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.

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.

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.

물리치료 환경에 대한 근육뼈대계 및 신경계 환자의 환자만족도와 재활동기의 상관성

김충유,김현수,김성하,도현진,양미진 대한통합의학회 2024 대한통합의학회지 Vol.12 No.1

Purpose : This study was conducted to investigate correlation between patient satisfaction and rehabilitation motivation in a physical therapy environment. Methods : This study conducted a survey on musculoskeletal and neurological patients receiving rehabilitation treatment at a hospital. The subjects of the study were patients who were currently receiving rehabilitation treatment, either hospitalized or outpatient. 234 people were collected. A questionnaire was consisted of a total of 55 questions, including 27 questions about motivation for rehabilitation, 14 questions about physical therapy service environment, and 14 questions about patient satisfaction and intention to revisit. The detailed items in rehabilitation motivation consisted of 8 questions about task-oriented motivation, 7 questions about change-oriented motivation, 4 questions about obligatory motivation, 4 questions about external motivation, and 4 questions about intrinsic motivation, and in the physical therapy service environment, 4 questions about facility service and therapist service. , 6 questions, 4 questions about services used, 3 questions about friendliness, 4 questions about professionalism, 3 questions about treatment satisfaction, and 2 questions each about repeat visit and recommendation. Results : Facility service (r=.21) was highly correlated for task-oriented motivation, therapist service (r=.22) for change-oriented motivation, therapist service (r=.31) for mandatory motivation, therapist service (r=.19) for external motivation, and facility service (r=.56) for internal motivation. Revisit for task-oriented motivation (r=.47) is kind to change-oriented motives (r=-.13) was highly correlated with kindness (r=.19) for mandatory motives, recommendation (r=.14) for external motives, and expertise (r=.52) for internal motives. There was a high correlation between professionalism (r=.61) for facility services and kindness (r=.53) for therapist services, and revisit (r=.40) for service use. Conclusion : According to the results of this study, it was found that there was a correlation between patient satisfaction and rehabilitation motivation in a physical therapy environment.

Motivation to Read in EFL College Classrooms

Kyung Ja Kim 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.

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.

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.

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.

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.