기대 및 가치 신념이 청소년의 학업 성취와 주관적 안녕감에 미치는 영향

안도희,김유리 한국청소년학회 2012 청소년학연구 Vol.19 No.3

본 연구에서는 중학생의 학업 성취와 주관적 안녕감, 학업 성취 기대, 학업 성취 가치, 흥미 가치 및 부모기대 간의 상호 관련성과 학생들이 지각하는 기대 및 가치신념이 그들의 학업 성취와 주관적 안녕감에 미치는 직․간접 효과를 살펴보고자 하였다. 본 연구의 최종분석 대상은 서울과 경기에 소재한 6개 중학교에 재학 중인 569명의 학생들이 최종 분석 대상으로 선정되었으며, 이들의 평균 연령은 15.37세이었다. 본 연구 결과, 학업 성취 기대 및 가치와 흥미가치는 학업 성취 및 주관적 안녕감과 유의한 정적 상관을 보인데 반해, 부모 기대는 주관적 안녕감과는 부적 상관을 보였으며, 학업 성취와는 정적 상관을 보였다. 부모기대는 학업 성취 가치와 학업 성취 기대를 거쳐 학생들의 학업 성취에 정적으로 간접적인 영향을 주었으며, 주관적 안녕감은 학업 성취에 정적으로 직접적인 영향을 주는 반면, 학업 성취는 주관적 안녕감에 부적으로 직접적인 영향을 주는 것으로 나타났다. 이와 아울러 부모 기대는 주관적 안녕감에 부적으로 직접적인 영향을 주는 것으로 나타났다. 따라서 부모가 자녀의 학업에 대한 기대를 과도하게 할수록, 자녀의 주관적 안녕감은 오히려 저하되는 것으로 나타나 자녀를 양육하는 부모들은 이에 대한 주의가 요구된다. The study was to analyze the causal relationships among academic achievement and subjective well-being, other variables such as students' perceived academic achievement expectation, achievement value, interest value, and parent expectation of students' academic achievement. The subjects were 569 middle school students in Seoul and Gyeonggi Province. Their average age was 15.37 years. Measures of students' perceived academic achievement expectation, achievement value, interest value, parent expectation of students' academic achievement, academic achievement and subjective well-being were administered. Structural equation modeling techniques were used to test the relationships among the variables. It was found that academic achievement value affected students' academic achievement via academic achievement expectation and also directly affected subjective well-being. Parent expectation of students' academic achievement affected students' academic achievement via both students' perceived academic achievement expectation, and their subjective well-being. Students' interest value affected their academic achievement via their subjective well-being.

