• The Mathematical Education
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• v.61 no.4
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• pp.631-651
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• 2022

It has been alerted that Korean students' mathematical affective achievement is very low. In order to solve this problem, various policies related to mathematical affective domains have been promoted, but it is necessary to examine various existing policies and explore the direction for improving them in more essential aspects. Based on previous studies that the growth mindset helps to increase students' affective achievement, this study focused on improving students' math-related growth mindset and ultimately exploring policies that can increase mathematical affective achievement. Therefore, the current status of mathematical affective achievement of Korean students was examined, and the policies and related cases in the mathematical affective domain were investigated. Based on the results, some keywords were derived and then the directions of policy for improving the math-related growth mindset and the affective achievement of students were suggested.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.357-369
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• 1998

Science-related affective domain is considered as a very important domain for achieving students' scientific literacy. Most science educational objectives include some objectives about affective domain such as scientific attitudes, values, curiosity, interests and concerns about nature and science. In this research, the evaluation framework and items of science-related affective domain were developed. The evaluation framework consists of three main categories such as cognition, interest and scientific attitudes and 16 subcategories. The validity of the evaluation framework is tested by ten science educators. Forty-eight items are selected among item pool by considering item response analysis and item-test correlation coefficient. The Cronbach ${\alpha}$ of the tests is 0.83(cognition and interest) and 0.86(scientific attitudes). The results of the test are as follows. First, boys got higher scores than girls. Second, elementary students got higher scores than secondary students. Finally. students in urban areas showed higher scores than those in rural areas.

• Human Ecology Research
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• v.55 no.2
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• pp.153-166
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• 2017

This study examined the effects of the cognitive and affective country image of Korea on product evaluation and purchase intention for Korean products. The research model was developed from relevant literature based on the halo effect model and data was collected using a self-administered online survey of 772 Southeast Asian consumers from Vietnam, Indonesia, and Malaysia. The major findings are as follows. First, analysis of variance revealed that Vietnam consumers have a significantly positive perception compared to Indonesia and Malaysia, regarding the affective country image and purchase intention towards Korean products. Second, results from structural equation model showed that the affective country image has significantly positive effects on product evaluation and purchase intention, which means the affective country image is directly and indirectly connected to purchase intention towards Korean products. However, cognitive country image only has an indirect effect on purchase intention. Third, the results of comparing path coefficient among three countries showed that the direct effect is more effective for consumers in Indonesia and Malaysia, whereas indirect effect has a stronger effect on consumers in Vietnam. Academically, this study contributes to an expansion of understanding the effects of country image by empirically proving the different roles of cognitive and affective dimensions for country image. This study provides practical implications for developing marketing communication strategies for businesses that hope to penetrate Southeast Asian countries.

• Science of Emotion and Sensibility
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• v.4 no.2
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• pp.47-55
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• 2001

In affective space model for the faces of Korean women in twenties was developed based on the findings of Park, et. at. (2001) that suggested two orthogonal dimensions for the affective representation of a face. babyish-mature and sharp-soft. In the current study, affective facial characteristics were visualized by providing properly synthesized faces at 17 subregions of the model space Effect of physical attributes of a face on its affective evaluation was also investigated along the two affective dimensions. The relationship between typical adjectives describing facial affectiveness anti physical attributes of a face was examined to provide a category-based interpretation.

• The Mathematical Education
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• v.56 no.2
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• pp.213-234
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• 2017

The purpose of this study is to examine the perceptions and needs of the 2015 revised curriculum for elementary school teachers and to draw implications for the application of the 2015 revised mathematics curriculum. For this, the major changes in the 2015 revised mathematics curriculum were examined. Major changes in the 2015 revised mathematics curriculum are as follows: 1) Introduce and emphasize mathematical competencies, 2) Restructure the content system, 3) Reduce mathematics contents to teach, 4) Emphasize the learner's affective domain, 5) Emphasize the use of technology, 6) Improve teaching and learning methods and evaluation methods. Also, a survey was conducted for elementary school teachers to analyze the perceptions and demands of the 2015 Revised Mathematics Curriculum. The contents of the survey are consisted of contents of the teachers' awareness of the main changes of the 2015 Revised Curriculum and their demands to implement the 2015 Revised Curriculum in schools. Finally, conclusions and suggestions were drawn based on the survey results. The conclusions and suggestions are as follows: 1) there is a lack of teachers' awareness of the 2015 Revised Curriculum, 2) Support for mathematics curriculum competencies is needed, 3) A variety of teaching and learning materials are needed for emphasizing the learner's affective domain, using the technology, and improving teaching and learning methods and evaluation methods.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.199-217
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• 2023

