• The Korean Journal of Emergency Medical Services
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• v.9 no.2
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• pp.79-88
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• 2005

The purpose of this study was to develope the Complete Airway Obstruction Maneuver Training Program and identify its effects on learning motivation, knowledge and skill of choking management in the primary school students. The subjects for the experimental group of 38 students and the control group of 39 students, all of whom are primary school students in Gwangju, the Republic of Korea. A non-equivalent control group pretest-posttest design was used and data were collected from November to December, 2003. During about 2 weeks, 2 times for a week with 80 minutes at a time, the complete airway obstruction maneuver training program was conducted in the experimental group. Experimental data were analyzed through SPSS/win 11.0 PC+, and the tests examining general characteristics between the experimental group and the control group were conducted through $x^2$-test. Fisher's exact probability test and t-test, and identifying the effect of the complete airway obstruction Maneuver training program was analysed through t-test and ANCOVA. The results of the study were as follows: 1. After intervention on the complete airway obstruction maneuver training program, Learning motivation in the experimental group was significantly higher than that of the control group. 2. After intervention on the complete airway obstruction maneuver training program, knowledge of choking management the experimental group was significantly higher than that of the control group(F=223.637, p=.000). 3. After intervention on the complete airway obstruction maneuver training program, skill of choking management the experimental group was significantly higher than that of the control group(t=46.800, p=.014). These findings suggest that the complete airway obstruction maneuver training program can facilitate learning motivation, knowledge and skill of choking management in the primary school students. Therefore it is considered that the complete airway obstruction maneuver training program can be utilized as a effective way to implement the 7th national curriculum for creative extra-activities.

• Journal of Families and Better Life
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• v.22 no.6 s.72
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• pp.243-258
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• 2004

Adolescents motivation and ability to participate in leisure activities were investigated in this study. Relevant variables were also explored. The participants were middle and high school students.'rho data were collected by using a survey questionnaire. Seven hundred and forty one cases were used for data analysis. Major findings were as follows: 1 Adolescents 'motivation to participate in leisure activities was classified into four subcategories: self-development','sociality training', 'relaxation', and 'fun'. 1. The 'relaxation motivation' was the highest among the adolescents, and' sociality training motivation 'was lowest. High school students had relatively stronger motivation than middle school students. B. Adolescents 'ability to perform leisure activities consisted of 'control' 'enjoyment', and 'self-confidence'. 4. Male students had a higher leisure activity performance ability than female students. The score for' enjoyment ability 'was the highest, followed by 'self-confidence', and then 'control ability' 5. Major variables that influenced the leisure performance ability were gender, leisure attitudes, self-development motivation, sociality training motivation, and relaxation motivation.

• Journal of International Academy of Physical Therapy Research
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• v.5 no.1
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• pp.683-690
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• 2014

This study purposed to provide a scientific base for understanding the effect of therapeutic intervention using motivation on chronic stroke patients' balance and determining whether it is applicable as a new therapeutic intervention. For this study, we sampled 38 chronic stroke patients, and divided them randomly into a motivation training group(n=20) and a control group(n=18). To the control group was applied neurological physiotherapy 5 times a week, and 30 minutes each time, and to the motivation training group was applied neurological physiotherapy and then, additionally, a Nintendo Wii-Fit program 3 times a week, and 30 minutes each time. Before and after the experiment, the subjects' dynamic balance was measured with functional reach test(FRT), timed up & go test(TUG), and 10m gait test, and their static balance was measured with the Romberger Test. When dynamic balance ability was compared between before and after the experiment and between the motivation training group and the control group, significant difference was observed in the results of FRT, TUG, and 10m walking test between before and after the intervention(p<.05). As to static balance, in addition, body balance movement distance was not significantly different. Therapeutic intervention using dynamic motivation was found to be more effective than the control group in improving dynamic balance.

