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.

한국고등학생들의 영어 학습동기가 영어 학습 노력에 미치는 영향

홍광희 팬코리아영어교육학회 2018 영어교육연구 Vol.30 No.3

Previous studies on L2 motivation tend to pay more attention to the influence of learners’ motivation on their L2 achievement while relatively little attention has been paid to the process of a target language learning in relation to learners’ motivation (e.g., learners’ persistence in L2 learning or learners’ effort into L2 learning in relation to their motivation). The present study looks into the influence of Korean high school students’ motivation in learning English as a foreign language on their effort into studying English. Data were collected from a total of 410 students in 5 schools through survey questionnaires and analyzed by means of logistic regression. Results show that students with higher motivation are more likely to put much effort in studying English in contrast to those with lower motivation. Specifically, students’ higher motivation (10 point increase in measured motivation scores) increases the odds of studying English for more than 3 hours per day by 18%, indicating a positive influence of L2 motivation on learners’ effort in L2 learning. The results imply the importance of students’ motivation in putting more effort into learning the target language. Previous studies on L2 motivation tend to pay more attention to the influence of learners’motivation on their L2 achievement while relatively little attention has been paid to the processof a target language learning in relation to learners’ motivation (e.g., learners’ persistence in L2learning or learners’ effort into L2 learning in relation to their motivation). The present study looksinto the influence of Korean high school students’ motivation in learning English as a foreignlanguage on their effort into studying English. Data were collected from a total of 410 students in5 schools through survey questionnaires and analyzed by means of logistic regression. Resultsshow that students with higher motivation are more likely to put much effort in studying Englishin contrast to those with lower motivation. Specifically, students’ higher motivation (10 pointincrease in measured motivation scores) increases the odds of studying English for more than 3hours per day by 18%, indicating a positive influence of L2 motivation on learners’ effort in L2learning. The results imply the importance of students’ motivation in putting more effort intolearning the target language.

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.

두뇌 동기보상 시스템 기반 생명과학 학습동기 증진 학습모형 개발

이일선,변정호,권용주 韓國生物敎育學會 2012 생물교육 Vol.40 No.1

The purpose of this study is to develop a learning model based on the brain motivation and reward system in order to improve motivation for learning biology. To develop the learning model, the brain motivation and reward system associated with biology motivation for learning was identified. Based on the neurologically identified motivation reward system, the learning model to improve motivation for learning was developed through a neurological verification. The result indicates that the brain motivation and learning system related to biology learning motivation includes orbitofrontal cortex, striatum, and midbrain networks. With the analysis results of neurological mechanism in these regions, a learning model was developed. The learning model has the learning flow starting from the midbrain step, through the orbitofrontal cortex step and proceeding to the striatum one. The objectives of respective learning steps are to arouse motivation at the first midbrain step, to reinforce motivation at the second orbitofrontal step, and to retain motivation at the third striatum step. The brain motivation and reward system germane to biology motivation for learning that the current study identified is expected to provide the brain level information with respect to the learning motivation in the biology learning.

Mediation Effect of Motivation and Immersion for Learning in the Relation between Tutor and Learning Effectiveness of Cyber Home Learning

백현기,강정화,하태현 한국디지털정책학회 2009 디지털융복합연구 Vol.7 No.1

The main purpose of cyber home education in public sector is to promote public education and restrain expensive private education expenses. The primary purpose of this study is to explore the effects of motivation, immersion and tutor on the effectiveness of cyber home learning. The variables of motivation, immersion and tutor participation were incorporated in this study as follows: ① tutor participation was classed as a single independent variable, which has interaction and also effects passion; ② motivation and ③ immersion were classed as two mediatory variables: motivation which include relevance and confidence; and immersion which includes attention and controllability. ④ learning effect was classed as a single dependent variable of learning influence factor which has learning attitude and learning satisfaction. The results show that a tutor had a direct influence on the effects of the learners’ study but motivation and immersion had an indirect influence on the effects of learners’ study independently. Based on these findings a tutor should provide motivation and immersion with various learning methods and contents for learners to get maximum benefits from cyber home learning. The main purpose of cyber home education in public sector is to promote public education and restrain expensive private education expenses. The primary purpose of this study is to explore the effects of motivation, immersion and tutor on the effectiveness of cyber home learning. The variables of motivation, immersion and tutor participation were incorporated in this study as follows: ① tutor participation was classed as a single independent variable, which has interaction and also effects passion; ② motivation and ③ immersion were classed as two mediatory variables: motivation which include relevance and confidence; and immersion which includes attention and controllability. ④ learning effect was classed as a single dependent variable of learning influence factor which has learning attitude and learning satisfaction. The results show that a tutor had a direct influence on the effects of the learners’ study but motivation and immersion had an indirect influence on the effects of learners’ study independently. Based on these findings a tutor should provide motivation and immersion with various learning methods and contents for learners to get maximum benefits from cyber home learning.

