아동의 학업성취에 대한 다중지능과 학습동기의 관계 연구
The Search for Academic Achievement of Children in Relationship between Multiple Intelligences and Academic Motivation
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The aims of this study to investigate relations between academic motivation and multiple intelligences for children's academic achievements. The present study was designed based on previous studies, and theses studies proposed children’s academic achievements were not only closely related to academic motivations and but also significantly connected with multiple intelligences. The preliminary survey was conducted with 17 students, and subjects of this study were 312 elementary school students in Gangbuk-gu, Seoul. ARCS model for academic motivation developed by Keller was used to revise the academic motivation test composed of eighty-one questions. The multiple intelligences scale developed by Moon (2001) based on MIDAS (Shearer, 1996) was used to measure. Also, students’academic achievement data were analyzed. The data were analyzed by using Structural Equation Model with AMOS was used. The results of this study were as follows; First, academic motivation was more important than intelligence for language, math and science, whereas intelligence was more important than academic motivation for music, arts, and physical education. In short, this study would have great significance that makes a profound academic achievement study of the relationship between academic motivation and multiple intelligences with elementary students.
Abstract
The aims of this study to investigate relations between academic motivation and multiple intelligences for children's academic achievements. The present study was designed based on previous studies, and theses studies proposed children’s academic achievements were not only closely related to academic motivations and but also significantly connected with multiple intelligences. The preliminary survey was conducted with 17 students, and subjects of this study were 312 elementary school students in Gangbuk-gu, Seoul. ARCS model for academic motivation developed by Keller was used to revise the academic motivation test composed of eighty-one questions. The multiple intelligences scale developed by Moon (2001) based on MIDAS (Shearer, 1996) was used to measure. Also, students’academic achievement data were analyzed. The data were analyzed by using Structural Equation Model with AMOS was used. The results of this study were as follows; First, academic motivation was more important than intelligence for language, math and science, whereas intelligence was more important than academic motivation for music, arts, and physical education. In short, this study would have great significance that makes a profound academic achievement study of the relationship between academic motivation and multiple intelligences with elementary students.
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