학업성취도가 낮은 학생에 대한 학업성취 프로그램 효과 메타분석

배병덕,이옥인,박은영 한국특수아동학회 2019 특수아동교육연구 Vol.21 No.1

Purpose: The purpose of this study was to verify the effectiveness of the academic achievement program for students with low academic achievement through meta-analysis. The research problems were as follows. First, what is the magnitude of the academic achievement program for students with low academic achievement? Second, what is the effect size of the characteristics of research (independent variable, student type, interventionist, subject, dependent variable, school level) and the intervention characteristics(intervention period, intervention time, intervention environment) of the academic achievement program for students with low academic achievement? Method: For this purpose, 20 experimental research papers published in the Korea Citation Index (including candidates) of the National Research Foundation of Korea were analyzed. Data analysis was performed by using the meta-analysis program CMA (Comprehensive Meta Analysis 3.0). The standardized mean difference effect size of the academic achievement program was calculated. Results: First, the overall effect size of the academic achievement program was 1.073, which was a very large effect size. Second, the effect sizes of the characteristics of research of the academic achievement program were as follows. There was a significant difference between the independent variable of the academic achievement program, dependent variable, student type, interventionist, subject and school level. Third, there were significant differences in the effect sizes of the intervention period (times), intervention time (minutes), and intervention environment, which are the characteristics of the academic achievement program. Conclusion: The results of this study suggest that through the meta-analysis, the actual usefulness of the academic achievement program was confirmed by comprehensively analyzing the content and effect size of the academic achievement program for students with low academic achievement. 연구목적: 본 연구는 학업성취도가 낮은 학생을 대상으로 한 학업성취 프로그램의 효과를 메타분석 검증하는데 목적이 있었다. 연구목적에 따른 세부적인 연구문제는 다음과 같았다. 첫째, 학업성취도가 낮은 학생을 대상으로 한 학업성취 프로그램의 효과크기는 어떠한가? 둘째. 학업성취도가 낮은 학생을 대상으로 한 학업성취 프로그램 연구의 특성(독립변인, 학생 유형, 중재자, 교과, 종속변인, 학교 급) 및 프로그램의 특성(중재 기간, 중재 시간, 중재 환경)에 따른 효과크기는 어떠한가? 연구방법: 연구의 목적을 달성하기 위해 한국연구재단의 등재지 및 등재 후보지에 출판된 20편의 실험연구 문헌을 분석하였다. 자료 분석을 위해 메타분석 프로그램 CMA (Comprehensive Meta Analysis 3.0)를 이용하였으며, 학업성취 프로그램의 표준화된 평균차이 효과크기를 계산하였다. 연구결과: 첫째, 학업성취 프로그램의 전체 효과크기는 1.073으로, 매우 큰 효과크기인 것으로 나타났다. 둘째, 학업성취 연구의 특성에 따른 효과크기를 분석한 결과 독립변인, 종속변인, 학생 유형, 중재자, 교과 및 학교 급에 따른 효과크기는 유의한 차이가 있는 것으로 나타났다. 셋째, 학업성취 프로그램의 특성인 중재 기간(회), 중재 시간(분), 중재환경에 따른 효과크기는 유의한 차이가 있는 것으로 나타났다. 결론: 본 연구의 결과들은 메타분석을 통해 학업성취도가 낮은 학생을 대상으로 한 학업성취 프로그램 내용과 효과크기를 종합적으로 분석하여 학업성취 프로그램의 실제적인 유용성을 확인하였다는데 시사점이 있다.

부모의 성취압력과 학업성취 간의 관계: 부모의 교육지원행동, 학업적 자기효능감의 매개효과와 학업적 지연행동의 조절효과

추상엽,임성문 한국청소년학회 2008 청소년학연구 Vol.15 No.7

본 연구는 부모의 성취압력이 고등학생의 학업성취에 영향을 미치는 과정에, 부모의 교육지원행동이 1차 매개변인이고 자녀의 학업적 자기효능감이 2차 매개변인인 경로모형을 설정하고 이를 검증하고자 하였다. 나아가 부모의 성취압력이 교육지원행동에 영향을 미치는 경로에서 자녀의 학업적 지연행동의 조절효과를 확인하고자 하였다. 이를 위해 서울, 충북, 충남에 소재한 6개 고교에서 설문조사한 후 683명(남 349명, 여 334명)의 자료를 사용하여 구조방정식모형으로 연구모형의 적합도와 조절효과를 검증하였다. 연구 결과, 첫째 본 연구에서 설정한 경로모형은 관찰된 자료와 잘 부합하는 것으로 나타났다. 이것은 부모의 성취압력이 많을수록 자녀에 대한 교육지원행동이 증가하고, 더 많은 부모의 교육지원행동은 자녀의 학업적 자기효능감을 높여 결국 학업성취가 증가함을 의미한다. 둘째, 학생의 학업적 지연행동은 부모의 성취압력이 교육지원행동에 미치는 경로에서 조절효과를 나타냈다. 즉, 학업적 지연행동 수준이 높은 집단에서보다 지연행동 수준이 낮은 집단에서 부모의 성취압력이 교육지원행동에 더 큰 정적영향을 미치는 것으로 나타났다. 이러한 결과는 고등학생 자녀의 학업에 대한 부모의 성취지향적 태도가 실제적인 학업성취 향상을 가져오는 데는 부모의 높은 수준의 교육지원행동이 중요하고 이 과정에 학생의 학업지연행동 수준이 일정부분 관여하고 있음을 보여주는 것이다. The purpose of this study was to test the pass model which parental achievement pressure affects parental involvement, parental involvement affects academic self-efficacy, and finally academic self-efficacy affects high school student's academic achievement. Furthermore, it was investigated whether academic procrastination has a moderating effect in the pathway from parental achievement pressure to parental involvement on the pass model. Data were collected from 683 students(349 males, 334 females) in six high schools. For the analyses of the mediating effects and the moderating effect, the structural equation modelling was used. The results were following. First, the pass model was identified to fit observed data. It means that as parents have more expectation to their children, they give more academic supporting activities to them, and then parental involvement makes to enhance children's academic self-efficacy, which finally leads to increase their academic achievement. Second, academic procrastination moderated the relationship between parental achievement pressure and parental involvement on the pass model. That is, the influence of parental achievement pressure on parental involvement in the lower mean group was bigger than the influence in the upper mean group. These results suggest that in order to increase high school students' academic achievement, education or counseling interventions which can reduce student's academic procrastination as well as increase the levels of parental achievement pressure, parental involvement, and student's academic self-efficacy are needed.