• Journal of Korean Academy of Nursing
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• v.49 no.4
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• pp.495-504
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• 2019

Purpose: Nursing students experience a high degree of perceived stress during skills training. The resulting academic sentiment is worthy of research. This study examined the learning motivation as a mediator in the association between perceived stress and positive deactivating academic emotions in nursing students undergoing skills training. Methods: A survey was conducted on 386 third-year undergraduate nursing students at a university in Changchun, China, in 2017. The survey included the items on perceived stress, learning motivation during nursing skill training, and general academic emotion. There were 381 valid responses (response rate=98.7%). Based on the results of partial correlation and stepwise multiple regression equations, the study examined the mediation model between perceived stress, learning motivation and positive-deactivating academic emotions using process 2.16 (a plug-in specifically used to test mediation or moderation effect in SPSS). Results: There was a significant negative correlation between students' perceived stress and learning motivation during nursing skills training and positive-deactivating academic emotions. Nervousness, loss of control, and interest in developing reputation had significant predictive effects on positive-deactivating academic emotions. The mediating model was well supported. Conclusion: Learning motivation during nursing skills training lessened the damage of perceived stress on positive-deactivating academic emotions. Improving students' motivation to learn could reduce their perceived stress and build more positive emotions. Positive emotions during learning played an important role in helping nursing students improve skills and enhance their nursing competence.

• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.55-89
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• 1995

Currently Korea encourages gifted highschoolers and junior high schoolers to participate in international achievement contests such as International Olympiads. Participants for these contests are selected nationwide among gifted students in areas of mathematics, physics, chemistry, and others. They go through a series of screening tests and programs. One of the screening processes is Korean Olympiad School, which provides study programs each summer for student-candidates prior to following year's International Olympiads. Approximately 40 students of high schools and junior high schools, in each subject of study, gather at Korean Olympiad Summer School, and they go through intensive study programs during short period of time. Out of 40 candidates, less than 20 students are finally selected to participate in International Olympiads. In this study, a psycho-educational program called "Situatin Coping Training Program" was developed to enhance ahievement motivation for these student-candidates. This study was to see if this tranining program actually improved their cognitive, emotive motivation factors, and to see how this training program affected their achievement level. Training was administered for five days. This training program was found effective for participants to increase self-efficacy, internal locus of control, and anxiety coping. These cognitive and emotive motivation factors, other than intelligence, were found to have positive relationship with achievement level, of which self-efficacy and attribution style of students were found as two best predictors of achievement. This training program was perceived as necessary by participants, and helpful for recovering self-confidence and self-control as well as coping pressure. Suggestions were made that this kind of training program be administered as regular curriculum in preparative study programs such as Korean Olympiads, since cognitive, emotive motivation factors are related with achievement, and furthermore, be utilized in all gifted education programs in Korea. in Korea.

• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.266-276
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• 2022

The study aimed to pinpoint the effects of an educational environment based on gamification on developing achievement motivation among first-grade intermediate students. Using an achievement motivation scale, the study adopted a quasi-experimental design with experimental and control groups. The sample consisted of 52 students selected randomly from the first-grade intermediate students. They were studying in public intermediate schools in Jeddah at the time of this study. They were divided into two groups. The control group (n=24 respondent), and the experimental group (n=28 respondent). The results showed statistically significant differences at the level α ≥ 0.05 between the mean scores of the experimental group and the control group in the posttest of the achievement motivation measurement in favor of the experimental group. The study recommended using gamification in designing computer curricula and courses across educational stages in Saudi Arabia. It also recommends training the computer and information technology teachers on using gamification in their teaching.

• International Journal of Knowledge Content Development & Technology
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• v.8 no.3
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• pp.29-40
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• 2018

This paper discussed motivation, some theories of motivation and motivation of library personnel. The most important aspect of any organization is its workforce. Motivation arouses, energizes, influences and sustains behaviour and performance of employees. Motivating factors include extrinsic factors which pertain to the conditions under which a job is performed and intrinsic motivators which contribute to job satisfaction and subsequently increase productivity. Two levels of motivation were identified in the library: the need-factor motivation and the profession-related motivation. Need-factor motivation is well-pronounced in the lower cadre of library staff such as library assistants, clerical staff, and porters who set their priority on economic needs. The profession-related motivation occurs among professionally trained librarians whose motivation hinges self-fulfillment derived from professional growth and development. Other motivating factor in the library is job design which includes job rotation, job enlargement, and job enrichment. Job design specifies the contents or methods of any job in such a way that various requirements of a job can be effectively satisfied. Adequate motivation of library employees lies with the managers because they generally control work distribution, freedom and autonomy, work challenge Remove, staff development and training, and advancement opportunities. The managers are urged to create enabling environment to ensure improved commitment, satisfaction, and productivity of employees in the library.

