• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.162-172
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• 2022

This study aimed to investigate the effects of science learning motivation and science self-efficacy on the science learning flow of preservice elementary teachers. The study recruited 77 preservice elementary teachers during their sophomore year from the B university of education. Descriptive statistics, correlation coefficient, and multiple regression were used for data analysis. The results were as follows: science learning motivation and science self-efficacy exerted a significant positive correlation with and a statistically significant effect on science learning flow. Satisfaction was the main influential subelement of science learning motivation. For science self-efficacy, the main influential subelements were emotional stability and language encouragement. Moreover, it was deduced that self-efficacy exerted a greater effect on science learning flow than science learning motivation.

• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.181-192
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• 2017

In this study, the effects of the small group collaborative learning on students' achievement, the retention of the achievement, communication anxiety, and science learning motivation were investigated. The aptitude-treatment interaction between the level of students' self-directed learning ability and the intervention was also examined. Two classes (38 students) from an elementary school were respectively assigned to a control group and a treatment group. A self-directed learning ability test, a communication anxiety test, and a science learning motivation test were administered as pretests. The intervention lasted for 8 class periods. After instruction, an achievement test, the communication anxiety test, and the science learning motivation test were administered. An achievement retention test were also administered after four weeks. The results indicated that there were significant treatmentaptitude interaction effects in the achievement test scores and the achievement retention test scores. In the communication anxiety and the science learning motivation, however, any significant difference was not found between the scores of the treatment group and the control group. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.357-370
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• 2022

In this paper, we developed an augmented reality learning tool suitable for chemical bond learning and proposed a process-oriented guided inquiry learning using mobile augmented reality (POGIL-MAR) to find out how it affects science achievement, science learning motivation and learning flow. Participants were 139 10^th-grade students from a coeducational high school in Gyeonggi-do, and they were randomly assigned to the control group (TL), the treatment group 1 (POGIL), and the treatment group 2 (POGIL-MAR). They learned the concept of the chemical bond from the Integrated Science subject for four class periods. Results of two-way ANCOVA revealed that the POGIL-MAR group scored significantly higher than the other groups in a science achievement test, science learning motivation test, and learning flow test, regardless of their prior science achievement. In addition, in the case of the low-level group, the POGIL-MAR group showed a statistically significant improvement in achievement compared to the TL and POGIL groups. The MANCOVA analysis for sub-factors of science learning motivation show that the POGIL-MAR group had significantly higher scores in intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. In particular, the interaction effect between the teaching and learning method and the level of prior achievement was significant in the intrinsic motivation. Meanwhile, the MANCOVA analysis for sub-factors of learning flow show that the POGIL-MAR group had significantly higher scores in clear goals, unambiguous feedback, action-awareness merging, sense of control, and autotelic experience. Based on the results, educational implications for effective teaching and learning strategy using mobile augmented reality are discussed.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.491-497
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• 2014

The purpose of this study is to investigate the structural relationships among the attitude toward science and science motivation such as affective characteristics, and self-regulated learning strategy such as cognitive factor of science achievement. 853 middle school students residing in Seoul completed questionnaires about attitude toward science, science motivation, and self-regulated learning strategy. The sample variance-covariance matrix was analysed using AMOS 20.0, and a maximum likelihood minimization function. The results are as follows: First, attitude toward science, science motivation and self-regulated learning strategy of middle school students were all found to have a significant direct effect on science achievement. Second, attitude toward science and science motivation in middle school students has a direct effect on the self-regulated learning strategy. Third, attitude toward science in middle school students has a substantial indirect effect on science achievement mediated by their self-regulated learning strategy. Forth, science motivation in middle school students has indirect effect on science achievement mediated by their self-regulated learning strategy. Therefore, in order to improve science achievement among middle school students, teachers should consider synthetically the affective characteristics such as attitude toward science and science motivation, and cognitive factor such as self-regulated learning strategy.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.137-153
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• 2000