성인학습자의 평생학습 참여동기가 학습전이에 미치는 영향: 학습자만족의 매개효과

김동률 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.21

Objectives The purpose of this study is to empirically analyze the relationship between lifelong learning participation motivation, learner satisfaction, and learning transfer for adult learners. Methods An empirical analysis was conducted by conducting a survey on 342 adult learners participating in lifelong learning at lifelong education institutions located in the Seoul metropolitan area by multi-regression analysis and bootstrapping with SPSS statistical program. Results The following major results were derived. First, both adult learners' learning-oriented motivation, goaloriented motivation, and activity-oriented motivation were found to have a significant positive effect on learner satisfaction. Second, it was found that adult learners' learner satisfaction had a significant positive effect on learning transfer. Third, both adult learners' learning-oriented motivation, goal-oriented motivation, and activity-oriented motivation were found to have a significant positive effect on learning transfer. Fourth, both number learning-oriented motivation, goal-oriented motivation, and activity-oriented motivation were found to have a positive effect on learning transfer through learner satisfaction. Conclusions It was identified through empirical analysis that goal-oriented motivation is important for adult learners' satisfaction and learning-oriented motivation is important to increase learning transfer.

대학생의 성취동기 수준에 따른 학습몰입, 학업적 정서조절, 학습전략의 차이

방희원(Bang, Hui-Won),조규판(Cho, Gyu-Pan) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.10

본 연구의 목적은 대학생의 성취동기 수준에 따른 학습몰입, 학업적 정서조절, 학습전략의 차이를 알아보는 것이다. 이를 위해 부산시 소재 4개 대학에 재학 중인 863명의 대학생을 대상으로 성취동기, 학습몰입, 학업적 정서조절, 학습전략에 대한 설 문을 실시하였으며, 성취동기 수준을 구분하기 위해 성취동기 총점을 기준으로 상,하 수준을 각 50%로 범주화한다음 SPSS 24.0 프로그램으로 독립표본 t검정을 실시하였다. 본 연구의 결과 및 논의를 통해 얻어진 결론은 다음과 같다. 첫째, 성취동기 수준에 따라 학습몰입은 차이가 있다. 성취동기 수준이 높을수록 학습몰입이 높고, 수준이 낮을수록 학습몰입이 낮다. 둘째, 성취동기 수준에 따라 학업적 정서조절은 차이가 있다. 성취동기 수준이 높을수록 학업적 정서조절이 높고, 수준이 낮을수록 학업적 정서조절이 낮다. 셋째, 성취동기 수준에 따라 학습전략은 차이가 있다. 성취동기 수준이 높을수록 학습전략이 높고, 수준이 낮을수록 학습전략이 낮다. 이러한 결과를 종합해 볼 때, 대학생들의 성취동기는 학습몰입, 학업적 정서조절, 학습전략을 학습상황에 맞게 자발적이고 능동적으로 조절하는 데 중요성을 가진다. 따라서 성취동기의 향상을 위해서는 학습자를 위한 학습-상담-진로-취업의 연계프로그램 등의 통합적이고 체계적인 프로그램의 지원이 필요하다. The purpose of the study is to examine the differences of learning flow, academic emotional regulation and learning strategies according to achievement motivation level of university students. 863 undergraduate students at four universities in Busan were sampled for the study. Achievement Motivation Scale, Learning Flow Scale, Academic Emotional Regulation Scale, Learning Strategy Scale were used. To distinguish achievement motivation levels, the independent sample t test was performed with the SPSS 24.0 program, categorizing the upper and lower levels into 50% of each based on the total score of the achievement motivation. The conclusion from the result and discussions are as follows: First, there is a significant difference in learning flow according to achievement motivation level. The higher the level of achievement motivation, the higher the learning flow. The lower the level, the lower the learning flow. Second, academic emotional regulation differs according to achievement motivation level. The higher the motivation level of achievement, the higher the control of academic emotional regulation. The lower the level of achievement motivation, the lower the control of academic emotional regulation Third, there are differences in learning strategies depending on achievement motivation level. The higher the level of achievement motivation, the higher the learningstrategy. The lower the level, the lower the learning strategy. These results suggest that the improvement of motivation of university students voluntary and active control of learning flow, academic emotional regulation, and learning strategies according to learning situation. Therefore, in order to improve achievement motivation, it is necessary to support integrated and systematic programs such as learning-counseling-career-employment linkage for learners.