Statistical Analysis on the Emotion Effects of Academic Achievement

Kou, Heung,Ko, Young Chun The Basic Science Institute Chosun University 2016 조선자연과학논문집 Vol.9 No.2

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.

딥러닝 기반 병원네트워크 이상행위 탐지 시스템에 관한 연구

김강현(Kim Kang Hyun),정성수(Jung Sung Soo),한현욱(Han Hyun Wook) 한국통신학회 2022 한국통신학회 학술대회논문집 Vol.2022 No.11

코로나19로 인한 비대면학습환경에서 간호대학생의 학업적 자기효능감과 학업성취도간의 관계 : 대학생활적응의 매개효과 중심으로

서형은(Seo, Hyung-Eun),김혜진(Kim, Hye-Jin) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.7

Objectives The purposes of this study were to examine whether the link between academic self-efficacy and academic achievement would be mediated by college life adaptation among nursing students in a non-face to face learning environment during COVID-19. Methods A cross-sectional study was conducted with 122 nursing students. The data was collected in February 2021. College life adaptation was assessed by the college life adaptation scale, subdomains were social adaptation and academic adaptation. Academic self-efficacy was measured by an academic self-efficacy scale. Academic achievement was measured with an academic achievement scale. A multiple regression analysis and Sobel s test were performed. Results In the correlations among college life adaptation, academic self-efficacy, and academic achievement, social adaptation in college life adaptation indicated significant positive correlations with academic adaptation (ρ=.42, p<.001) and academic achievement (ρ=.29, p=.001); academic adaptation in college life adaptation indicated significant positive correlations with academic self-efficacy (ρ=.66, p<.001) and academic achievement (ρ=.58, p<.001). Academic self-efficacy and academic achievement displayed a significant positive correlation (ρ=.41, p<.001). The association between academic self-efficacy and academic achievement showed significantly full mediating effects by college life adaptation in the Sobel s test (z=5.86, p<.001). Conclusions Social adaptation in college life adaptation showed a significant positive correlation with academic achievement, and academic adaptation showed a significant positive correlation respectively with academic self-efficacy and academic achievement. Nursing students’ adaptation to college life, high academic self-efficacy, and excellent academic achievement are very likely to have a tremendous impact on their career or future after graduation. Therefore, it is necessary to develop a program that improves academic achievement through academic adaptation and academic self-efficacy in nursing students’ non-face-to-face learning environment. 목적 본 연구에서는 코로나19로 인해 변화된 비대면학습환경에서 간호대학생들의 학업적 자기효능감과 학업성취도간의 관계에서 대학생활적응의 역할을 파악하기 위해 수행되었다. 방법 본 연구는 서술적 상관관계연구로 2021년 2월 25일부터 2월 26일까지 수집된 자료로 분석하였으며, 연구대상자는 간호대학생 122명이었다. 대학생활적응은 대학생활적응 도구로 측정하였고, 하위영역은 사회적응과 학업적응이며, 학업적 자기효능감은 학업적 자기효능감 척도로 측정하였으며, 학업성취도는 학업성취도 도구로 측정하였다. 자료분석은 SPSS 26.0 프로그램을 이용하여 분석하였다. 결과 대학생활적응, 학업적 자기효능감, 학업성취도간의 상관관계에서 대학생활적응 중 사회적응은 학업적응(ρ=.42, p<.001), 학업성취도(ρ=.29, p=.001)와 유의한 양적 상관관계가 나타났으며, 대학생활적응 중 학업적응은 학업적 자기효능감(ρ=.66, p<.001), 학업성취도(ρ=.58, p<.001)와 유의한 양적 상관관계를 나타났다. 학업적 자기효능감과 학업성취도간은 유의한 양적 상관관계를 보였다(ρ=.41, p<.001). 학업적 자기효능감과 학업성취도간의 관계에서 대학생활적응 중 학업적응은 매개변수로 작용하였다(Z=5.86, p<.001). 결론 간호대학생의 원만한 대학생활의 적응과 높은 자기효능감, 그리고 우수한 학업성취도는 졸업 후의 자신의 진로나 미래에 큰 영향을 줄 가능성이 높다. 따라서 간호대학생의 비대면학습환경에서는 대학생활적응을 통한 학업성취도를 향상시키는 프로그램 개발이 필요하겠다.

