• Title, Summary, Keyword: achievement

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Individual and Parental factors that Affect Children's Achievement Motivation (개인변인과 부모변인이 아동의 성취동기에 미치는 영향)

  • Lee, Kyung-Nim
    • Journal of Korean Home Management Association
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    • v.24 no.5
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    • pp.161-174
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    • 2006
  • This study examined different individual and parental factors that affect children's achievement motivation. For an analysis, perceived competence, intrinsic locus of control were included in individual variables. For parental variables, parental support and achievement pressure and marital conflict were examined. The sample consisted of 561 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, Factor analysis, frequency, percentage, Pearson's correlation, and Hierarchical Regression. Several major results were found from the analysis. First, girl's achievement motivation was higher than boys. No age difference was found between fifth and sixth grade. Second, boy's and girl's achievement motivation had a positive correlation with perceived competence, intrinsic locus of control, parental support and achievement pressure but a negative correlation with parental marital conflict. Third, important variables predicting boy's and girl's achievement motivation were perceived academic competence, parental achievement pressure and perceived social competence. Important variables predicting boy's individual and social oriented achievement motivation were perceived academic competence and parental achievement pressure. On the other hand, important variables predicting girl's individual oriented achievement motivation were perceived social competence, perceived academic competence, intrinsic locus of control and parental achievement pressure. Important variables predicting girl's social oriented achievement motivation were parental achievement pressure, perceived academic competence and mother's support.

The Mediating Effects of Ego-Resilience on Achievement-Oriented Parenting Style, School Adjustment and Academic Achievement as Perceived by Children (아동이 지각한 부모의 성취지향적 양육태도가 자아탄력성을 매개로 학교생활적응과 학업성취도에 미치는 영향)

  • Kim, Chung-IL;Lee, Kang-Yi
    • Family and Environment Research
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    • v.53 no.5
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    • pp.503-517
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    • 2015
  • This study examined the relationships among children's perspectives on achievement-oriented parenting style, ego-resilience, school adjustment, and academic achievement. In order to analyze the associations, the study conducted a secondary analysis of the data found in the Korean Children and Youth Panel Survey (KCYPS) 2010-2011, which was a non-randomized controlled study designed with a longitudinal follow-up. We analyzed 1,212 students who were in the fourth and fifth grade at elementary school with Structural Equation Modeling (SEM). The results were as follows. First, higher achievement-oriented parenting style was associated with higher ego-resilience that contributed to higher academic achievement and higher school adjustment. Second, higher achievement-oriented parenting style was directly related to lower academic achievement and lower school adjustment. The findings support that children's ego-resilience is an important factor to improve school adjustment and academic achievement. In addition, the achievement-oriented parenting style is not helpful for their children's school outcomes (such as academic achievement and adjustment) even though parenting style improved their children's ego-resilience. Ego-resilience that is developed by achievement-oriented parenting style is likely to enhance children's school adjustment and academic achievement. The study presents policy and practice implications, limitations and areas for further research.

The Effects of Maternal Achievement Pressure and Emotional Support on Adolescents' Achievement Motivation (어머니의 성취압력과 정서적 지지가 청소년의 성취동기에 미치는 영향)

  • Koo, Hyun-Kyung;Doh, Hyun-Sim;Choi, Mi-Kyung
    • Journal of Korean Home Management Association
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    • v.27 no.5
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    • pp.195-206
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    • 2009
  • The main purpose of this study was to examine the effects of maternal achievement pressure and emotional support on adolescents' achievement motivation. A total of 241 adolescents in the second grade of two middle schools in Seoul and their mothers participated in the study, and completed questionnaires on mothers' achievement pressure and emotional support. Adolescents also answered a questionnaire on achievement motivation. Sohn's(1997) Achievement Pressure Scale, Sung's(1993) Social Support Scale and Hermans'(1970) Prestatie Motivatie Scale were used for this survey. Data were analyzed by Pearson's correlation coefficients, t-tests, regressions, and one-way ANOVA with Duncan's multiple range tests. Results showed that maternal achievement pressure and emotional support and adolescents' achievement motivation did not vary as a function of sex. Maternal achievement pressure and emotional support had positive effects on achievement motivation of adolescents, and maternal achievement pressure played a more influential role on the motivation of adolescents than emotional support. Among four groups divided by the level of maternal achievement pressure and emotional support, high/high, high/low, low/high, and low/low, adolescents in the high/high group were perceived to have the highest achievement motivation. Findings suggest that both maternal achievement pressure and emotional support are important in improving adolescents' achievement motivation.

