한국어교육실습 수강생의 자기결정성 동기와 학업성취도의 상관성

박현진 국어문학회 2020 국어문학 Vol.74 No.-

This study aims to investigating six types of motivation to self-determination in 25 Korean language teaching practicum students and the correlation that these have with their overall academic achievement. Among the six types of motivation to self-determination, controlled regulation had the highest average, followed by integrated regulation, intrinsic regulation, internal regulation, external regulation and lack of motivation. An examination of the correlation among types of motivation for self-regulation revealed a positive close correlation with motivation, however intrinsic motivation and lack of motivation, which are at the opposite ends of the motivation to self-regulation continuum, showed a negative correlation. No meaningful correlation was found between overall motivation to self-regulation and academic achievement. However, when looking at the different types of motivation, a strong negative correlation was found with lack of motivation, and a positive correlation was found with integrated regulation and intrinsic motivation. Considering in particular that a strong negative correlation was found between lack of student motivation and their academic achievement, we stress the need to reinforce the value of the practicum class in order to avoid students’ lack of motivation.

중국어 학습동기가 수업참여도에 미치는 영향 분석 -일반계 고등학생을 중심으로-

이지은,이은화,한예진 영남중국어문학회 2022 중국어문학 Vol.- No.90

In this study, the correlation between Chinese language learning motivation and high school students’ general characteristics was explored. Further, the impact of motivation on students’ class participation was analyzed in order to understand the educational implications. The survey tool developed by Nam Jung (1996), which was used to examine English language learning motivation, was reconstructed to fit the purpose of this study. The survey was conducted among 439 students taking Chinese as a second language at six high schools in Busan, South Korea. The correlation between the four types of learning motivation and students’ grade, gender, Chinese learning duration, and average time spent for studying Chinese off campus per week was examined. Simultaneously, the differences and changes in learning motivation that occurred according to the characteristics of students were identified. Furthermore, by analyzing the correlations between Chinese class participation and the four types of learning motivation from responses to the survey questions, the types of motivation that had a direct or indirect effect on Chinese language classes were determined. Additionally, the characteristics of students affected most by the motivation types were ascertained. The research analysis indicated statistically significant correlations between the four types of learning motivation and students’ characteristics. “Intrinsic motivation” showed significant correlations with students’ grade, gender, and the average time spent studying Chinese off campus per week, and “social self-awareness motivation” showed significant correlations with grade, gender, and the duration of learning Chinese. “Instrumental motivation” had a significant correlation with the time spent learning Chinese, and “task-avoidance goal motivation” had a significant correlation with gender and time spent learning Chinese. There were also significant correlations between class participation and all four types of motivation. Proportional correlations between class participation and “intrinsic motivation,” “social self-awareness motivation,” and “instrumental motivation” were noted, while an inversely proportional correlation occurred between class participation and “task-avoidance goal motivation.” For the proportionally correlated motivations, stronger motivation accompanied higher levels of class participation. On the other hand, “task-avoidance goal motivation” weakened with higher levels of class participation. Learning motivations took various forms depending on students’ characteristics, and several motivations coexisted for some students. Furthermore, the types of motivation were displayed differently according to students’ learning stages. Ultimately, teachers can maximize the learning effect by arousing motivation in students that is appropriate for their characteristics and learning stage, such as gender and time spent learning Chinese. Student motivation is a major factor that directly impacts class participation, which is closely linked to success or failure in class. In this respect, the analyses of students’ learning motivation and the correlation with class participation are expected to offer important implications for secondary school Chinese language education classes. Based on the findings of this study, teachers may use varying motivation- arousing strategies according to the different characteristics of students in order to improve class participation and maximize the learning effects of their classes.