초등학생의 학업·비학업 자아개념, 학업성취 관련 변인, 학업성취도 간의 구조적 관계

양희용,박용한 한국초등교육학회 2023 초등교육연구 Vol.36 No.4

본 연구의 목적은 학업·비학업 자아개념, 학업성취 관련 변인, 학업성취도 간의 구조적 관계를 살펴보고, 학업·비학업 자아개념과 학업성취도의 관계에서 학업성취 관련 변인의 다중매개효과를 확인하는 데에 있다. 본 연구를 위해 초등학교 5~6학년 388명을 대상으로 자아개념 척도, 자기결정성 동기 척도, 성취정서 척도, 학업노력 척도, 그리고 학업성취도 척도를 통하여 자료를 수집하였다. 주요 연구결과를 요약하면 다음과 같다. 첫째, 초등학교 고학년의 학업(언어·수학) 자아개념이 긍정적일수록 자기결정성 동기와 성취정서(즐거움), 그리고 학업노력에 순차적으로 긍정적인 영향을 줌으로써, 학업성취도가 향상되는 구조적 관계가 성립되는 것으로 나타났다. 둘째, 초등학교 고학년의 비학업(친구관계·부모관계) 자아개념은 자기결정성 동기 및 성취정서(즐거움)를 거쳐 학업노력에 영향을 줌으로써, 궁극적으로 학업성취도가 개선되는 구조적 관계가 성립되는 것으로 나타났다. 셋째, 자아개념과 학업성취도의 관계에서 자기결정성 동기, 성취정서(즐거움), 학업노력이 순차적으로 매개변인의 역할을 수행하는 것으로 나타났다. 본 연구는 교육 주체들에게 학생들의 학업 자아개념뿐만 아니라 비학업 자아개념도 함께 고려할 영역임을 시사한다. 그리고 자아개념이 학업 관련 동기·정서·행동에 작용하는 심리 과정을 보여줌으로써, 초등학생들의 학업 증진을 위한 개입 프로그램 개발 및 정책 수립에 대한 시사점을 제시한다. The purpose of this study is to identify the structural relationships among academic·non-academic self-concept, achievement-related variables, and academic achievement, including the multiple meditating effects of achievement-related variables on the relationship between academic·non-academic self-concept and academic achievement. The participants of this study were 388 students from 5th to 6th grade in four elementary schools. The major analysis results of this study are summarized as follows: First, the more positive the elementary school students’ academic self-concept(verbal self-concept, mathematic self-concept), the better their self-determined motivation, achievement emotions(enjoyment), academic effort, were, sequentially. In due course, it showed in the structural relationship that academic achievement was enhanced; Second, as the elementary school students’ non-academic self-concept(relation with friend self-concept, relation with parents self-concept) influences academic effort through self-determined motivation or achievement emotions(enjoyment), and eventually, it showed the structural relationship that an academic achievement was improved; Third, it revealed, in the relationship between academic·non-academic self-concept and academic achievement, the role that self-determined motivation, achievement emotions, and academic effort, sequentially, played in meditating variables. Based on the findings, limitations of this study and implications for future studies were discussed.

