• Title, Summary, Keyword: 학습동기

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The Effect of Academic Motivation on the Learning Flow with Training for Caregivers (요양보호사 교육 참가자의 학습동기가 학습몰입에 미치는 영향)

  • Roh, Hyo-Lyun
    • Proceedings of the KAIS Fall Conference
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    • pp.1037-1040
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    • 2011
  • 본 연구는 B시의 요양보호사 교육원의 교육생 230명을 대상으로 학습동기가 학습몰입에 미치는 영향을 알아보고자 하였다. 내재적 학습동기와 외재적 학습동기가 학습몰입과 상관관계를 가지고 있었으며, 학습과제에 대한 몰입은 학습동기가 증가될수록 높아지는 성향을 나타내었다. 그러나 외제적 학습동기보다 내재적 학습동기가 학습몰입과 더 높은 상관관계를 가지고 있는 것으로 나타났다. 따라서, 학습몰입은 내재적 학습 동기 뿐 아니라 사회적 성공동기와 상대적 유능성 동기와 같은 외재적 동기와도 부분적인 상관관계를 나타내고 있었다. 요양보호사 인력양성의 발전을 요양보호사 교육에 대한 다각적인 측면의 연구가 필요한 것으로 보인다.

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Effect of Academic Motivation on the Learning Flow with Training for Caregivers (요양보호사 교육 참가자의 학습동기가 학습몰입에 미치는 영향)

  • Roh, Hyo-Lyun
    • The Journal of the Korea Contents Association
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    • v.11 no.6
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    • pp.428-437
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    • 2011
  • This study examines how caregivers' academic motivation to participate in training affects their learning flow with their training. This study surveyed 230 trainees at a caregiver training agency in City B. A survey was conducted, and questionnaire was conceived to obtain the measure of two latent variables: learning flow, motivation to learning. Descriptive statistics, factor analysis, correlation analysis and regression analysis were used. Intrinsic motivation and extrinsic motivation had positive effects on learning flow. However Intrinsic motivation had high level of correlation than extrinsic motivation on learning flow. Therefore, learning flow had not alone intrinsic motivation but also partial correlation with extrinsic motivation. The multidirectional study is require the caregivers' training for development, caregivers' training and Management.

Effects of Concept Change Teaching MSeoung-HeyPaikodel Considering Students' Learning Motivations (학습자의 학습 동기를 고려한 개념변화 수업 모형의 효과 분석)

  • Paik, Seoung-Hey;Kim, Hye-Kyong;Che, Woo-Ki;Kwon, Kyoon;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.19 no.2
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    • pp.305-314
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    • 1999
  • The effects of three teaching models were compared in this research. One of those is concept change model, another is concept change model based on students learning motivations, the other is traditional teaching method based on science textbooks. The subjects of this research were the 8th grade students of Korean middle school. They were divided into three groups, and tested learning motivations. All of the three groups improved their learning motivations and concept understanding by the classes. Especially, the group of concept change model based on students learning motivations represented most effective improvement of learning motivations. The concept change teaching model and concept change teaching model based on students learning motivations are more effective in concept understanding than traditional teaching method based on textbooks. The students who have high learning motivations improved their concept understanding by the classes of concept change model based on students learning motivations. The students who have low learning motivations improved their learning motivations by the classes of concept change model based on students learning motivations also.

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Design of Programming Language Teaching-Learning Model for Learning Motivation Enhancement and its Application Effect (학습동기 향상을 위한 프로그래밍 언어 교수-학습 모델 설계 및 적용 효과)

  • Kim, Kyong-Ah;Ahn, You Jung
    • Proceedings of the Korean Society of Computer Information Conference
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    • pp.251-252
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    • 2016
  • 프로그래밍 언어 수업은 학습자들 간의 학습 수준의 차이가 크게 나타나고 수업 내용의 연관성이 높은 특성을 가지고 있다. 이로 인해 다른 어떠한 수업보다 학습자들의 학습동기를 향상시켜 지속적으로 학습에 적극적으로 참여할 수 있는 외재적 동기 부여를 통한 학습효과 증진 방법이 필요하다. 본 연구에서는 프로그래밍 교육에서 성찰일지를 활용한 학습동기 증진 교수 학습 모델을 제시하고, 실제 수업에 적용 후 학습동기에 대한 사전 사후 설문을 실시하여 제시한 교수 학습 모델이 학습동기 증진에 효과 있었음을 조사 분석하였다.

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Strategies Encouraging Learning Motivation for Underachievers in Computer Programming Learning (컴퓨터 프로그래밍 학습에서 학습 부진 학생들의 학습 동기 유발 정책)

  • Ahn, You Jung;Kim, Kyong-Ah
    • Proceedings of the Korean Society of Computer Information Conference
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    • pp.329-330
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    • 2016
  • 본 연구에서는 컴퓨터 프로그래밍 학습을 하는 학습자들 중 특히 학습 부진을 겪고 있는 학생들의 학습 동기를 유발시킬 수 있는 교수법 정책에 대해 제안해보았다. 제안된 학습동기 유발 정책들을 수업에 참여하고 있는 학습 부진 학생들에게 적용한 뒤 학기말에 설문조사를 통하여 그 결과를 분석함으로써 어떤 방법이 내재적, 외재적 학습 동기 유발에 효과적이었는지를 평가하고 제시하였다.