A Study on the Relationship between the Academic Achievement Motivation and the Academic Achievement. (아동의 학업성취동기변인과 학업 성취도와의 상관연구)

  • 전경숙
    • Journal of Korean Home Management Association
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    • v.3 no.1
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    • pp.69-76
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    • 1985
  • This study was attempted to investigate the relationship between the academic achievement and the internal and external motivation of academic achievement. Here, the internal motivation of academic achievement refers to the case that a student feels the necessity of study and h satisfaction, expects rewards, or has interest in his study; external motivation of academic achievement means that a student has outward motivation such as other's recognition, rewards, or compulsion. As the result of this study, there showed significant difference in the academic achievement in proportion as the level of internal and external academic achievement motivation (P<.001). the students with the higher internal motivation and the lower external motivation turned out to have the highest effect of academic achievement; on the other hand, the students with the lower internal motivation and the higher external motivation showed the least academic achievement. There was 11.60 points-difference on the average between those two groups in terms of grade. The academic achievement and the internal motivation shows significant correlation(r=.25, P<.001) while academic achievement and the external motivation presents negative tendency (r=-.10). Through the results of regression analysis, the estimation of the academic achievement by the two variables to academic achievement motivation was 6.22%(P=.0001)

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Mother-Adolescent Relationships and Adolescents' Self-esteem as related to their Achievement Motivation (모-자녀관계 및 자아존중감과 청소년의 성취동기간의 관계)

  • 홍성흔;도현심
    • Journal of the Korean Home Economics Association
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    • v.40 no.12
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    • pp.145-157
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    • 2002
  • The purpose of this study was to examine the relations of mother-adolescent relationships and adolescents' self-esteem to their achievement motivation. The mediating role of adolescent' self-esteem was also explored in the relations between mother-adolescent relationships and their achievement motitation. The subjects of this study consisted of 284 2nd-grade middle school students living in D city. The major findings were that adolescents who experienced higher maternal warmth showed higher achievement motivation, while those who experienced higher maternal rejection/restriction showed lower achievement motivation. Adolescent who experienced higher open family communication reported higher achievement motivation, and those who experienced higher problem in family communication reported lower achievement motivation. The higher self-esteem was, the higher adolescents' achievement motivation was. Adolescents' self-esteem mediated in the relations between maternal rejection/restriction and problems in family communication and their achievement motivation.

The Influences of Parents' Academic Achievement Pressure and Adolescents' Self-Discrepancies on Academic Achievement Motivation (부모의 성취압력과 청소년의 자기불일치가 학업적 성취동기에 미치는 영향)

  • Jung, So-Hee;Yang, Sung-Eun
    • Journal of the Korean Home Economics Association
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    • v.49 no.3
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    • pp.23-37
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    • 2011
  • This study attempted to examine the influences of achievement pressure from parents and the discrepancy of real self and ideal self on the academic achievement motivation among adolescents. To achieve the purpose of this study, a survey was conducted among 1140 students including 559 middle school students in second grade and 581 high school students in second grade in Seoul and Gyeonggi-do. The results of the study showed that male students were more effected by the achievement pressure from parents than female students and the ideal discrepancy of self-discrepancies had a greate effects on academic achievement motivation regardless of gender. In conclusion, higher achievement pressure and lower ideal discrepancy represented higher academic achievement motivation.

The Relationship between Cognitive Processes and Mathematical Achievement (학습자의 인지과정과 수학성취도의 관계)

  • Park, Sung-Sun
    • The Mathematical Education
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    • v.46 no.4
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    • pp.483-492
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    • 2007
  • The purpose of this study was to investigate the relation between the cognitive processes and the mathematical achievement of the 4th grade students. And according to the several studies, there were significant relation between cognitive processes and achievement. Based on the PASS(Planning-Attention-Simultaneous-Successive Processes) Model presented by Das and Naglieri, four cognitive process variables were selected. The results of this study as follows. First, there was not significant relation between attention and mathematical achievement. Second, there was significant relation between planning and mathematical achievement. Third, there was significant relation between simultaneous/successive processes and mathematical achievement. Fourth, the students who got higher scores in the two types (simultaneous/successive)of information processing had more mathematical achievement. Specially, the students who got higher scores in the type of simultaneous information processing had higher scores in mathematical achievement. These results indicated that planning and simultaneous information processing had influence on the mathematical achievement.

