interactions with each other. Three participants were placed in each of two groups, and each group had approximately 90-minutes-long sessions. The results showed that positive emotions, such as joy and enthusiasm, can increase learning motivation and academic achievement, while negative emotions such as anxiety and stress can hinder them. The findings also highlight that students actively employ coping strategies to manage negative emotions. Moreover, the study underscores students' desire for improved emotional support from instructors, indicating a gap between their expectations and the actual emotional care provided in educational settings. Relevant issues are discussed for future suggestions.

• 아동학회지
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• 제27권5호
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• pp.183-193
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• 2006

Tests of intrinsic-extrinsic motivation, self-efficacy, and creativity were administered to 75 college students. Results were analyzed by Pearson's correlation, partial correlation and Barron and Kenny's(1986) model. The main results were that (1) creativity was positively correlated with intrinsic motivation and negatively correlated with extrinsic motivation. (2) Self-efficacy played an important mediating role in the relationship between extrinsic motivation and creativity, but not in the relationship between intrinsic motivation and creativity, suggesting that extrinsic motivation negatively affects creativity because it lowers self-efficacy, which is intimately related with creativity. (3) The negative effect of extrinsic motivation on creativity was explained by such sub-factors of self-efficacy as self-confidence and preference for difficult tasks, but not by self-regulatory efficacy.

• 한국생활과학회지
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• 제14권4호
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• pp.547-559
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• 2005

The purpose of this study was to explore the effects of mothers' self-efficacy, parenting behaviors, and children's achievement motivation on children's self-efficacy. Subjects were 591 fifth- and sixth-graders and their mothers in Busan. Statistics and methods used for data analysis were Cronbach's alpha, Pearson's correlation, Multiple Regression, and Path Analysis. Several major findings of this study were as follows: 1) Any difference was not found by sex in children's general and total self-efficacy. Girls' social efficacy, however, was higher than boys'. 2) Achievement motivation had a direct positive effect and was the first positive contribution factor to the self-efficacy of both sexes. 3) On boys' self-efficacy, mothers' own had an indirect positive effect through achievement motivation, and their parental role efficacy had a positive effect, direct or indirect, through their affective parenting behaviors and the boys' achievement motivation; also mothers' affective parenting behaviors had an indirect positive effect through achievement motivation, and their controlling parenting had a direct negative effect. 4) On girls' self-efficacy, mothers' own had a direct positive effect, and their parental role efficacy had an indirect positive effect through their affective and controlling parenting behaviors and the girls' achievement motivation; also mothers' affective parenting behaviors had a positive effect, direct or indirect, through achievement motivation, and the controlling parenting had a negative effect, direct or indirect.

• 가정과삶의질연구
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• 제3권1호
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• pp.69-76
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• 1985

This study was attempted to investigate the relationship between the academic achievement and the internal and external motivation of academic achievement. Here, the internal motivation of academic achievement refers to the case that a student feels the necessity of study and h satisfaction, expects rewards, or has interest in his study; external motivation of academic achievement means that a student has outward motivation such as other's recognition, rewards, or compulsion. As the result of this study, there showed significant difference in the academic achievement in proportion as the level of internal and external academic achievement motivation (P<.001). the students with the higher internal motivation and the lower external motivation turned out to have the highest effect of academic achievement; on the other hand, the students with the lower internal motivation and the higher external motivation showed the least academic achievement. There was 11.60 points-difference on the average between those two groups in terms of grade. The academic achievement and the internal motivation shows significant correlation(r=.25, P<.001) while academic achievement and the external motivation presents negative tendency (r=-.10). Through the results of regression analysis, the estimation of the academic achievement by the two variables to academic achievement motivation was 6.22%(P=.0001)

• 한국의류산업학회지
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• 제11권2호
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• pp.252-261
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• 2009

The purpose of this study was to investigate the influence of female university students' cosmetic purchase motivation on cosmetic attribute evaluation and brand repurchase intention. Questionnaires data of 202 female university students who had purchase experience of cosmetic product in recent 6 months through off-line were analyzed. The results are as follows. First, situational purchase motivation had a positive impact on extrinsic and economic attributes. Second, intrinsic purchase motivation had a positive impact on extrinsic, utilitarian, aesthetic, and economic attributes. Third, hedonic purchase motivation had a positive impact on extrinsic attribute. Fourth, aesthetic attribute had a positive influence on brand repurchase intention and extrinsic attribute had a negative effect on brand repurchase intention. Therefore, when cosmetic companies dealing with female university students' cosmetic product establish marketing strategies, they need to pay attention to aesthetic attribute evaluation and intrinsic purchase motivation to highten their brand loyalty.

