• Title/Summary/Keyword: Educational Participatory Motivation

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The effect of educational participatory motivation and life satisfaction on major satisfaction among Cyber University students (사이버대학생의 학습참여동기와 삶에 대한 만족도가 전공만족도에 미치는 영향)

  • Gwak, Yoon Jung;Lee, Ji Hye
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.19 no.5
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    • pp.285-295
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    • 2018
  • This study examined the effects of Cyber University students' educational participatory motivation and life satisfaction on their satisfaction with their major. The subjects were 937 adult learners at one of the Cyber Universities in Seoul, Korea, who were over 20 years of age. The results were as follows. First, the main motivation of the Cyber University students was goal-oriented, followed by learning-oriented motivation and activity-oriented motivation. Second, there were significant differences in their educational participatory motivation, life satisfaction and major satisfaction according to their sex, age, occupation, marriage and major. Third, their life satisfaction and three types of educational participatory motivation had positive effects on the satisfaction with their major in the order of life satisfaction, goal-oriented motivation, learning-oriented motivation and activity-oriented motivation. These findings suggest that adult learners' quality of life and motivation to learn are very important for increasing the degree of satisfaction with their major.

A Study Exploring the Relationship of Educational Participatory Motivation and Educational Satisfaction among Adult Social Work Students of a Cyber University (사이버대학교 사회복지학 전공자들의 학습참여동기와 학업만족도)

  • Lim, Hyo-Yeon;Lee, Soon Min
    • The Journal of the Korea Contents Association
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    • v.14 no.10
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    • pp.403-415
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    • 2014
  • This study explored three types of educational participatory motivations among 196 adult social work students at one of Cyber University in Seoul, Korea. and examined the relationship of educational participatory motivations and educational satisfaction, aiming to provide suggestions for increasing adult social work students' educational satisfaction. Results revealed that students had goal-oriented motivation the most, followed by learning-oriented motivation and activity-oriented motivation. Results showed that age and three types of educational participatory motivations, in order of goal-oriented, learning-oriented, and activity-oriented motivations, influenced educational satisfaction. In conclusion, this study suggested that cyber universities should improve educational environments including educational curriculum, in order to meet adult social work students' goal-oriented motivation, and provide methods to satisfy adult social work students' activity-oriented motivation, reflecting their altruism. In addition, young social work students' educational participatory motivations should be explored to increase their educational satisfaction.