Heoncheol Yun
Biographic Data
| ID | 3941874 |
|---|---|
| NAME | Heoncheol Yun |
| GIVEN NAMES | Heoncheol |
| FAMILY NAME | Yun |
| SIGNATURE | YUN H |
| AFFILIATIONS | Korea Advanced Institute of Science and Technology |
| ORCID | 0000-0002-0508-0631 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Examining the relationships among community of inquiry, academic procrastination, and achievement for nontraditional online students
This study examined the relationships among teaching presence (TP), social presence (SP), and cognitive presence (CP) within the community of inquiry framework, academic procrastination (AP), and achievement among nontraditional students. An online survey was administered to 801 participants to measure the three presences and AP through a learning management system at the end of the semester. Achievement was measured using GPA. Multiple regressio…
Relationships between students’ affective experiences and technology acceptance in augmented reality design training in higher education
Relationships between adolescent smartphone usage patterns, achievement goals, and academic achievement
The influence of academic level and course delivery mode on the use of motivational regulation strategies and learning engagement
Motivational regulation strategies have been used as active forms of promoting motivation in online and classroom learning. Based on the motivational regulation model combining both contextual and individual factors, this study examined how students’ academic levels (undergraduate vs. graduate) and the type of course delivery mode (online vs. traditional face-to-face) influence their uses of eight motivational regulation strategies and three type…
Building a structural model of motivational regulation and learning engagement for undergraduate and graduate students in higher education
Student motivation is widely recognized as a positive influence on engagement and learning in higher education. This study tested the structural relationships between motivational regulation strategies (MRSs) and engagement moderated by academic level (undergraduate and graduate) and learning environment (classroom and online). A total of 252 undergraduate and graduate students participated in the study. Confirmatory factor analysis confirmed the…
Building a structural model of motivational regulation and learning engagement for undergraduate and graduate students in higher education
Student motivation is widely recognized as a positive influence on engagement and learning in higher education. This study tested the structural relationships between motivational regulation strategies (MRSs) and engagement moderated by academic level (undergraduate and graduate) and learning environment (classroom and online). A total of 252 undergraduate and graduate students participated in the study. Confirmatory factor analysis confirmed the…
The influence of academic level and course delivery mode on the use of motivational regulation strategies and learning engagement
Motivational regulation strategies have been used as active forms of promoting motivation in online and classroom learning. Based on the motivational regulation model combining both contextual and individual factors, this study examined how students’ academic levels (undergraduate vs. graduate) and the type of course delivery mode (online vs. traditional face-to-face) influence their uses of eight motivational regulation strategies and three type…
Building a structural model of motivational regulation and learning engagement for undergraduate and graduate students in higher education
Student motivation is widely recognized as a positive influence on engagement and learning in higher education. This study tested the structural relationships between motivational regulation strategies (MRSs) and engagement moderated by academic level (undergraduate and graduate) and learning environment (classroom and online). A total of 252 undergraduate and graduate students participated in the study. Confirmatory factor analysis confirmed the…
Relationships between adolescent smartphone usage patterns, achievement goals, and academic achievement
Relationships between students’ affective experiences and technology acceptance in augmented reality design training in higher education
Examining the relationships among community of inquiry, academic procrastination, and achievement for nontraditional online students
This study examined the relationships among teaching presence (TP), social presence (SP), and cognitive presence (CP) within the community of inquiry framework, academic procrastination (AP), and achievement among nontraditional students. An online survey was administered to 801 participants to measure the three presences and AP through a learning management system at the end of the semester. Achievement was measured using GPA. Multiple regressio…
Psychology (4 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics education (3 works) · Academic achievement (2 works) · Applied Psychology (2 works) · Computer Science (2 works) · Graduate students (2 works) · Higher education (2 works) · Impact of Technology on Adolescents (2 works) · Medical education (2 works)