• Communications of Mathematical Education
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• v.30 no.1
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• pp.67-83
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• 2016

Correcting an imbalance between cognitive and affective aspects of mathematics in schools is recognized as a crucial issue with regards to mathematics education in Korea. Therefore, research and studies about affective aspects have been increasing and themes relating to affective aspects were diverse. Their theme included the improvement of affective aspect, investigation of factors of affective aspect, and development of measurement tools for affective aspect. The purpose of this study is to analyze and organize the research that has been done with respect to affective aspect and drive trend, implication, and their instruction to mathematics education. This study has investigated 103 studies released from 2005 to 2015 on KCI, Korea Citation Index. The results of this study are as follow. First, since released research of affective aspects in mathematics has not increased in number in the last 11 years, academic interest in the affective aspects seems lower than recent interest arousing in Korea. Second, most studies utilized quantitative research as a tool to analyze phenomena and the cause and effect of affective aspects. Third, middle school students were the most common subjects of the studies, followed by elementary school students. Fourth, the studies had various themes such as analyzing the cause and effect of affective aspect, recognizing changes of affective aspects, and measuring affective aspects. The studies, especially, focused most on analyzing how to improve affective aspects by applying it to programs such as mathematic activities and solving mathematic problems. It is necessary for future research to have a long-term perspective and to provide a space for communication. Research should not only focus on how recognize affective aspects differently, which is based on its cultural background, but also to draw affective solutions from them.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.3
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• pp.193-215
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• 2014

This study examines undergraduate nursing students' user satisfaction and affective experience of collaborative information behavior in a group-based learning through survey method to see the relationship between these factors. For this purpose, the affective experiences (positive and negative aspects) of collaborative information search were examined using the PANAS scale through the same questionnaire. Correlation between students' experiences of collaborative information search and affective aspects were examined, and statistical significance using the t-test were also conducted to measure the relationship among students' demographic factors, experiences of collaborative information search and affective aspects. The results revealed that there was a significant correlation between experiences of collaborative information search and affective aspects. Also, there were significant relationships among students' demographic factors, experiences of collaborative information search and affective aspects. In particular, there were signigicant differences in students' overall satisfaction of collaboration and positive aspects between male and female students who experienced collaborative information search. This study found out the possibilities for a follow-up study for affective aspects in collaborative information behavior.

• School Mathematics
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• v.17 no.1
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• pp.99-118
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• 2015

The purpose of this study is to investigate teachers' perception of core competencies and affective aspects in mathematics. For this purpose, a nationwide survey was conducted. The survey questionnaire consists of three core competencies including problem solving, reasoning and communication, and two affective aspects including good human nature and attitudes. The survey results were further analyzed based on school level, teaching experience, location of schools, and types of high schools. As a result, four findings were identified. First, elementary school teachers tend to put more emphasis on core competencies and affective aspects than secondary school teachers do. Second, in elementary school level, longer teaching experience is correlated with more positive perception of core competencies and affective aspects. However, there was an opposite tendency in secondary school level. Third, teachers working at schools in metropolitan cities tend to emphasize core competencies and affective aspects more than those at schools located in mid-sized cities and rural areas. Fourth, the school types in high school didn't seem to affect the teachers' perception on core competencies and affective aspects.

• Journal of Educational Research in Mathematics
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• v.21 no.2
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• pp.149-163
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• 2011

While the affective aspects are emphasized in the current mathematics curriculum in Korea, it is just indicated a superficial degree. Therefore in this study, based on consideration for internal representational system theories, a dynamic viewpoints of self-system processes, socio-constructivist perspectives, and motivation theories, we discuss the meaning of affective competency, the motive of mathematics learning, mathematical identity of students, social environments and affective experiences, then we suggest an affective frame in mathematical learning. Hereby, we suggest what should be considered in affect instructions and the alternative goal of mathematical education in affective aspects.