Statistical Analysis on the Emotion Effects of Academic Achievement

고흥,고영춘 조선대학교 기초과학연구원 2016 조선자연과학논문집 Vol.9 No.2

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×[Anxiety]2+5.1342×[Anxiety]+8.2679,[Academic achievement]= -1.0638×[Fear]2+5.5694×[Fear]+7.5635,[Academic achievement]=-1.3497×[Anger]2+9.1284×[Anger]+0.6720,[Academic achievement]=-1.0589×[Activity]2+7.4386×[Activity]+1.8272,[Academic achievement]=-1.6830×[Sociability]2+11.2325×[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.

초등학교 과학에서 인지적, 정의적 학업성취와 자아개념과의 관계

심완익 ( Wan Ik Shim ),김효남 ( Hyo Nam Kim ) 서울敎育大學校 初等敎育硏究所 2013 한국초등교육 Vol.24 No.1

본 연구에서는 과학 교과에서 초등학생의 인지적, 정의적 학업성취와 학문 자아개념, 과학교과 자아개념 사이의 관계를 파악하여 과학교과의 정의적 학업성취의 향상을 위한 연구에 도움을 주는 시사점을 도출하고자 하였다. 연구를 수행하기 위해 서울지역 초등학교 학생 82명을 대상으로 과학교과의 인지적 학업성취와 과학교과의 정의적 학업성취, 학문 자아개념과 과학 학문 자아개념을 각각 측정하였다. 인지적 학업성취도 평가는 2011년 국가수준 학업성취도 평가를 사용하고, 과학 정의적 학업성취도 평가는 김효남 등(1998)이 개발한 것을 사용하였다. 학문 자아개념 검사는 1966년 개발된 정원식의 검사를 사용하고 과학 학문 자아개념 검사는 PISA 2006에서 과학에 대한 인식과 과학 정의적 영역 관련 문항을 보완하여 사용하였다. 검사와 통계 분석 후 원인 파악을 위해 추가로 GALT검사와 면담을 실시하였다. 첫째, 초등학교 과학교과의 정의적 학업성취는 남학생이 여학생보다 유의미하게 높았다. 과학교과의 정의적 학업성취의 하위 영역인 인식, 흥미, 태도 중에서는 흥미 영역에서 남학생이 여학생보다 통계적으로 유의미하게 높았다. 둘째, 과학교과의 인지적 학업성취수준이 높은 그룹이 낮은 그룹보다 과학교과의 정의적 학업성취와 과학 학문 자아개념이 유의미하게 높았다. 특히 과학 학문 자아개념은 성취 수준에 따라 매우 많은 차이를 보였다. 원인 분석을 위한 면담 결과 중요한 타인의 평가와 조언이 자아개념에 많은 영향을 미치는 것으로 보였다. 셋째, 과학 학문 자아개념은 과학교과의 인지적 학업성취, 과학교과의 정의적 학업성취와 유의미한 정적 상관관계를 나타내었다. 면담 결과 소속 학교에 대한 교사의 평가가 학생들의 학문 자아개념에 많은 영향을 미친다는 것을 알 수 있었다. The purpose of this study is to draw some implications for study on improvement of science-related affective achievement by understanding relations among science-related cognitive, affective achievement and academic self-concept, academic self-concept in science. This study involved a research targeting 82 elementary school students in Seoul to measure cognitive, affective achievement on science, academic self-concept and academic self-concept in science. The data of science-related affective achievement, academic self-concept and academic self-concept in science were collected by online Google Drive. Cognitive academic achievement in science was measured by 2011 National achievement written test. Science affective academic achievement test developed by Kim et al.(l998) was used. Jeong Won-Sik`s academic self concept test was used. And for academic self-concept in science a modified form of PlSA 2006 affective area questions was used. After test and statistic analysis, GALT test and personal interview were carried out to clarify the causes. The major findings of this study are as follows: First, science-related affective achievement of male students was statistically higher than that of female students. And among subcategories concept of scientific affective achievement, that is, awareness, interest and attitude, male students showed statistically higher score on interest than female students. Second, science-related affective achievement and academic self-concept in science of the group whose science-related cognitive achievement was high were statistically higher than that of lower leveled group. Especially, academic self-concept in science showed significant difference depending on achievement levels. However, on academic self-concept, lower leveled group kept statistically higher score than higher leveled group. The results of persona1 interview revealed that perceived evaluation and advice of significant others also affected much on academic self-concept. Third, a significant positive relationship was found between academic self-concept in science and science-related cognitive achievement and science-related affective achievement. Academic self-concept in science and acade

