• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.20-27
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• 2013

This research examined the elementary students' level of motivation to learn science and analyzed correlation between scientific experiences and the motivations to learn science. 216 of elementary students in the 5th grade and 207 of elementary students in the 6th grade were surveyed with questionnaire composed of Likert criteria and scientific motivation questionnaire(SMQ), and the results were analyzed by SPSS 18.0 statistics program. The results of this research are as following : First, elementary school students' level of scientific experiences appeared quite low, and boys appeared to have more scientific experiences than girls. For more specific areas, the experiences were more from outside of school rather than inside, and experiences from science class. Second, elementary students' level of motivation to learn science stood relatively high, and boys showed higher level of motivation to learn science than girls. For more specific areas, the level of motivation from internal motivation area was the highest and the lowest was that from the area of anxiety about exams. Third, the scientific experiences and motivation to learn science showed highly static correlation. Experiences both from inside and outside of the school were significantly correlated to the motivation to learn science, and those from outside of the school had higher correlation with the motivation to learn science. Therefore, the scientific experiences should be recognized to play an important role for improvement of the level of motivation to learn science, and the efforts should be made to provide the elementary students with high-quality scientific experiences to develop their level of motivation to learn science.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.447-457
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• 2015

This study has attempted to find the teaching methods for the elementary students with low science achievement by examining the differences of science learning motivation, academic stress and stress coping styles and the characteristics shown in the relationship between them. To achieve this, the differences of science learning motivation, academic stress and stress coping styles of the elementary students with low science achievement and their relationship was set up as a study problem. A science learning motivation using a science learning motivation questionnaire reconfigured with PALS along with underachievers diagnosis were measured targeting 660 elementary students located in Seoul. Using an academic stress questionnaire and stress coping style questionnaire, an academic stress and stress coping styles were measured. The results of analyzing the collected data are as follows. First, a science learning motivation of elementary students with low science achievement was lower than the general students but the academic stress was shown higher. Especially, the self-efficacy of science learning motivation was significantly lower and the school stress was highest. For stress coping styles, a tendency of passive and avoidment coping styles were shown higher than the general students. Second, among the science learning motivation of elementary students with low science achievement, the self-efficacy motivation and school stress have shown a negative correlation but had a positive correlation with the goal-oriented motivation centered on ability. In the correlation between the science learning motivation of elementary students with low science achievement and the stress coping styles, the pursuit of social support coping styles have shown a significant positive correlation with the science learning motivation and its subcategories. As a result of conducting a regression analysis on the influence of academic stress and stress copying styles on the science learning motivation of elementary students with low science achievement, among the academic stresses, the school stress was shown to have the biggest influence. Among the stress coping styles, the pursuit of social support coping styles had the biggest influence on the science learning motivation followed by active coping behaviors, passive and avoidment coping behaviors. Low science learning motivation as underachievement factors of elementary students with low science achievement was identified as having a relationship with high school stress and undesirable stress copying styles. Therefore, guidance and a program are required for the elementary student with low science achievement to have desirable stress coping methods on the stressful situations. In addition, for the improvement of science learning motivation, a learning environment is needed for the elementary students with low science achievement with seeking of relevant educational methods.

• Journal of Science Education
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• v.43 no.1
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• pp.1-16
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• 2019

This exploratory study is aimed at exploring the validity of the Science Motivation Questionnaire (SMQ) developed for university students, to measure the science motivation of middle school students and analyze the differences on gender and country factors of SMQ. A total of 371 students participated in this study: 171 middle school students from the USA and 200 secondary students from Korea. All participants were enrolled in the STEM program and activities in Utah, USA (for US students) and at a Korean university institute for gifted and talented students (for Korean students). In this study, exploratory and confirmatory factor analyses and latent mean analysis were used to analyze the gender and country differences. The results indicated that the 25 items of SMQ scale were theoretically meaningful and valid for middle school students. The latent mean difference by gender indicated that male students have higher intrinsic motivation, career motivation, grade motivation, and self-determination than female students. Moreover, a significant difference exists in these factors between the two countries. Further findings reveal that Korean students scored higher than US students in terms of the aforementioned factors. This study will provide significant insights in and contribution to science motivation issues in STEM education and the development of design-based engineering programs.

• International Journal of Human Ecology
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• v.6 no.1
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• pp.29-39
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• 2005

The purpose of this study was to examine the differences of family leisure motivation and family leisure constraints between German families and Korean families, and analyze the relationship among family leisure motivation, family leisure constraints, and family strengths. The sample in this study consisted of 102 Korean two-parent families with teenagers and 147 German two-parent families with teenagers. The results were as follows: 1) family bonding motivation and rest motivation did not differ significantly between German families and Koran families while educational motivation and obligatory motivation differ significantly between the two. 2) While Korean families were more constrained to intrapersonal constraints, German families were more constrained to interpersonal constraints. 3) Educational motivation, family bonding motivation, rest motivation, interpersonal constraints, and structural constraints were found to be significantly correlated with German family strength while educational motivation, family bonding motivation, rest motivation, and interpersonal constraints were found to be significantly correlated with Korean family strength.

