• 한국과학교육학회지
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• 제16권3호
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• pp.249-259
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• 1996

The purpose of this study was to analyze relationships among science achievement, science process skills and affective perception of high school students. The affective perception was included attitude toward science and science anxiety in the study. The instruments were developed HARS and SAMS for this study. The subject was sampled 1,115 students by stratified cluster sampling method. The major findings of this study were as follows: The tendency to affective perception was investigated according to students variables. Atittude toward science was showed a negative perception on female than male, in rural area than city. Science anxiety was percepted highly on female than male, in rural area than city. Attitude toward science showed positive relations to science process skills, science achievement, but which showed negative relation to science anxiety. Science anxiety showed negative relations among science process skills, science achievement and attitude toward science. Structural relationships among affective perception, science process skills and science achievement were analyzed by effect size through the path analysis on the independent and dependent variables. By the results, it was indicated that there have significant direct effect not only affective perception influence on science achievement but also on science process skills in hypothesized model. Prediction of science achievement and science process skills were clarified to characteristics of the affective perception.Therefore, understanding about affective perception will be helpful to make the strategy of science teaching

• 한국수학교육학회지시리즈A:수학교육
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• 제61권4호
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• pp.631-651
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• 2022

우리나라 학생들의 수학 정의적 성취도가 낮고 학년이 올라갈수록 학생들이 수학을 포기하는 비율이 증가한다는 점이 지속적으로 문제 제기되어 왔다. 이에 국가 기관이나 교육청, 학교 차원에서 다양한 수학 정의적 영역 관련 정책이 추진되어 왔으나, 더욱 본질적인 측면에서의 개선을 위해 기존의 여러 정책을 살펴보고 개선 방향을 탐색할 필요가 있다. 본 연구는 성장 마인드셋이 정의적 성취의 신장에 도움을 준다는 선행연구에 기초하여, 학생의 수학에 관한 성장 마인드셋을 향상시켜서 궁극적으로 수학 정의적 성취를 신장시킬 수 있는 정책을 탐색하는 데 초점을 두었다. 이에, 먼저 문헌 연구를 통해 우리나라 학생들의 수학 정의적 성취 실태 및 변화 추이를 살펴보고, 국내외에서 이루어진 수학 정의적 영역 관련 정책 및 사례를 조사하였다. 그 결과를 토대로 키워드를 설정하여 수학 마인드셋 향상과 정의적 성취 신장을 위한 정책의 방향을 제안하였다.

• 대한지구과학교육학회지
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• 제3권1호
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• pp.36-46
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• 2010

The purpose of this study is to find out the influence of MBL Exhibition Class on the Elementary School students' academic achievement, scientific research abilities and affective characters. For the purpose, three classes were sampled in the 5th grade of an elementary school. Among the three classes, two were designated as the comparative classes consisted of 68 students and the other was the experimental class, 33 students. The comparative classes were given lessens according to the content presented in the textbook of 7th Education Curriculum and the experimental class was given re-built lessons with using MBL machines. Before and after giving lessons, students of both classes took a test for science academic achievement. And also the scientific research abilities and affective characters were examined. The conclusions from this study is as follows. First, according to the result of science academic achievement test after giving lessons, the mean of the experimental class was higher than that of the comparative classes meaningfully. Second, scientific research abilities of the experimental class was shown higher than that of the comparative classes meaningfully. Specially, basic research abilities were improved very meaningfully and only hypothesis-building ability was improved among integrated research abilities. Third, it doesn't seem that MBL exhibition class is effective on affective characters(interest, attitudes).

• 한국초등과학교육학회지:초등과학교육
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• 제29권4호
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• pp.389-400
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• 2010

This study is focused on analyzing effects of Self-regulated learning on Academic self-regulation, Science achievement and Science Related Affective Domains. The subjects of this study were sampled from fifth grades of a elementary school in Seoul, 61 students. One class (31 students) out of selected two classes was applied to Self regulated learning Teaching Model, the other (30 students) took conventional methods of teaching. The experiment proceeded for 21 weeks, 51 times of classes. According to the results of this study, Self-regulated learning improved the children's Academic self regulation ability. Self-regulated learning improved the children's science achievement. Self-regulated learning improved the children's Science Related Affective Domains. Furthermore, six distinct dimensions of Academic self-regulation have correlation with scientific attitudes, interests of Science Related Affective Domains.

• 공학교육연구
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• 제17권6호
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• pp.20-29
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• 2014

The purpose of this study is to analyze the traits on the cognitive and affective learning style of university students. CALSIU(The Cognitive & Affective Learning Style Inventory for University School Students) by Kim, E. J. was modified for applying to university students and performed with 399 university students from three universities in Daejeon and Chungnam. Statistical analysis done in this study were ANOVA and Scheffe's test. Findings of the study are as follows : First, the students with high academic achievements have intuitive perception type, whole processing type, and deep storage & recall type. Secondly, the students with low academic achievement have strong non-academic learning type. Third, interaction attitude of affective learning styles is the important element to determine their academic achievement. The students with independent type get high academic achievements. Therefore, instructor should consider the learning styles of students, and it should be used to improve their teaching & learning strategy for better academic achievements of university students.

