Effects Of Self-determination Research Articles

Effects of Self-Determination, SoA, and Self-Efficacy on Degree of Independence in Activities of Daily Living in Stroke Survivors

Effects of Self-Determination, SoA, and Self-Efficacy on Degree of Independence in Activities of Daily Living in Stroke Survivors

Effects of self-determination and learning commitment on the learning outcome of nurses currently under academic credit bank system

Effects of self-determination and learning commitment on the learning outcome of nurses currently under academic credit bank system

어린이집의 팀티칭 학급에서 초임교사가 인식한 자기결정성과 경력교사의 사회적 지지가 초임교사의 전문성 인식에 미치는 영향

어린이집의 팀티칭 학급에서 초임교사가 인식한 자기결정성과 경력교사의 사회적 지지가 초임교사의 전문성 인식에 미치는 영향

학교부적응청소년의 성격강점과 학교생활적응의 관계에서 자기결정성의 매개효과

학교부적응청소년의 성격강점과 학교생활적응의 관계에서 자기결정성의 매개효과

"4차 산업시대 호텔기업의 효과적인 하이테크 서비스 접목 방안에 관한 연구 -자기결정성과 기술준비도의 조절효과를 중심으로-"

"4차 산업시대 호텔기업의 효과적인 하이테크 서비스 접목 방안에 관한 연구 -자기결정성과 기술준비도의 조절효과를 중심으로-"

Mediation Effects of Self determination in the Relationship between Family-strength and Career-maturity of University Students -Focusing on Extrinsic Motivation-

Mediation Effects of Self determination in the Relationship between Family-strength and Career-maturity of University Students -Focusing on Extrinsic Motivation-

The Effects of Self-determination, Depression, Self-esteem, and Impulsivity on Smartphone Overdependence of College Students

The Effects of Self-determination, Depression, Self-esteem, and Impulsivity on Smartphone Overdependence of College Students

정신요양시설 거주 정신장애인의 자기결정이 회복에 미치는 영향 : 사회적 지지의 조절효과 분석

본 연구는 과정으로서의 회복 관점에서 정신요양시설 거주 정신장애인의 자기결정이 회복에 미치는 영향을 파악하고 사회적 지지의 조절효과를 검증하였다. 서울, 경기, 인천, 대전 지역에 위치한 정신요양시설에 거주하고 있는 성인 정신장애인 320명이 설문조사에 참여하였다. 연구대상자의 평균 연령은 54.34세였고 평균 유병기간은 24.68년이었으며 정신요양시설 총입소기간은 평균 16.97년이었다. 연구참여자들의 회복 정도는 5점 척도(0～4점)에서 평균 2.37점이었고, 자기결정 정도는 평균 3.27점으로 건강영역에서 가장 높았으며 직업영역에서 가장 낮았다. 위계적 회귀분석 결과, 이들의 회복에 영향을 미치는 요인은 자기결정과 증상으로 높은 수준의 자기결정과 낮은 수준의 증상이 높은 수준의 회복과 관련이 있었다. 일반지지(가족지지 및 동료지지)는 자기결정과 회복과의 관계에서 유의미한 조절효과가 검증된 반면, 전문가지지의 조절효과는 나타나지 않았다. 본 연구결과를 바탕으로 정신요양시설에 거주하는 정신장애인이 자기결정을 확대할 수 있는 거주환경을 제공하고, 가족ㆍ동료지지를 증진함으로써 이들의 진정한 회복을 도모하는 방안을 제언하였다.

Entrepreneurship and Entrepreneurial Intention of Potential Entrepreneur in Korea: The Mediating Effects of Self-Determination

Entrepreneurship and Entrepreneurial Intention of Potential Entrepreneur in Korea: The Mediating Effects of Self-Determination

Leadership and students’ academic success: mediating effects of self-efficacy and self-determination

When exploring the effects of leadership on students, most studies have focused on either how leadership affects the students’ academic outcomes or how it contributes to their personal development. This study merged both approaches and aimed to measure the mediating effects of self-efficacy and self-determination among leadership, students’ intentions to persist and GPA. A Structural Equation Analysis was applied to a data-set of 1009 students from 39 countries to examine these relationships. The results showed a full mediating effect of academic self-efficacy between leadership and students’ intentions to persist and between leadership and GPA, and revealed a full mediating effect of self-determination through autonomy and relatedness constructs between leadership and intention to persist. This result implies that even though leadership does not directly affect students’ academic outcomes, it enhances their confidence and motivation, which provides them with the inner drive to aim high, persevere and achieve their goals. The theoretical and practical implications of these results are also discussed.

Self-regulation of timeout duration in the modification of disruptive classroom behavior

The effects of self-determination vs. teacher-determination of timeout duration on disruptive behavior were investigated in a group of 15 students in a special classroom who had learning disabilities and/or behavior problems. There were five phases to the study: In a repeated measures design each subject received timeout for 5 minutes, no timeout, 5 minutes timeout, selfdetermined timeout duration, and student = teacher-determined timeout duration. The overall effect of timeout was to reduce significantly the rate of disruptive behavior. The effects of various timeout conditions did not differ, indicating self-management of timeout duration was just as effective as when the teacher set the timeout duration.