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@article{ART001917859},
author={민수진},
title={The Study for the Validation of the Korean Instructional Materials Motivational Survey},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2014},
volume={15},
number={3},
pages={419-443}

TY - JOUR
AU - 민수진
TI - The Study for the Validation of the Korean Instructional Materials Motivational Survey
JO - Journal of Special Education: Theory and Practice
PY - 2014
VL - 15
IS - 3
PB - Research Institute of the Korea Special Education
SP - 419
EP - 443
SN - 1598-060X
AB - In order to improve motivation to learn and academic achievement ofstudents at-risk for learning disabilities in elementary school, Seoul MetropolitanOffice of Education do implement diverse motivational enhancement programsas well as traditional supplementary programs for low-achievement students. The purpose of this study is to validate the Korean version of the InstructionalMaterials Motivational Survey(KIMMS) for elementary school students. Theparticipants were 1,941 students(a third, fourth, and fifth graders) in 8 elementaryschools located in Seoul. Data were analyzed using item parceling, correlationanalysis, confirmatory factor analysis, internal consistency, split-half reliabilityand concurrent validity based on a total of 971 randomized students, and cross-validation using the rest 970 students. The results were as follows.: 1) The30-item KIMMS included 4 subscales(11 items of Attention, 8 items of Relevance,5 items of Confidence, and 6 items of Satisfaction), 2) model fits of the KIMMSwere good and acceptable, 3) the KIMMS showed high internal consistency andsplit-half reliability, 4) there were significant relationships between KIMMS andCourse Interest Survey(CIS), and 5) the KIMMS is applicable to elementaryschool students with a similar demographic background. Finally, future implicationsof these results and suggestions related to students at-risk are discussed.
KW - Instructional Materials Motivational Survey(IMMS);domestic validation;confirmatory factor analysis;concurrent validity;cross-validation
DO -
UR -
ER -

민수진. (2014). The Study for the Validation of the Korean Instructional Materials Motivational Survey. Journal of Special Education: Theory and Practice, 15(3), 419-443.

민수진. 2014, "The Study for the Validation of the Korean Instructional Materials Motivational Survey", Journal of Special Education: Theory and Practice, vol.15, no.3 pp.419-443.

민수진 "The Study for the Validation of the Korean Instructional Materials Motivational Survey" Journal of Special Education: Theory and Practice 15.3 pp.419-443 (2014) : 419.

민수진. The Study for the Validation of the Korean Instructional Materials Motivational Survey. 2014; 15(3), 419-443.

민수진. "The Study for the Validation of the Korean Instructional Materials Motivational Survey" Journal of Special Education: Theory and Practice 15, no.3 (2014) : 419-443.

민수진. The Study for the Validation of the Korean Instructional Materials Motivational Survey. Journal of Special Education: Theory and Practice, 15(3), 419-443.

민수진. The Study for the Validation of the Korean Instructional Materials Motivational Survey. Journal of Special Education: Theory and Practice. 2014; 15(3) 419-443.

민수진. The Study for the Validation of the Korean Instructional Materials Motivational Survey. 2014; 15(3), 419-443.

민수진. "The Study for the Validation of the Korean Instructional Materials Motivational Survey" Journal of Special Education: Theory and Practice 15, no.3 (2014) : 419-443.