The Influence of Elementary School Personnel’s Achievement Goal Orientation on CPR Education Immersion and Self-Management

Despite mandatory cardiopulmonary resuscitation (CPR) training for elementary school personnel in South Korea, current programs are often delivered as uniform, compliance-oriented sessions that prioritize procedural completion over sustained engagement and self-regulated practice. However, little empirical evidence explains why some participants remain actively engaged and capable of self-managing CPR skills after mandatory training, while others do not. In this study, immersion in CPR education refers to learners' cognitive and behavioral engagement during training, reflecting their concentration and active participation in learning activities. Accordingly, this study aimed to examine how achievement goal orientation influences CPR education immersion and self-management among elementary school educational officials. A survey was conducted from March to June 2024 with 150 teachers and administrative staff in Gangwon Province, South Korea. Data were analyzed using correlation and multiple regression analyses. The results showed significant positive correlations among achievement goal orientation, CPR education immersion, and self-management. Both self-goal and task goal orientations significantly increased CPR education immersion, whereas only task goal orientation positively influenced self-management. In addition, both cognitive and behavioral immersion significantly predicted self-management These findings suggest that mastery-oriented motivation is associated with deeper engagement during CPR training and stronger self-management, supporting motivationally informed instructional design rather than compliance-focused delivery.