In this study. 'extended science investigation' was conceptualized as a comprehensive science investigation contrasted with exercise of process and skill component and cookbook style experiment. The extended investigations should be pursued for giving opportunity of more authentic science activities in school science. And one of important educational objectives in students' science investigations is to achieve motivation for investigation which drives and triggers further investigations. It can be discerned as positive and negative by its direction and also as internal and external by its cause. The purpose of this study was to describe change of students' motivation for investigation while they were performing the extended science investigations. The subject was 128 7th grader attending coeducational school in Seoul. Questionnaires and students' reports were analysed complementarily to describe students' motivation for investigation. The number of students who showed positive motivation for investigation did not increase in the developed extended investigations than in the directive investigations in textbook, but the cause of positive motivation for investigation has changed largely from task-exclusive factors to task-inclusive factors. In case of negative motivation for investigation, regardless of the kind of investigation task, task-inclusive factors were recognized as the main causes. Among those whose motivation changed during successive extended investigations, the students who showed change from negative to positive were more than the reverse. And the number of positive intrinsic motivation for investigation was increased at the second half of the extended science investigations. So it can be said that there was a desirable change of motivation for investigation at the second half the extended science investigations.

• The Korean Journal of Community Living Science
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• v.22 no.2
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• pp.283-298
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• 2011

Gender is frequently being identified as a key moderator in consumer behavior studies. However, there has been insufficient studies in this field in rural tourism areas. The purpose of this study examined the structural relationships among rural tourism motivation, satisfaction, and loyalty including the moderating effect of gender. Data were collected from 442 farmstay visitors by field survey in rural areas. SPSS 15.0 and LISREL 8.80 statistical package were used to analyze the data. Principle component analysis and path analysis were carried out to identify the structural relationships. Results showed that refreshment and family togetherness of tourism motivation had a negative effect on satisfaction. However, rural life of tourism motivation had a positive effect on satisfaction. Tourists' satisfaction had a positive effect on loyalty. The results also indicated that gender moderated the relationship among tourism motivation, satisfaction, and loyalty. The study suggested that it was important for tourism service marketers to develop proactive relationship marketing techniques that could have a lasting impact on customer retention.

• Journal of the Korean Society of Food Culture
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• v.27 no.4
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• pp.331-339
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• 2012

The study examined the moderating effects of the relationship among purchase motivation, satisfaction, and loyalty in a farmer-to-consumer direct market. Data were collected from 426 consumers of direct sale agricultural products who visited nine rural villages across the country. The SPSS 15.0 and LISREL 8.80 statistical package were used for frequency, reliability, exploratory factor, confirmatory factor, and path analysis. Results showed that 'product factor', 'experience factor' and 'economic factor' among purchase motivation had positive effects on satisfaction and satisfaction had positive effects on loyalty. The analysis also indicated that gender moderated the relationship among purchase motivation, satisfaction, and loyalty. Whereas product and economic factors among purchase motivations had positive effects on satisfaction in the male group, product and experience motivation were important factors for female group. These results could enable direct sales marketers to develop marketing techniques to expand farm sales.

• Journal of the Korea Safety Management & Science
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• v.17 no.1
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• pp.67-74
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• 2015

This paper reviewed the relationship between job demands and safety motivation, and the moderating effect of A-type trait in Korean Air Force. Based on the responses from 722 responses, the results of multiple regression analysis appeared as follow; 1) role overload effects positively and role ambiguity effects negatively on intrinsic safety motivation. 2) role conflict effects negatively on extrinsic safety motivation. 3) role ambiguity effects negatively on intrinsic safety motivation in B-type than in A-type trait.

• Journal of the Korea Safety Management & Science
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• v.19 no.4
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• pp.261-271
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• 2017

The paper examines how empowering leadership and intrinsic motivation contributed to explaining in-role behavior. In order to verify the relationships and mediating effect, data were collected from 414 individuals in employees working in small and medium-sized firms at Jinju, Changwon, Gimhae, Busan City to test theoretical model and its hypotheses. All data collected from the survey were analyzed using with SPSS 18.0. This study reports findings as follows: first, the relationship between the empowering leadership and the intrinsic motivation is positively related. Second, there was also a positive correlation between the intrinsic motivation and the in-role behavior. Third, the relationship between the empowering leadership and the in-role behavior is positively related. Finally, the intrinsic motivation played as a partial mediator on the relationship between empowering leadership and in-role behavior. Based on these findings, the implications and the limitations of the study were presented including some directions for future studies.

• International Journal of Computer Science & Network Security
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• v.21 no.7
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• pp.82-86
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• 2021

The article analyzes the psychological and pedagogical scientific literature on the problem of motivation of students' educational activity, compiled and implemented a diagnostic research program, studied the system of conditions for the development of motivation for educational activity of students, compiled and implemented a program for the development of motivation for educational activity of students, highlighted the features of motivation for educational activity of students and conducted a comparative study analysis.