Das Problem der Motivation im DaF-Unterricht in Korea

Michael Menke 인천대학교 인문학연구소 2015 인문학연구 Vol.24 No.-

Motivation is one of the key points in successful learning of a foreign language. There are two key types; intrinsic motivation as well as extrinsic motivation. Intrinsic motivation is the self-desire to learn a subject or hear a language, extrinsic motivation refers to positive motivation and progressive results from other people, especially the teacher. The main goal of this study is to determine the relationship between intrinsic motivation and how it provides more learning-influence which, in turn, provides a better level of language learning for students. Contrary to these findings, the Korean educations system places greater emphasis on grading, tests and the hierarchy of universities and subjects; all of which have a large extrinsic impact on students. Within the field of foreign language education, more emphasis needs to be placed on better quality teaching curriculum rather than on verifiable results. It is, for example, for foreign companies more important to hire people with strong communication skills and motivation than with diffuse excellent test scores.

스포츠 이벤트 자원봉사자의 참여 동기와 만족도 연구

이상일(Sang Il Lee) 한국여가레크리에이션학회 2006 한국여가레크리에이션학회지 Vol.30 No.3

The purpose of this research is to find out the way of improving satisfaction factors of the sport event volunteers. To get the data to achieve this goal 196 marathon tournament volunteers were surveyed and Frequency Analysis, Factor Analysis, One way ANOVA and Multiple regression by SPSS(window ver. 12.0) were used. The conclusions are as follows; 1. Through the participating motivation factor analysis by sociodemographic feature they show differences of purposive motivation in sex, and self-developmental motivation, purposive motivation, external motivation in ages, and self-developmental motivation, purposive motivation, leisure motivation, external motivation in school career, and external motivation in participation route. 2. Through the satisfaction factor analysis by sociodemographic feature they showed differences of job satisfaction in ages, and job satisfaction, rewarding satisfaction, numbers of experience, participation route in school career, and total satisfaction in volunteering activities. 3. In the study of relationship between the volunteers` participating motivation and satisfaction they show more them .01 relationship in most factors except external motivation-total satisfaction factors. Also they show that purposive motivation influences significantly in job satisfaction and rewarding satisfaction, and participating motivation explains the 35.9% difference range of job satisfaction and 18.2% difference range of rewarding satisfaction. In total satisfaction they show significant influences in purposive motivation and leisure motivation, and explains 24.5% of difference range.

Korean High School Students’ Motivation in Learning English and the Duration of Studying English: An Investigation of ‘Whether’ and ‘When’ They Stop Studying English

Kwang Hee Hong,Mi Ae Cho 팬코리아영어교육학회(구 영남영어교육학회) 2017 영어교육연구 Vol.29 No.1

Second language (L2) learners’ motivation is considered a critical affective factor for L2 learning. Previous studies on L2 motivation suggest that learners with high motivation can stay longer in learning a target language than those with low motivation. Despite this suggestion, only a small number of studies are concerned with a relationship between learners’ motivation and the length of L2 learning based on qualitative data from a small sample of less than 20 learners. The present study fills this gap in the literature by empirically examining whether Korean EFL learners’ motivation contributes to their duration of learning English. In other words, students with higher motivation are more likely to sustain their L2 learning than those with lower motivation. A total of 872 high school students, from 5 high schools, participated in the study, and survival analysis (Cox proportional hazard model) was used for analyzing data collected from questionnaires. Results show that students with higher motivation are less likely to quit learning English, compared with those with lower motivation. Specifically, a 15-point increase in students’ motivation score decreases the hazard (i.e., risk of quitting English study) by 10%, while taking into account into students’ other individual variables. (196 words)