Affective characteristics have been consistently emphasized in mathematics education, but students' confidence or interest in mathematics has not changed significantly. This study analyzes the factors affecting the affective characteristics according to students' academic achievements, which have not been studied so far. The study was surveyed 593 students in the 5th and 6th grades, divided into school mathematics education and social-environmental factors. As a result of the study, students cited 'mathematics class at school' as the factor that had the most influence on their affective characteristics, regardless of academic achievement. Excluding 'mathematics classes at school', upper level students said that 'private education' and 'college entrance exams and jobs', had the most influence on their affective characteristics. Middle level students said that 'assessment at school' and 'private education' had the most influence on their affective characteristics. Lower-level students said that 'school evaluation' and 'mathematics textbook' had the most influence on the affective characteristics. In particular, as the academic achievement level decreased, students' participation in classes decreased rapidly. Most students said that the mathematics content they were learning was too difficult for that reason. Considering these research results, it would be effective to apply methods according to students' academic achievement to some extent in order to improve affective characteristics.

• Journal of the Ergonomics Society of Korea
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• v.29 no.4
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• pp.527-532
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• 2010

Product developers nowadays must consider not only the technological satisfaction of consumers but their affective needs as well. These affective needs are greatly affected by the appearance and performance functions of the product, which are simply called in this study appearance-based affection and performance-based affection. This study examined these two affective factors that must be considered while designing mobile phones. Extracted relationship between the two factors was processed in five steps. The first step includes gathering potential affective expressions that are needed to evaluate the levels of consumer's affection for mobile phone design in the pool of adjectives. In the second step, a simple frequency analysis was done from a consumer survey to extract frequently used affective expression. The third step was to extract primary tasks for mobile phones and to perform an experiment or a survey for the evaluation of mobile phones using those tasks. Representative affective factors were then extracted in the fourth step based on factor analysis. Finally, using ANOVA, the extracted representative affective factors were prioritized to draw a relationship between appearance-based affection and performance-based affection. The result of this study suggests each of appearance-based affections and performance-based affections that should be considered in designing mobile phones.

• The Mathematical Education
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• v.58 no.4
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• pp.519-530
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• 2019

According to previous studies, meta-affect based on the interaction between cognitive and affective elements in mathematics learning activities maintains a close mechanical relationship with the learner's mathematical ability in a similar way to meta-cognition. In this study, in order to grasp these characteristics phenomenologically, small group problem-solving cases of 5th grade elementary mathematically gifted children were analyzed from a meta-affective perspective. As a result, the two types of problem-solving cases of mathematically gifted children were relatively frequent in the types of meta-affect in which cognitive element related to the cognitive characteristics of mathematically gifted children appeared first. Meta-affects were actively acted as the meta-function of evaluation and attitude types. In the case of successful problem-solving, it was largely biased by the meta-function of evaluation type. In the case of unsuccessful problem-solving, it was largely biased by the meta-function of the monitoring type. It could be seen that the cognitive and affective characteristics of mathematically gifted children appear in problem solving activities through meta-affective activities. In particular, it was found that the affective competence of the problem solver acted on problem-solving activities by meta-affect in the form of emotion or attitude. The meta-affecive characteristics of mathematically gifted children and their working principles will provide implications in terms of emotions and attitudes related to mathematics learning.

• Journal of the Korea Society of Computer and Information
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• v.27 no.9
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• pp.235-242
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• 2022

One of the important research streams in the privacy literature for the past decade has been to discover factors affecting the decision-making process related to self-disclosure, called the cost-benefit analysis. However, although human behavior is greatly influenced by affective as well as cognitive factors, most of the factors found in previous studies are those with cognitive properties. Based on the awareness of this imbalanced situation, the study examines the role of affective factors on self-dislosure decision-making, especially SNS enjoyment and SNS fatigue. As a result of data analysis, the study finds that the influence of these affective factors is significant, and the influence of SNS enjoyment is greater than that of SNS fatigue. As for the relationship between the affective factors and the decision-making factors, the study finds that the positive affect(enjoyment) relates to only the positive evaluation factor(benefit) and the negative affect(fatigue) relates only the negative evaluation factor(cost), which demonstrate the congruent effect mechanism. Based on the result, the study discusses meaningful implications and suggestions for future studies.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.19-44
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• 2014

This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students' affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students' affective characteristics. In this paper, first of all, relevant theories on affective characteristics in literature are introduced. In other words, the concepts of three affective domains in question - interest, self-efficacy, and value - are reviewed, and their definitions for the present study are made. Also, teaching strategies and support plans for improving students' affective factors are extracted from previous studies. Furthermore, this paper reviews recent trends in research on how the affective domains are related to mathematics education and how one can teach them effectively. The teaching guidelines for each affective domain are developed according to the instruction principles extracted through literature review in general for all subjects. Based on the results of the findings mentioned above, this paper establishes and suggests the guidelines on how to teach mathematics reflecting the affective characteristic.