• 가족자원경영과 정책
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• 제8권2호
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• pp.1-13
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• 2004

This study examines divergent experiences of family leisure from parent, child and family-level perspectives. In particular, emphasis is placed on differences and similarities about family leisure motivation and outcomes of family leisure activities among socioeconomic backgrounds. Questionnaires were completed by 100 families. The results indicate that Korean families mostly participate family leisure activities because of family bonding although this tendency emerges clearly only from parents' and female adolescents' responses. The families evaluate that family leisure activities bring more positive outcomes than negative outcomes to families. Intellectual motivation, family bonding motivation, and relaxation motivation are positively related to positive outcomes while obligation motivation is negatively related to positive outcomes. Further conclusions and implications are discussed.

• 디지털융복합연구
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• 제14권10호
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• pp.473-481
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• 2016

이 연구는 전국체육대회 사례를 중심으로 재외동포의 모국방문 경험과 초국가주의적 정체성 교섭의 관계를 규명하는데 목적이 있다. 연구의 목적을 달성하기 위해서 2015년 제 96회 전국체육대회에 참가한 재외동포들 378명을 대상으로 자료를 수집하였으며, 결과는 다음과 같다. 첫째, 재외동포의 전국체육대회 참가동기 중 사교, 정체성 유지 그리고 자아실현 추구가 높을수록, 전국체육대회에서 긍정적인 참가경험을 하며, 반대로 거주국에서 쌓인 스트레스 해소나, 자신의 거주국에서 하고 있는 사업을 위한 동기가 높을수록 그리고 정체성 유지를 위한 참가동기가 낮을수록, 부정적인 경험이 높다. 둘째, 관광, 거주국에서 쌓인 스트레스 해소 그리고 자신의 거주국에서 하고 있는 사업을 위한 참가동기가 높을수록, 현재 거주하는 국가의 정체성이 강하다. 반면에 정체성을 유지하기 위한 동기가 높을수록, 모국정체성이 강하다. 셋째, 재외동포들이 전국체육대회에서 부정적인 경험을 많이 할수록 현재 자신이 거주하는 국가의 정체성이 강하며, 반대로 전국체육대회에서 부정적인 경험을 적을수록 모국 정체성이 강하다.

• 한국콘텐츠학회논문지
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• 제19권12호
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• pp.129-140
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• 2019

본 연구는 온라인으로 학습하는 사이버대학생들을 대상으로 영어 학습 동기와 탈동기 요인과 학생들의 특성에 따른 동기와 탈동기 차이를 알아보았다. 이를 위하여 서울 소재 H 사이버대학교 재학생 중 교양영어 수업을 수강하는 총 498명을 대상으로 설문을 통해서 자료를 수집하였다. 수집된 자료는 빈도, 기술통계, t-검정, ANOVA로 분석하였다. 분석결과 대상자들의 영어 학습 동기 하위요인 별 평균은 이상적 제2 언어 자아가 가장 높았고 다음으로 도구성(장려)의 순이었다. 영어 학습 탈동기 하위요인 별 평균은 불안감, 부정적인 학습투자 가치의 순서였다. 대상자들의 특성에 따른 영어 학습 동기와 탈동기 차이 분석으로는 영어 학습 동기에서는 성별의 경우 필연적 제2 언어 자아 요인에서 남성이 여성보다 높게 나타났다. 직업 유무는 도구성(장려) 요인에서 학생인 대상자의 점수가 높게 나타났다. 나이에서는 경쟁적 동기 요인과 도구성(장려) 요인에서 대상자의 나이가 젊을수록 높게 나타났다. 영어 학습 탈동기 차이에서는 불안감, 수동적 학습 태도, 부정적인 학습투자 가치 요인에서 모두 여성이 높은 점수를 나타냈다. 직업 유무는 부정적인 학습 투자 가치 요인에서만 직업을 가지고 있는 대상자의 탈동기 요인 점수가 높게 나타났다. 본 연구의 결과는 다양한 목표를 가진 사이버대학교 성인 영어 학습자를 위한 온라인 영어교과 개발에 참고자료로 사용될 수 있을 것이다.