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KMID : 0897020210240010051
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Korean Journal of East West Science
2021 Volume.24 No. 1 p.51 ~ p.63
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Effects of Future Time Perspective and Self-adjustment Learning Strategies on the Achievement Motivation of High School Students
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Yoo Da-Gyeom
Hwang Kyung-Yeol
Yong Hong-Chool
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Abstract
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This study is intended to examine the impact of future time perspective and self-adjustment learning strategies of high school students on their achievement motivation. The study was conducted on 417 ordinary high school students in Daegu, Gyeongsangbuk-do Province and Jeju Island. The tools used in the study are future time perspective, self-adjustment learning strategies, and achievement motivation tests. Collected materials analyzed technical statistics, difference verification, correlation, and impact verification of key variables using the SPSS 19.0 program. Research results show that there is a statistically significant difference between future time perspective and self-adjustment learning strategies and achievement motivation based on grade and year of high school students, and that there is a significant positive correlation between future time perspective and self-adjustment learning strategies. Also, looking at the impact of future time perspective and self-adjustment learning strategies on the motivation for achievement, we found that there are statistically significant differences. In other words, it was found that future time perspective and self-adjustment learning strategies all affect the achievement motivation. As a result, looking at impact of the subfactor of future time perspective and the subfactor of self-adjustment learning strategies on the achievement motivation, it was shown statistically significant. we found that the higher the value of future time perspective and instrumentality, the higher the achievement motivation, and the higher the score of achievement value, behavioral control, and study time management, which are sub-factors of self-adjustment learning strategies, the higher the achievement motivation. Therefore, it was found that future time perspective and self-adjustment learning strategies all affect the achievement motivation.
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KEYWORD
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future time perspective, self-adjustment learning strategies, achievement motivation
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