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Effects of Students' Learning Motivations on Concept Change (학습 동기에 따른 학습자의 개념 변화 효과)

  • Paik, Seoung-Hey;Kim, Hyeg-Kyong;Chae, Woo-Ki;Kwon, Kyoon
    • Journal of The Korean Association For Science Education
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    • v.19 no.1
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    • pp.91-99
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    • 1999
  • The researches related to students' preconceptions and conceptual change model have been reported that students' learning motivation is one of the key variable for the conceptual change. The effects of students learning motivations on conceptual changes were evaluated. Subjects of this study were 8th grade students. and they were divided into 2 groups. One group was taught by traditional teaching method, and the other group by concept change teaching model. After the intervention, learning motivations of the students were testified. The students of high motivation who were taught by concept change teaching model showed higher scores in the concept of chemical change than the students by traditional teaching method. But there was no difference in both groups of students who have low learning motivations. The learning motivations before the intervention. the motivations stimulated by classes. and the degree of concept understanding showed high correlation. The motivations stimulated by classes explain 23.3 % of the degree of concept understanding. The results seems to mean that students learning motivations contribute to the understanding of concepts. Especially confidence of learning as a subcategory of the learning motivation contributes significantly to the understanding of new concepts. In contrast, the traditional teaching methods and the teaching methods of concept change learning theory were not effective for the stimulation of students learning motivations.

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Factors Affecting English Learners' Learning Motivation (영어 학습자의 학습 동기에 영향을 미치는 요인)

  • Shin, Myeong-Hee;Kim, Kwang-Hwan
    • Journal of Digital Convergence
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    • v.10 no.9
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    • pp.443-448
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    • 2012
  • This study aims to investigate the relationship between various motivational factors and to identify other causative components affecting English learners' learning motivation(From March to Jun, 2012). In case of integrative motivation and instrumental motivation, there was a statistically significant difference among those who have studied in other countries. However, in the case of negative motivation, there was a statistically significant difference among those who have no learning experience in other countries. English learners' learning motivation between the students majoring in Liberal Arts and Others, learning contents and teaching methods were significant factors.

The effect of learner-centered instruction on academic stress: Focusing on the mediating effects of learning motivation and growth beliefs (학습자 중심 교수가 학업스트레스에 미치는 영향: 학습동기와 성장신념의 매개효과를 중심으로)

  • Kim, Jong Baeg;Kim, Jun-Yeop;Lee, Seong-Won
    • (The) Korean Journal of Educational Psychology
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    • v.32 no.1
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    • pp.183-205
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    • 2018
  • This study aims to demonstrate the longitudinal structural relationship between learner-centered instruction, learning motivation, growth beliefs, and academic stress. In particular, this study was carried out to focus on the structural effect of the related variables using data from the 3rd to 5th year of the Gyeonggi Education Panel Study. Results showed that while learner-centered instruction positively predicted both intrinsic and extrinsic motivation of learners, it predicted the former better. In addition, learner-centered instruction influenced academic stress through motivation, both intrinsic and extrinsic motivation were found to increase stress. Further, growth beliefs mediated motivation with learner-centered instruction; specifically, learner-centered instruction influenced learners' positive beliefs about growth, and learners who had growth beliefs had intrinsic motivation. At the same time, external motivation tended to be lower for learners who believed in the possibility of growth. Finally, the perceptions of learner-centered instruction affected academic stress through changes in growth beliefs. However, the other 3 factors (learner-centered instruction, learning motivation, and academic stress) were not statistically significant. In conclusion, learner-centered instruction was able to mitigate academic stress, demonstrating that this relationship is influenced by changes in growth beliefs rather than learning motivation, as previously studied. These results suggest that learners' perceptions and beliefs contribute to not only intrinsic motivation but also academic stress. Furthermore, it is suggested that learners need to change their learning environments in positive ways.

A Study on the Effect of Charismatic Leadership on Motivation to Learn in Learning Organization Support Project (학습조직화 사업의 강한 리더십이 학습동기에 미치는 영향)

  • Park, Jin-Ah;Lee, Sug-Min
    • Industry Promotion Research
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    • v.1 no.1
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    • pp.65-70
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    • 2016
  • This study verified the effect of charismatic leadership on motivation to learn and the moderating effect of level of building learning organization in learning organization support project. Survey was conducted for manufacture company participating in learning organization support project. Charismatic Leadership positively affected motivation to learn, specifically vision-related behaviors positively affected task value. At the same time, the moderating effect of level of building learning organization was verified and specifically personal mastery and team learning moderated the effect of charismatic leadership on motivation to learn. This study results provided academic and practical implications for operating successful learning organization of company.

The Effects of Learning Motivation Program for Freshmen of Nursing College: Focusing on Learning Motivation, Core Competence, Time Management, Career Attitude Maturity (간호대학 신입생의 학습동기유발 프로그램의 효과 분석: 학습동기, 핵심역량, 시간관리, 진로태도성숙을 중심으로)

  • Park, Ju-Young;Lim, Hyo-Nam;Kim, Doo Ree
    • Journal of the Korea Convergence Society
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    • v.9 no.8
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    • pp.331-341
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    • 2018
  • The purpose of this study was to develop a learning motivation program and to test its effect to provide basic data to be used for freshmen who are going to enter nursing college and various educational strategies and policies for successful university life. In order to develop the program, the contents of the program were structured so as to improve the learning ability, self-directed ability, and social competence through the current research and literature review. As a result, motivation (F=3.45 p=.033), core competence (F=7.35 p=.001), time management (F=9.80 p<.001) and career attitude maturity (F=19.83 p<.001) were significantly increased before the program. This suggests that the composition of the learning motivation program includes various learning strategies unlike nursing and majors.