동기의 다차원적 구조와 조직몰입: 성차(性差)를 중심으로 한 시론적 접근

원숙연,전소연 서울대학교 한국행정연구소 2010 行政論叢 Vol.48 No.2

공직에서 여성의 수적인 증가 뿐 아니라 질적인 경쟁력을 높이기 위해서는 그들에 대한 적절한 동기부여가 중요하다는 문제의식에서 출발하였다. 개선되고 있지만 여전히 여성은 불리한 조직구조와 관행 속에서 남성과 상이한 경험을 하고 있다는 점에서 동기가 조직몰입에 작용하는 과정에서의 성별차이에 무게중심을 두었다. 이와 함께 동기(내재적・외재적 동기, 무동기, 주입적 동기, 공공서비스 동기)와 조직몰입(정서적, 규범적, 지속적 몰입)의 다차원적 구조에 주목하여 보다 분석적인 접근을 시도하였다. 실증 분석을 위해 서울시 25개 구청 소속 5급에서 9급 공무원 718명을 대상으로 설문조사를 실시하였다. 연구결과, 동기에 있어서 성별차이는 공공서비스 동기(남성>여성)를 제외하고 발견되지 않았다. 조직몰입에 있어서 정서적, 규범적 몰입은 남성이 여성보다 높았으며, 지속적 몰입은 성차가 발견되지 않았다. 또한 조직몰입에 영향을 미치는 동기요인에 있어서 남성(무동기(-)>공공서비스>주입적 동기)과 여성(무동기(-)>내재적>주입적 동기)간의 차이가 발견되었다. 마지막으로 동기의 다차원이 조직몰입의 세 가지 하위차원에 미치는 영향력도 성별에 따라 차별적임을 발견하였다. 이상의 결과가 여성인력의 활용은 물론 효과적인 조직관리에 갖는 의미를 논의하였다. Accompanying the considerable increase in female civil servants, attention has been paid to their motivation in terms of effective utilization of human capital. Despite policy interventions for gender equality, women’s experiences tend to be different from their male counterparts’ under male-dominated practices and structures. Keeping this in mind and applying gender perspectives, this study explored the relation between motivation and organizational commitment. In particular, this study focused on gender differences and the multidimensionality of motivation (amotivation, intrinsic and external motivation, introjected motivation, and public service motivation) and organizational commitment (affective-continuance-normative). A survey of 718 civil servants in 25 district offices of the Seoul Metropolitan Government was conducted. The findings were that, excepting public service motivation, gender differences in motivation were not found. On the other hand, there were gender differences in affective and normative motivation: male employees were more highly motivated in terms of those two dimensions in comparison to their female counterparts. Relations between motivation and organizational commitment also differed by gender. On the one hand, for male civil servants, amotivation was a mostly negative antecedent to organizational commitment and public service motivation and introjective motivation followed. On the other hand, for female public servants intrinsic motivation rather than public service motivation was a relatively strong antecedent to organization commitment. Implications of the findings for gender equality and human resource management were discussed.

Motivation to Read in EFL College Classrooms

김경자 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.3

This study explored factors that motivate Korean college students to read English. It furthermore examined the association between reading motivation and reading proficiency and the effects of gender and preferred reading styles on motivation. A total of 204 students from 7 EFL intact reading classes participated. Motivation was measured by the self-report questionnaire developed based on L1 reading motivation (Wigfield & Guthrie, 1995, 1997) and L2 reading motivation work done by Mori (2002) and Takase (2007). The study identified five factors in students’ motivation: extrinsic motivation, importance of reading, intrinsic motivation, avoidance of reading, and self-efficacy of reading. Students’ strongest motivational component was their perception of usefulness or importance of English reading. Intrinsic motivation was found to be most strongly related to self-assessed English reading proficiency, while avoidance of reading was significantly and negatively associated with reading ability. Some components of female students’ reading motivation were stronger and more positive than males’. Furthermore, students’ motivation to read differed in terms of their preferred reading style, with extensive readers showing higher scores on intrinsic and efficacy factors. These results are in consistent with the claim concerning learning benefits of extensive reading to L2 readers.

