• Title/Summary/Keyword: Learning Motivation

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Relationship among Teacher's Transformational Leadership, Trust and Empathic Understanding and Children's Learning Motivation (교사의 변혁적 리더십, 교사신뢰, 공감적 이해수준 및 아동의 학습동기와의 관계 : 초등학교 고학년을 대상으로)

  • Cho, Han-Suk;Moon, Hyuk-Jun
    • Korean Journal of Child Studies
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    • v.30 no.5
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    • pp.23-39
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    • 2009
  • This study examined influences of teacher's transformational leadership, and their trust and empathic understanding on children's learning motivation. Participants were 513 $5^{th}$ and $6^{th}$ graders from Seoul, Buchon and Inchon. Data were collected via questionnaires and analyzed by descriptive statistics, Pearson's correlation, and multiple regression analysis. Results showed that (1) Teacher's transformational leadership, trust and empathic understanding were positively related to children's learning motivation. (2) Teacher's transformational leadership was the strongest predictor for children's learning motivation. (3) Teacher's transformational leadership had a direct influence on children's learning motivation empathic understanding mediated between teacher's transformational leadership and children's learning motivation.

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Relationships among the Science Learning Motivation and Academic Stress and Stress Coping Styles of the Elementary Students with Low Science Achievement (초등과학학습부진학생의 과학학습동기와 학업스트레스 및 스트레스대처행동의 관계)

  • Kim, Kyungok;Hong, Young-Sik
    • 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.

Effects of Utilizing Animation Prior to Fundamental Nursing Practice on Learning Motivation and Self-Directedness in Student Nurses (기본간호학 실습교육의 동영상 사전학습에 대한 간호학생의 학습동기 및 자기주도성의 효과)

  • Kim, Yeong-Hie
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.17 no.2
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    • pp.240-248
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    • 2010
  • Purpose: This study was done to examine learning motivation and self-directedness when animation prior learning of fundamental nursing practice education was used. Method: For the study 220 nursing students participated in a fundamental nursing practice session after prior study using animation every week for 15 weeks. They responded to questionnaires that included measures of learning motivation and self-directedness. Results: There was no statistically significant difference in total scores for learning motivation over the 15 weeks of the practice sessions, but there was a difference for self-directedness. There was a significant difference in learning motivation in the group that always watched the animation and for which animation helped with the practice sessions and where the application purpose was postive. There was a difference in self-directedness for the students whose future was described as health teachers and where the application purpose was positive. Learning motivation showed positive correlations with self-directedness. Conclusion: Learning motivation and self-directedness utilizing animation prior to fundamental nursing practice were high and correlated with each other indicating the usefulness of this teaching method.

Study on the Effective Factors of Learning Motivation and Achievement of the Digital Textbook using a Structural Equation Model (구조방정식 모델을 이용한 디지털교과서의 학습동기 및 학업성과 영향요인에 관한 연구)

  • Baek, Hyeon-Gi;Kim, Pan-Soo;Ha, Tai-Hyun
    • Journal of Digital Convergence
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    • v.6 no.1
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    • pp.123-135
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    • 2008
  • In this study it is aimed to find out the relationship between the effective factors on learning motivation of the digital textbook. To carry on such exploration the learning motivation theory of Keller has been taken as the theoretical background. This is an experimental research with the data collected from 310 students who took the digital textbook class in the computer-mediated environment. It is compared and verified whether the factors causing learning motivation of the ARCS model embedded in the offline class influence on learner's motivation and achievement. With the outcomes, it has been tried to find out some practical suggestions for the achievement of the digital textbook. The results of the data show that the learning motivation of the digital textbook is significantly influence on the learning achievement.

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Determinants of Successful Online Education Services : Focusing on Social Capital and Service Quality (온라인 교육 서비스의 재구매 의도에 영향을 미치는 요인 분석 : 사회자본과 서비스품질을 중심으로)

  • Kim, Kun-Ah;Yun, Hae-Jung;Lee, Choong-C.
    • Journal of Information Technology Applications and Management
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    • v.17 no.2
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    • pp.155-173
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    • 2010
  • Although online education service markets are growing fast, previous studies have been limited to the studies on media types or system qualities of online education. In order to provide timely implications for online education service providers to maintain and increase the number of users, other factors such as interactivity and community perspectives should be considered. In this study, social capital and service quality were adopted as antecedents of learning motivation. Also, service quality dimensions, as well as learning motivation, were chosen to examine its impact on intention to repurchase of online education services. Research findings show that structural and cognitive dimensions of social capital are proved as antecedents of relational capital; structural and relational social capital positively influence on learning motivation; tangibility positively makes impact on learning motivation; and intention to repurchase is positively influenced by responsiveness and learning motivation. Practical implications based on the research findings are presented.