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.497-509
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• 2007

Among many remedial approaches against the increasing unfavorableness toward school science, one of the prevalent findings studied by affective experts is that students' achievement in science and their attitude toward it has a relatively weak relationship. In contrast, cognitive experts assert that the conceptual change involves more than cognitive aspects, and may be influenced by affective factors such as beliefs, motivation, learning attitudes, and sociocultural contexts. The latter regards continuous conceptual change as leading to better student understanding of science with variables of students' attitude toward science. As an initial step toward illuminating the affective-cognitive learning aspects of science, the purpose of this study is to develop an instrument for analyzing the relationship between students' conceptual understanding and affective factors. Cognitive questionnaires from the database of distribution in students' misconceptions of physics (DMP project), and affective questionnaires from the Relevance of Science Education (ROSE project) are integrated into our instrument. The respondents are high school students in Okayama prefecture, Japan. Through the pilot test, the authors integrated attitude toward science (AS) and interest inventory (II) from ROSE into cognitive understanding (CD) from DMP. Statistical methodologies such as factor analysis and item total correlation theoretically discerned the effective sixty-three items from the two original item pools. Having discussed two validity issues, the authors suggest ongoing research associated with our affective-cognitive research perspective.

• The Mathematical Education
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• v.44 no.1 s.108
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• pp.113-124
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• 2005

In this study, we have analysed and compared the cognitive, affective, and emotional aspects of the mathematically gifted, the scientifically gifted, and common middle school students in cognitive, affective, and emotional aspects. The mathematically gifted students are proved to have better continuous/simultaneous information processing, more positive mathematical disposition, more preference to difficult tasks, and higher EQ than the common students do. On another hand, no difference is found between the mathematically gifted and the scientifically gifted students in creative problem solving ability however, the mathematically gifted have more self-confidence, more curiosity for mathematics, stronger will, and more disposition to monitor and reflect, and more efficient self-control than the scientifically gifted do. In short, the mathematically gifted are superior to common students in mostly all aspects, and better than the scientifically gifted in the affective part.

• Journal of the Korean Society for Library and Information Science
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• v.55 no.2
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• pp.289-324
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• 2021

This study reports on early adolescents' health information seeking behaviors that investigated cognitive, affective, and physical aspects of behaviors as they experienced to find information on their needs of health information seeking. In spite of the current widespread internet health information use by adolescents, little research exists to illuminate how they are engaged in cognitive, affective, and physical information behaviors in information search process. Qualitative data were collected through individual interviews informed by Kuhlthau's information search process. Forty adolescents from S city in South Korea participated in the project. Findings report thoughts, feelings, and actions aspects of information search process. This study expects to extend our knowledge of the adolescents' health information seeking behaviors of Kuhlthau's information search process.

• Sleep Medicine and Psychophysiology
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• v.30 no.1
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• pp.13-21
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• 2023

The Seasonal Affective Disorder (SAD) is a disorder characterized by prolonged periods of depression and various physical and psychological symptoms experienced during specific seasons, typically winter. In this review aims to provide a comprehensive overview of SAD with a specific focus on psychophysiological aspects. Through the review from ancient times to the present, this paper explores the characteristics, causes, and underlying mechanisms of SAD. Particularly, it comprehensively reviews the research findings on the relationship between external factors such as light, sunlight, climate, and their association with SAD. Furthermore, the paper discusses the interplay between SAD and psychophysiological changes, along with the latest research trends in treatment and prevention strategies. By combining theoretical and practical perspectives on SAD, this article aims to provide a holistic understanding and offer suggestions for future research directions and clinical interventions.

• Journal of the Korean Society of Costume
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• v.31
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• pp.75-87
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• 1997

The purpose of this study was to investigate the experiential aspects of consumer in the ap-parel buying process especially the affective aspects. An ethnographic approach is a kind of qualitative analysis or naturalistic inquiry be-ing adopted by studies of anthnopology and consumer behavior,. Data were collected via doing participant observation interview field notes and recording for three months from fe-male students of universities in Pusan. Results were as following: First consumers experienced the various kinds of affection in the apparel buying pro-cess such as satisfaction pleasure/refresh-ment interest/attraction pride conspicous-ness impulse neglect prostration anxiety ir-ritation and dispiritedness. Second especially they were felt satis-faction and conspicousness by the atmosphere of store pleasure by the smell of store and impulse by nostalgia in apparel buying process. Also negative affections felt in the process such as neglect prostration anxiety and irri-taton had a great influence to apparel buying behavior. This study was to serve as a pilot study we wished to fortify the methodology of qualitat-ive analysis to identify themes and to de-velop hypothesis for further study.

• 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.