• 한국초등과학교육학회지:초등과학교육
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• 제25권1호
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• pp.59-69
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• 2006

The purpose of this study was to investigate effects of discussion using newspapers on fifth grade elementary school students' academic achievement and affective characteristics related to science. Additionally, this study intended to examine students' ideas about newspaper utilization, discussion based learning and science with questionnaire. The subjects were 59 fifth grade students from two classes. NIE was used in the experimental group and traditional teaching methods in the control group. In pretest and posttest sessions, both groups were evaluated by the academic achievement test, and an affective characteristics related science test. The results of this study showed that the academic achievement of the experimental group which applied discussion using newspapers was significantly higher than that of the control group which applied traditional instruction, especially in terms of knowledge and understanding. Additionally, the results showed that discussion using newspapers had a positive effect on affective domains such as perception, interest and attendance for science classes. In particular, the post-results of the experimental group were higher than pre-results, on the other hand, those of the control group were lower than preresults in all affective domains. It appeared that students had positive thoughts about newspaper utilization, discussion based learning, and science. The half of students who had low academic achievement showed negative reactions for discussion based learning.

• 영어어문교육
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• 제17권2호
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• pp.139-160
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• 2011

This study examines correlations between affective variables and English learners' achievement in native teachers' classes. Specifically, it aims to study the relationships among Korean college students' English learning motivation, anxiety, WTC (willingness to communicate) and their English achievement scores. For the purpose, the questionnaire surveys were conducted, and the students' English scores were analyzed and compared. The participants were 216 university students taking the general English courses as a requirement for graduation. The results indicated that although the students had high level motivation to learn English, especially for social reasons, their WTC in and outside the classroom was low. Also, unlike the previous studies on foreign language anxiety, their anxiety level was not significant. Anxiety and motivation were negatively correlated; WTC and motivation were positively correlated. However, according to the regression analysis, the explanatory power of the three affective variables was not significant for the students' achievement scores. Several possible reasons and some pedagogical implications are provided in the conclusion.

• 한국생활과학회지
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• 제14권4호
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• pp.547-559
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• 2005

The purpose of this study was to explore the effects of mothers' self-efficacy, parenting behaviors, and children's achievement motivation on children's self-efficacy. Subjects were 591 fifth- and sixth-graders and their mothers in Busan. Statistics and methods used for data analysis were Cronbach's alpha, Pearson's correlation, Multiple Regression, and Path Analysis. Several major findings of this study were as follows: 1) Any difference was not found by sex in children's general and total self-efficacy. Girls' social efficacy, however, was higher than boys'. 2) Achievement motivation had a direct positive effect and was the first positive contribution factor to the self-efficacy of both sexes. 3) On boys' self-efficacy, mothers' own had an indirect positive effect through achievement motivation, and their parental role efficacy had a positive effect, direct or indirect, through their affective parenting behaviors and the boys' achievement motivation; also mothers' affective parenting behaviors had an indirect positive effect through achievement motivation, and their controlling parenting had a direct negative effect. 4) On girls' self-efficacy, mothers' own had a direct positive effect, and their parental role efficacy had an indirect positive effect through their affective and controlling parenting behaviors and the girls' achievement motivation; also mothers' affective parenting behaviors had a positive effect, direct or indirect, through achievement motivation, and the controlling parenting had a negative effect, direct or indirect.

• 한국학교수학회논문집
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• 제14권4호
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• pp.491-518
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• 2011

최근에 수행된 여러 연구 결과에 따르면 우리나라 학생들의 수학에 대한 정의적 성취는 인지적 성취에 비해 매우 낮은 수준으로 나타났고, 이는 개인 연구자 수준을 넘어서 국가적 차원에서 연구를 요구하는 수준에 이르렀다. 현재 수학에 대한 정의적 성취를 향상시키기 위한 다양한 노력과 논의가 진행되고 있으나 수학 교사에 초점을 맞춘 정의적 영역에 대한 연구는 미비한 실정이다. 이에 본 연구에서는 경기도 소재 중등학교 수학 교사 327명을 대상으로 교사들의 정의적 특성에 대한 인식, 수업에서의 실천도, 향후 실천 의지 및 계획 등에 관해서 조사를 하였다. 선행 연구에 따르면 수학 교과에 대한 학생들의 정의적 성취는 매우 낮은 수준으로 나타난 반면 본 연구에서 조사한 교사들의 수업에서의 정의적 영역에 대한 인식 및 실천 정도는 상대적으로 높게 나타난 교사와 학생간의 견해 차이가 존재함을 알 수 있었다.

• 한국초등과학교육학회지:초등과학교육
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• 제25권4호
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• pp.454-464
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• 2006

The purpose of this study was to develop MBL(Microcomputer Based Laboratory) programs for sixth-grade elementary students in science laboratory instructions and to ascertain the effects of this program on academic achievement and science-related affective characteristics. In laboratory instructions, using the MBL was found to be effective in improving academic achievement for elementary students, especially in the domain of knowledge. In addition, it helped students to improve science-related affective characteristics. The experimental group showed higher levels, especially in the domains of cognition and interest. When our findings were analyzed in detail, the sub-domains that showed positive effects included 'cognition of science' in the domain of cognition, and interest toward science', 'interest toward science learning', 'interest toward science related activities', and 'anxiety for science' in the domain of interest. Male students exhibited improvement in the domain of cognition while female students showed improvement in the domain of interest. In conclusion, utilizing MBL programs as an experimental measurement in the real field of elementary science education can be said to be both positive and desirable.