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Effect of Nursing Students' Learning Motivation in Microbiology Lecture involved in Laboratory Based on the ARCS Model (ARCS모형에 근거하여 실습을 병행한 미생물학수업이 간호대학생의 학습동기에 미치는 효과)

  • Kim, Bo-Hwan;Hyong, Hee-Kyoung
    • Journal of Fisheries and Marine Sciences Education
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    • v.26 no.6
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    • pp.1425-1434
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    • 2014
  • The purpose of this study was tried to identify the effect of nursing students' learning motivation in microbiology through microbiology laboratory practice based on the Keller's ARCS model. In order to achieve this research, this study was designed a quasi-experimental pre-post tests control group. Experimental group received a microbiology theory and practice based on ARCS model and control group received microbiology theory only. To identify the microbiology learning motivation effect to nursing student, we measured learning motivation by Keller's ARCS model that consisted of attention, relevance, confidence, and satisfaction. The major results of the experimental group showed significantly higher level of total learning motivation and all four subcategories compared to control group. Based upon the above results, microbiology laboratory practice might be beneficial for the nursing students to motivate microbiology learning.

Mediating Effect of Middle School's Peer Attachment on Relation between Self-esteem and Intrinsic Learning Motivation (중학생의 또래애착이 자존감과 내재적 학습동기 간 관계에 미치는 매개효과)

  • Yoo, Kae-Hwan
    • The Journal of the Korea Contents Association
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    • v.20 no.7
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    • pp.263-273
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    • 2020
  • The purpose of this study is to check mediating effect of middle school students' peer attachment on relation between self-esteem and intrinsic learning motivation. To this end, this study collected data by measuring the level of self-esteem, peer attachment, and intrinsic learning motivation for 457 male and female middle school students (225 male and 232 female students) located in S city, Jeollanam-do. The results of this study are as follows: The correlation between self-esteem, peer attachment and intrinsic learning motivation of middle school students was all significant. Self-esteem had a significant effect on peer attachment and intrinsic learning motivation, and peer attachment also had a significant effect on intrinsic learning motivation. Meanwhile, Peer attachment showed a partial mediating effect between self-esteem and intrinsic learning motivation. The mediating effect of peer attachment was different according to grade. Through this study, it was confirmed that the self-esteem of middle school students influences peer attachment, and that peer attachment influenced by self-esteem can influence intrinsic learning motivation. The implications and limitations of this study were also discussed.

The Relationship between Learning Motivation and Task Commitment of Science-Gifted (과학영재학생의 학습동기와 과제집착력과의 관계)

  • Park, Mi-Jin;Lee, Yong-Seob
    • Journal of Gifted/Talented Education
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    • v.21 no.4
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    • pp.961-977
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    • 2011
  • The purpose of this study was to investigate the relationship between learning motivation and task commitment and find sub factors of learning motivation that affect task commitment. For this study 30 science gifted student (4th and 5th grade in elementary school) participated. The survey instruments used for this study were Academic Motivation Scale and Task Commitment Scale. The statistical methods employed for data analysis were the correlation analysis and multiple regression analysis. The result of this study were as follows: First, the learning motivation and task commitment of science gifted students showed similar levels. But there was differences of strength each sub factors of learning motivation and task commitment. Second, there was a significant positive correlation between learning motivation and task commitment. Also, learning motivation has the explanatory power of predictive variable for the task commitment approximately 49.3%. Expecially learning motivation has significant positive correlation with responsibility and self-control that sub factors of task commitment. Among the sub factor of learning motivation, confidence has most correlations with sub factors of task commitment and significant impact on task commitment. This result indicate that we need to develop learning motivation to improve task commitment and especially develop learning motivation program to grow up confidence of science-gifted.

The Effect of Emotion-Based Learning Motivation Enhancement Program on Learning Motivation and Social Support of College Students (정서기반 학습동기향상 프로그램이 전문대학생의 학습동기와 사회적 지지에 미치는 영향)

  • Lee, Jin-Hyun;Song, Hyun-A;Kim, Soo-Hyun
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.6
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    • pp.585-595
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    • 2017
  • This study investigates how the emotion-based learning motivation enhancement program influences learning motivation and social support of college students. The developed final program consists of Learning Motivation I, Learning Coaching, and Learning Motivation II, which has 12 sessions. In each session, every student was guided to have reflection time by writing self-evaluation and reflection paper. The participants were 38 students majoring in engineering at K-college located in G city who took one liberal arts subject based on psychology during the 1st semester in 2016 and who were divided into an experimental group (19 students) and a control group (19 students) by non-probability sampling method. In the experimental group, emotion-based learning motivation enhancement program was totally processed 12 times, one class in a week, by one main lecturer and one assistant lecturer. For data analysis, independent sample t-tests, paired samples t-tests, and review analysis were conducted. The study results are as follows. First, the experimental group participating in emotion-based learning motivation enhancement program had more significant differences in learning motivation, and both self-confidence and self-contentment among sub-components than the control group. Second, the experimental group had no significant differences in social support, compared with the control group. The impression writing analysis of the experimental group showed that this program affected learning motivation and social support. Lastly, the study discussions and implications are described.

The Effects of 'Solar System and Star' Using Storytelling Skill on Science Learning Motivation and Space Perception Ability (스토리텔링 기법을 적용한 '태양계와 별' 수업이 과학학습동기와 공간지각능력에 미치는 효과)

  • Lee, Seok-Hee;Lee, Yong-Seob
    • 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.