Effects of ARCS Motivation strategy on learning motivation, academic engagement and academic achievement according to the level of learning motivation

( Subin Jang ),( Insook Lee ) 한국교육공학회 2014 한국교육공학회 학술대회발표자료집 Vol.2014 No.2

This research has been performed targeting 32 of 4th grade students of M elementary school in Ansung, KyungGi-do in order to find out the effects of ARCS Motivation Strategy on learning motivation, academic engagement and academic achievement according to the level of learning motivation of learners. The major two issues of this research are that if learning motivation, academic engagement and academic achievement of elementary school students are correlated and what effects of the class with ARCS Motivation Strategy based on the level of learning motivation of learners are on learning motivation, academic engagement and academic achievement. The procedures are analyzing precedent studies of ARCS Motivation Strategy, writing 3-period teaching lessons focused on unit 2 of the 4th grade social studies and conducting an actual teaching. At this time, and academic engagement, Keller(1983)``s CIS was adopted for the measurement of learning motivation, NamHee Kim``s(2011),the translation of Skinner et al.,(2008) for that of academic engagement measurement. Before this, two experts of educational technology and three elementary teachers had checked the face validity of these measurements, and the preliminary survey had been conducted with two 4th grade primary students. In the case of academic achievement, the written scale fitted for academic goals and learning content was checked by two elementary school teachers. After selecting the subject of research, through an interview with a researcher, the class was intended with a teacher``s full understanding ARCS Motivation Strategy. As a post-test after the class with ARCS Motivation Strategy was done, learning motivation and academic engagement were tested and as for an academic achievement of learners, it was measured after every class. The result of the first major issue, if learning motivation, academic engagement and academic achievement of elementary school students are correlated, shows that learning motivation and academic engagement have positive relationship, but academic achievement has no relationship with learning motivation and academic engagement. The second major issue, that is, what effects of the class with ARCS Motivation Strategy based on the level of learning motivation of learners are on learning motivation, academic engagement and academic achievement, has no difference in learning motivation in the class with ARCS Motivation Strategy according to the level of learning motivation of learners, and an pre-existing motivation affects the next learning. In the case of academic engagement with ARCS Motivation Strategy according to the level of academic motivation of learners, the meaningful difference was shown that the level of learning motivation affects it. At last, there was no difference between academic engagement and achievement, suggesting that the level of learning motivation didn``t affect the academic achievement.