• The Korean Journal of Community Living Science
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• v.18 no.4
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• pp.555-567
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• 2007

The purpose of this study was to test the mediating effects of self-esteem and empathy on university students' motivation for parenthood and their definition of parenthood. Participants were 1,492 students (male 581, female 898) from 19 universities throughout Korea. Results were: (1) The definition of parenthood was explained for motivation of parenthood (male $7{\sim}27%$, female $4{\sim}24%$) and empathy was explained for all the subfactors of motivation of parenthood except 'motivation for traditional norms' (male $4{\sim}16%$, female $2{\sim}13%$). Self-esteem was not explained as motivation of parenthood. (2) There was no mediating effect from self-esteem on motivation for parenthood or the definition of parenthood in any of the students. (3) There was a partial mediating effect of empathy on motivation of parenthood and the definition of parenthood. In male students, there were mediating effects in 'motivation for strengthening biological family ties', 'altruistic emotional motivation', and 'motivation for deepening marital bonds and perpetuating one's self'. In female students, there were mediating effects in 'motivation for strengthening biological family ties' and 'motivation for deepening marital bonds and perpetuating one's self'.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.866-878
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• 2012

The Natural Science High School is specialized in vocational education or training related to natural sciences such as biology or chemistry. Therefore, natural science high school students are expected to possess a high level of science learning motivation. This study aims to explore natural science high school students' level and structure of science learning motivation by comparing students in general high school. One hundred ninety three students from a natural science high school and 208 from a general high school participated in this study. We administered a questionnaire that consisted of seven science motivation components: 1) career motivation; 2) science grade motivation; 3) understanding the relevance of scientific knowledge; 4) need for learning science; 5) self-determination; 6) self-efficacy; and 7) attitudes toward science class. We employed independent t-test, path analysis, bivariate correlation, and stepwise multiple-regression for the statistical analyses. Our findings illustrated that the natural science high school students' levels on all seven variables were significantly lower than the general high school students.' The path analysis illustrated that career motivation and science grade motivation had relatively stronger influence on self-determination and self-efficacy in the natural science high school student sample than in the general high student sample. The explanatory powers of four independent variables (career motivation, science grade motivation, understanding the relevance of scientific knowledge, and need for learning science) predicting self-determination and self-efficacy were 30% higher in the natural science high school student sample than in the general science high student sample. These results suggested that natural science high school students' science learning motivation may be easier to change by extrinsic motivations such as career and science grade motivation.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.382-393
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• 2015

The purpose of this study was to examine the effects of elementary science teaching program strengthening aesthetic experiences on science learning motivation and achievement. The subjects of this study were divided into two groups. The experiment group practiced elementary science teaching program strengthening aesthetic experiences, while the control group practiced teacher guided-based instruction. The results of this study were as follows. First, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science learning motivation. Second, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science achievement. In conclusion, this study showed that elementary science teaching program strengthening aesthetic experiences gave a positive influence on the science learning motivation and science achievement in elementary school science.

• Journal of Science Education
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• v.44 no.1
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• pp.74-83
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• 2020

The purpose of this study is to investigate motivation to learn physics in order to understand engineering college students' physics learning. Therefore, in this study, 374 engineering students at the university located in Seoul were studied using the Physics Motivation Questionnaire (PMQ), which was a Science Motivation Questionnaire II modified into the context of learning physics. The PMQ is composed of five factors: intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. It involves 25 Likert scale items. Through exploratory factor analysis, PMQ confirms that the five factors are structurally valid in measuring the motivation of engineering students to learn physics. In addition, item fit (MNSQ) was also confirmed using a Rasch model analysis. The results show that grade motivation has the highest mean with 4.2, followed by job motivation mean with 3.76. The mean of intrinsic motivation was 3.42, the self-efficacy was 3.38, and self-determination was 3.32. The results of this study confirm that the physics learning motivation of engineering college students is characterized showing high external motivation related to job and grade. Therefore, we should try to develop the teaching strategy to increase intrinsic motivation by developing mastery goal orientation of physics learning for engineering students.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.371-381
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• 2022

This study causally investigates whether high school student with high science learning motivation becomes to achieve more or vice versa, and also how those two factors affect STEM career motivation. Research participants were 1st year students in a high school at Seoul. We surveyed their science learning motivation three times in the same time interval in the fall semester of 2021, and once a STEM career motivation in the third period. We collected data from 171 students with their mid-term and final exam scores, with which, we constructed and fitted an autoregressive cross-lagged model. The research model shows high measurement stability and fit indices. All the autoregressive and cross-lagged paths were statistically significant. However, standardized regression coefficients were larger in path from motivation to achievement compared to the opposite. Only science learning motivation shows significant direct effect on STEM career motivation, rather than achievement. For indirect effects, the first science learning motivation affected the final exam score and STEM career motivation, and the final exam score affected STEM career motivation. However, the final exam score did not have a total effect toward STEM career motivation. The result of this study shows reciprocal and cyclic causality between science learning motivation and achievement - in comparison, the effect of motivation for the opposite is larger than that of achievement. Also the result of this study strongly reaffirms the importance of science learning motivation. Instructional implications for strengthening science learning motivation throughout a semester was discussed, and a study for the longitudinal effect of science learning motivation and achievement in high school student toward future STEM vocational life was suggested.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.105-113
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• 2012

The purpose of this study was to examine the effects of storytelling skill on science learning motivation and space perception ability. 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 with teacher centered lectures for 10 classes in 10 weeks. The storytelling skill was focused on finding stories, constellation searching, story deciding, story hero deciding, story composition, storytelling completion. To prove the effects of this study, science learning motivation was split up according to attention power, relation, confidence, and sense of satisfaction. Also, space perception ability consisted of two-dimensional rotation, 3 dimension rotations, reflection, three-dimensional searching, number of block, and figure type in pattern. The results of this study are as follows. First, using storytelling skill was effective in science learning motivation. Second, using storytelling skill was effective in space perception ability. 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 learning motivation and space perception ability. it means the science class with storytelling skill has potential possibilities and value to develop science learning motivation and space perception ability.