• The Journal of Korean Academic Society of Nursing Education
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• v.30 no.1
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• pp.5-18
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• 2024

Purpose: This study aimed to identify whether there is a difference between an online-based community psychiatric nursing practice program with the ARCS model and a conventional community psychiatric nursing practice program in promoting nursing students' learning motivation, knowledge of community psychiatric nursing, communication skills, and learning self-efficacy. Methods: This study used a quasi-experimental design with a non-equivalent control group. The participants were 44 nursing students at three nursing colleges in Gyeongsangbuk-do. The experimental group was provided the online-based community psychiatric nursing practice program with ARCS model, while the control group was provided the conventional community psychiatric nursing practice program from July 9, to September 3, 2022. Both groups received practice training 8 hours a day, 5 days two weeks. The collected data were analyzed using the exact χ², Mann-Whitney U-test, and Quade's two-way ANCOVA with the IBM SPSS Statistics 28.0 program. Results: The results of the comparison of an experimental group training with the online-based community psychiatric nursing practice program with ARCS model and a control group training with the conventional community psychiatric nursing practice program showed that, there was no statistically significant difference between the two groups in learning motivation knowledge of community psychiatric nursing, and learning self-efficacy. However, communication skills were statistically significantly higher in the experimental group (F=6.23, p=.017). Conclusion: The online-based community psychiatric nursing practice program with ARCS model can be used as a substitute learning to improve community psychiatric nursing capabilities in situations when clinical practice is suspended due to infectious diseases such as coronavirus disease 2019 or when is a shortage of community psychiatric nursing practice institutions.

• The Journal of Korean Physical Therapy
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• v.29 no.2
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• pp.74-79
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• 2017

Purpose: The purpose of this study was to compare the effects of the FES-gait with augmented feedback training to the FES alone on the gait and functional performance in individuals with chronic stroke. Methods: This study used a pretest and posttest randomized control design. The subjects who signed the agreement were randomly divided into 12 experimental groups and 12 control groups. The experimental groups performed two types of augmented feedback training (knowledge of performance and knowledge of results) together with FES, and the control group performed FES on the TA and GM without augmented feedback and then walked for 30 minutes for 40 meters. Both the experimental groups and the control groups received training five times a week for four weeks. Results: The groups that received the FES with augmented feedback training significantly showed a greater improvement in single limb support (SLS) and gait velocity than the groups that received FES alone. In addition, timed up and go (TUG) test and six minute walk test (6MWT) showed a significant improvement in the groups that received FES with augmented feedback compared to the groups that received FES alone. Conclusion: Compared with the existing FES gait training, augmented feedback showed improvements in gait parameters, walking ability, and dynamic balance. The augmented feedback will be an important method that can provide motivation for motor learning to stroke patients.

• Journal of the Korean Society of Physical Medicine
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• v.8 no.3
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• pp.351-360
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• 2013

PURPOSE: The purpose of this study was to investigate the effects of observed action gait training on stroke patients. METHODS: 22 subjects were randomized into two groups. The observed action gait training performed that watched a video of normal gait before gait training and the general gait training without watching it. The experimental group(n=11) performed observed action gait training and the control group(n=11) performed general gait training. Both group received gait training for 3 times per week during 8 weeks. RESULTS: The experimental group showed significant differences in the cadence, gait velocity, stride, step, single limb support, double limb support, stride length and step length(p<.05). The control group showed significant differences only in the stride(p<.05). CONCLUSION: The observed action gait training affected coordination and weight shift, as well as symmetry of the body. Plasticity of the brain was facilitated by repetitive visual and sensory stimulation. The observed action gait training promoted the normal gait by watching the normal gait pattern. In conclusion, motor learning through the sensory stimulation promotes brain plasticity that could improve motor function, and observed action gait training indirectly identified stimulated brain activities.