고등학생의 영어 읽기 전략, 영어 학습 동기, 영어 읽기 성취도 간의 상관관계 연구

안희선 ( Heesun Ahn ) 한국중등영어교육학회 2010 중등영어교육 Vol.3 No.2

The purpose of this study is to analyze the correlation among English reading strategies, English learning motivation and English reading proficiency of high school students. The summary of the results were as follows. First, reading strategies and learning motivation according to reading proficiency showed high frequency in order of high reading proficiency in all the factors excluding SUP (Support Reading Strategies), PER (Personal Reading Strategies), and extrinsic motivation that didn``t show meaningful differences. Second, in the results of the correlation between learning motivation and reading strategies, reading strategies had correlation with four factors of learning motivation. Third, the effects of learning motivation on reading strategies had the results: GLOB (Global Reading Strategies) was affected by intrinsic, integrative, instrumental motivation in order, PROB (Problem Reading Strategies) by integrative, extrinsic, instrumental motivation in order. Also, the higher integrative and intrinsic motivation were, the higher SUP showed. When it comes to PER, intrinsic motivation greatly affected it followed by integrative and instrumental motivation. Forth, the correlation among reading strategies, learning motivation, and reading proficiency showed that three factors of reading strategies excluding SUP and all the factors of learning motivation were correlated with reading proficiency. In addition, the effects of reading strategies and learning motivation respectively on reading proficiency showed that in reading strategies, the higher GLOB was, the higher reading proficiency was, whereas the higher SUP was, the lower reading proficiency was. In learning motivation, the higher integrative and instrumental motivation were, the higher reading proficiency was. Lastly, the effects of reading strategies and learning on reading proficiency showed that reading proficiency was more affected by reading strategies than learning motivation. GLOB had an effect on reading proficiency followed by SUP, integrative motivation, and intrinsic motivation. Also, the higher SUP and intrinsic motivation were, the lower reading proficiency was.

汉硕留学生学习动机、基本心理需要、 学习性投入的关系

张丽环,杨蓉蓉 한국중국언어문화연구회 2019 한중언어문화연구 Vol.- No.52

This study is to investigate the learning motivation of overseas students in Master of Teaching Chinese to Speakers of Other Languages (referred as ‘MTCSOL overseas students’ below). Based on a social cognitive motivation theory, self-determination theory, it investigates and studies how the degree to which basic psychological needs for autonomy, competence, and relatedness of MTCSOL overseas students are satisfied affects the strength of their learning motivation and the degree to which their learning motivation is internalized. Also, interested in the learning behavior and learning experience of MTCSOL overseas students, it also investigates their ‘student engagement’ so as to study the correlations among three factors, namely the degree to which basicpsychological needs for autonomy, competence, and relatedness are satisfied, learning motivation and student engagement. A questionnaire including three scales, namely the Self-regulation Scale, the Basic Psychological Needs Scale, and the Student Engagement Scales is used in this study and 43 MTCSOL overseas students have filled in the questionnaire. The result of the survey suggests that MTCSOL overseas students’ autonomous motivation is stronger than their controlled motivation and their need for relatedness is better satisfied than that for autonomy and competence. As forthe detail information of the three factors mentioned above among different groups, results tell that the degree to which learning motivation is internalized and the level of student engagement of ladies is higher than that of gentlemen. The degree to which learning motivation is internalized of students from South-east Asia and East Asia is weaker than that of other students. However, the degree of their student engagement is higher than average. The overall learning motivation and the degree to which learning motivation of the first-year graduates are higher than that of second-year graduates. The result of structural equation modeling test suggests that a strong bilateral interaction exists between the satisfaction of MTCSOL overseas students’ basicpsychological needs and the total strength of their learning motivation. In addition, the degree to which basic psychological needs for autonomy, competence, and relatedness of MTCSOL overseas students are satisfied and the total strength of their learning motivation are positive predictors of their student engagement. And the effect of competence satisfaction is the strongest among three basic psychological needs, with autonomy the next and relatedness the weakest. Also, the effect of autonomous motivation on student engagement is a little stronger than controlled motivation.

초등교사가 인지하는 학습조직문화, 교사학습동기, 학교장과의 교환관계(LMX), 수업전문성 간의 구조적 관계

이광호 ( Kwang Ho Lee ),최은수 ( Eun Soo Choi ) 한국초등교육학회 2015 초등교육연구 Vol.28 No.4

The purpose of the study was to analyze the structural relationships between the variables of learning organization culture, teacher``s learning motivation, LMX of principal-teacher, teaching professionalism perceived by elementary school teachers. The results of the study were as follows: First, the learning organization culture directly affected the teacher``s learning motivation. Second, the learning organization culture and extrinsic motivation as a teacher``s learning motivation affected LMX of principal-teacher, but intrinsic learning motivation didn``t affected. Third, the learning organization culture and teacher``s learning motivation directly affected teaching professionalism, but the relationship between LMX of principal-teacher and teaching professionalism can``t. confirmed. Finally, the learning organization culture directly affected teaching professionalism and indirectly affected teaching professionalism through teacher``s learning motivation. Thus, structural relationship between the learning organization culture, teacher``s learning motivation, LMX of principal-teacher and teaching professionalism was verified. These findings mostly corresponded with previous study results. but relationship between LMX of principal-teacher and teaching professionalism was not verified. In order words, the learning organization culture and teacher``s learning motivation was identified as the most influential variable for a teaching professionalism, and intrinsic motivation as a teacher``s learning motivation was affected better than extrinsic learning motivation for a teaching professionalism, Also the learning organization culture and teacher``s learning motivation were directly affected LMX of principal-teacher. Therefore, to enhance teaching professionalism, it is effective to intensify teacher``s learning motivation and to improve the level of learning organization culture.