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Statistical Analysis on the Emotion Effects of Academic Achievement

  • Kou, Heung;Ko, Young Chun
    • Journal of the Chosun Natural Science
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    • v.9 no.2
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    • pp.144-151
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    • 2016
  • The purpose of this study is to investigate the emotion effects on academic achievement for university students. The results are as follows. Resulting on the each emotions difference by the statistical variables, anxiety scores by gender showed a significant difference in the p<.01 level(F=7.685). The males anxiety(2.478, standard deviation: 0.180) had significantly lower scores than females(3.076, standard deviation: 0.168). But fear, anger, activity, and sociability scores were not significantly different respectively between male and female students. To see the emotions effect of academic achievement, the analysis method of the linear regression line was used. As the result, anxiety, fear, anger, activity, and sociability did not significantly influence academic achievement. And so unlike previous methods, the analysis method of the quadratic regression curve was used. As the result, anxiety, fear, anger, activity, and sociability showed did significantly influence academic achievement respectively within 5% of statistical significance level, to more than F=3.06. Therefore, the values on academic achievement of the each anxiety, fear, anger, activity, and sociability showed a quadratic regression curve. That is, [Academic achievement]=$-0.9685{\times}[Anxiety]^2+5.1342{\times}[Anxiety]+8.2679$,[Academic achievement]=$-1.0638{\times}[Fear]^2+5.5694{\times}[Fear]+7.5635$,[Academic achievement]=$-1.3497{\times}[Anger]^2+9.1284{\times}[Anger]+0.6720$,[Academic achievement]=$-1.0589{\times}[Activity]^2+7.4386{\times}[Activity]+1.8272$,[Academic achievement]=$-1.6830{\times}[Sociability]^2+11.2325{\times}[Sociability]-3.8258$. Therefore, we were able to determine the following conclusions. First, we were able to predict the degree of academic achievement by the each emotions scale. Second, when the each emotion scores of students was a moderate, the academic achievement was most excellent. So, in order for the students to become higher academic achievement, the maintenance of medium degree of the each emotions scores is required.

The Relationships among Learning Motivation, Perceived Achievement, and Actual Achievement on Nursing Skill Performance Assessment (간호 술기 수행평가에서 실제 성취도, 지각된 성취도와 학습 동기 간의 관계)

  • Kim, Eun Jung
    • The Journal of Korean Academic Society of Nursing Education
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    • v.23 no.1
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    • pp.48-56
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    • 2017
  • Purpose: This study was conducted to identify the relationships between the perceived and actual achievement on skill performance assessment and identify the relation to learning motivation factors. Methods: A total of 80 senior nursing students currently studying at a university participated in the study in 2015. Students completed a performance examination of 20 nursing skills at the end of their 7-week training period; their performance was rated using checklists. Students then completed a survey, which included questions about learning motivation and perceived achievement level. Data were analyzed by descriptive statistics, Pearson's correlation, and Kruskal-Wallis test. Results: There was a weak correlation between perceived and actual achievement. Intrinsic and extrinsic goal-orientation and self-efficacy in learning motivation factors was significantly correlated to perceived achievement. Perceived achievement and self-efficacy in middle quartile of actual achievement were higher than other upper- or lower-quartile group. Conclusion: The findings suggest that the motivation factors of learners should be taken into account to maximize academic achievement in nursing skills training. In addition, it should be considered a strategy to reduce the gap between perceived and actual achievement.

Comparative Analysis of Elementary School Computing Achievement Standards in the U.S. and Korea

  • Kim, Kapsu;Min, Meekyung;Rho, Jungkyu
    • International journal of advanced smart convergence
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    • v.9 no.2
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    • pp.147-156
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    • 2020
  • ACM's CSTA has drafted standards for computing curricula and recommended them to schools in the United States. The five core concepts of the US elementary school computing curriculum are computing systems, network and the Internet, data and analysis, algorithms and programming, and impacts of computing. In 2005, Korea prepared ICT education guidelines, including five fields, their subfields, and achievement criteria for each subfield. In the 2015 revised curriculum, software education was introduced and five achievement standards were set. The ACM CSTA has 18 achievement criteria up to K-2 and 21 achievement criteria up to K-5. If we compare the 39 achievement standards of the US to Korea, Korea's 2005 ICT education guidelines include 25 of these, and the 2015 revised curriculum includes 5 of them. In this study, we aim to study the CSTA achievement criteria that second graders should know and the achievement criteria that fifth graders should know. This is compared and analyzed with Korea's 2005 ICT Guidelines and 2015 Software Curriculum. In comparison with the number of achievement standards, the US elementary school's computing achievement standards are much higher than in Korea. Comparing with each standard, there are many areas that are not covered in Korean curriculum, and we can see that the 2015 curriculum has rather receded from 2005.