Intricate Relations of Motivation, Demotivation, and Context in Korean High School Students’ EFL Learning

김윤경 한국응용언어학회 2019 응용 언어학 Vol.35 No.4

This study investigates Korean high school students’ English learning motivation and demotivation in relation to the features of the national context, focusing on how the intricate relations between them affect their achievement in learning English. A total of 753 students, either in Grade 10 or 11, participated in a questionnaire survey including five motivating factors (Competitive Motivation, College Admission Motivation, Intrinsic Motivation, the Ought-to L2 Self, and the Ideal L2 Self) and five demotivating factors (Dissatisfaction with Learning Environment, Feeling of Falling Behind, Interference from Others, Unsatisfactory Learning Methods, and Lack of Sense of Purpose). Additionally, as a criterion measure, self-reported English proficiency was measured by their latest English test scores in school based on the 100-point system. The results indicated that the students perceived College Admission Motivation to be the strongest motivator, followed by Competitive Motivation. Feeling of Falling Behind and Unsatisfactory Learning Methods were proved to be the most prominent factors affecting the students’ EFL learning in a destructive way. As for the relationships between motivating and demotivating factors, College Admission Motivation, Competitive Motivation, and the Ought-to L2 Self exhibited positive relations with one of the five demotivating factors, while the Ideal L2 Self and Intrinsic Motivation showed negative ones. Finally, among ten variables for motivation and demotivation, Intrinsic Motivation, the Ideal L2 Self, Dissatisfaction with Learning Environment, College Admission Motivation, and Feeling of Falling Behind were identified to be significant predictors for English achievement.

Intricate Relations of Motivation, Demotivation, and Context in Korean High School Students’ EFL Learning

Yoon-Kyoung Kim 한국응용언어학회 2019 응용 언어학 Vol.35 No.4

This study investigates Korean high school students’ English learning motivation and demotivation in relation to the features of the national context, focusing on how the intricate relations between them affect their achievement in learning English. A total of 753 students, either in Grade 10 or 11, participated in a questionnaire survey including five motivating factors (Competitive Motivation, College Admission Motivation, Intrinsic Motivation, the Ought-to L2 Self, and the Ideal L2 Self) and five demotivating factors (Dissatisfaction with Learning Environment, Feeling of Falling Behind, Interference from Others, Unsatisfactory Learning Methods, and Lack of Sense of Purpose). Additionally, as a criterion measure, self-reported English proficiency was measured by their latest English test scores in school based on the 100-point system. The results indicated that the students perceived College Admission Motivation to be the strongest motivator, followed by Competitive Motivation. Feeling of Falling Behind and Unsatisfactory Learning Methods were proved to be the most prominent factors affecting the students’ EFL learning in a destructive way. As for the relationships between motivating and demotivating factors, College Admission Motivation, Competitive Motivation, and the Ought-to L2 Self exhibited positive relations with one of the five demotivating factors, while the Ideal L2 Self and Intrinsic Motivation showed negative ones. Finally, among ten variables for motivation and demotivation, Intrinsic Motivation, the Ideal L2 Self, Dissatisfaction with Learning Environment, College Admission Motivation, and Feeling of Falling Behind were identified to be significant predictors for English achievement.

Korean High School Students’ Motivation in Learning English and the Duration of Studying English: An Investigation of ‘Whether’ and ‘When’ They Stop Studying English

홍광희,조미애 팬코리아영어교육학회 2017 영어교육연구 Vol.29 No.1

Second language (L2) learners’ motivation is considered a critical affective factor for L2 learning. Previous studies on L2 motivation suggest that learners with high motivation can stay longer in learning a target language than those with low motivation. Despite this suggestion, only a small number of studies are concerned with a relationship between learners’ motivation and the length of L2 learning based on qualitative data from a small sample of less than 20 learners. The present study fills this gap in the literature by empirically examining whether Korean EFL learners’ motivation contributes to their duration of learning English. In other words, students with higher motivation are more likely to sustain their L2 learning than those with lower motivation. A total of 872 high school students, from 5 high schools, participated in the study, and survival analysis (Cox proportional hazard model) was used for analyzing data collected from questionnaires. Results show that students with higher motivation are less likely to quit learning English, compared with those with lower motivation. Specifically, a 15-point increase in students’ motivation score decreases the hazard (i.e., risk of quitting English study) by 10%, while taking into account into students’ other individual variables.