• Title/Summary/Keyword: affective attitude

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Review of Researches in Concept, Measurement, Effect, and Influence Factor of Teacher Efficacy (교사효능감의 개념, 측정, 효과, 영향요인에 대한 연구동향)

  • JU, Dong-Beom
    • Journal of Fisheries and Marine Sciences Education
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    • v.21 no.4
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    • pp.489-498
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    • 2009
  • The purpose of the study is to review research in concept, measurement, effect, and influence factor of teacher efficacy. Through the review of previous research, the study shows that the concept of teacher efficacy is likely to be situation-specific rather than teacher characteristic. And the study represents that the measurement of teacher efficacy is related to the development of measurement instrument and the extraction of construct. The effect of teacher efficacy concerns the relationship between teacher efficacy and the student's academic achievement and affective traits such as motivation, interests, and attitude, and the relationship between teacher efficacy and teacher. And the influence factor of teacher efficacy concerns the influence of job environment related to teacher. The four things mentioned above are discussed in detail based on the previous research.

Effects of An Integrated Atmosphere Environmental Education Program on Pro-Environmental Attitudes of Elementary Students (대기 환경교육이 초등학생의 환경친화적 태도에 미치는 영향)

  • Shim, Sang-Mi;Lee, Sang-Won
    • Hwankyungkyoyuk
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    • v.23 no.2
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    • pp.16-31
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    • 2010
  • The purpose of this study was to investigate the influence of the integrated atmosphere environmental education program on environmental attitudes for 5th graders in elementary school. The major results of this study were as follows. First, the developed atmosphere environmental education program had a positive effect on environmental attitudes of elementary students. Second, it also had a positive effect on their interest and desire of atmosphere environment issues. Third, it had a positive correlation among the 3 subdomains of cognitive, affective and behavioral. In conclusion, the atmosphere environmental education program is more directly effective than lectures on environment following the curriculum to improve students' attitudes toward environment. Therefore, it is required that more systematic research should be done linking with teaching and learning methods, as a follow-up activity.

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Effects of Death Attitude on Death Anxiety (죽음에 대한 태도가 죽음불안에 미치는 영향)

  • Lim, Song-Ja;Song, Sun-Hee
    • The Journal of the Korea Contents Association
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    • v.12 no.5
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    • pp.243-255
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    • 2012
  • This study is intended to find out the effect and differences of individual characteristic of the death attitude on death anxiety. The college students who study in the area of Chonan, Yongin, and Asan and the adults who live in the area of Chonan and Asan enrolled for this study. We analyzed the survey data from 325 responses finally. The results are summarized in three ways: First, adults are more positive than college students, religious people are more positive than nonreligious people, female are more positive than male, and married people are more positive than unmarried people in the death attitude. Second, college students are more positive than adults, nonreligious people are more positive than religious people, female are more positive than male, and unmarried people are more positive than married people in the death anxiety. Third, there is a correlation between the death anxiety and the death attitude. The fear on death has negative correlation on all subvariables of the death anxiety. Avoidance on death has positive correlation on the physical change anxiety, and openness on death has positive correlation on the cognitive and affective anxiety. Finally, It showed that the death attitude are affected by the death anxiety. The death anxiety was not much, if the fear on death are more little, the death anxiety was much, if the avoidance on death are much.

The Influence of the Grouping Method by Personality Types on Mathematical Attitude and Achievement in Small Group Cooperative Learning (소집단 협동학습에서 성격유형별 집단구성방법이 수학적 태도 및 성취도에 미치는 영향)

  • Oh, Yun-Suk;Park, Sung-Sun
    • Communications of Mathematical Education
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    • v.22 no.2
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    • pp.211-227
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    • 2008
  • The method of being composed of small groups has a strong influence on mathematics and cooperative learning and therefore, the group classification should be made in a way of considering not only a learner's cognitive factor but also a affective factor in order to maximize the effects. In this research, we regarded personality as the important standard of the group classification for cooperative learning and tried to find out the influence on the mathematical attitude and achievement in mathematics by means of conducting mathematics and cooperative learning according to the personality types. In order to resolve this problem, we performed the cooperative learning of small group subject to the students at year 6 in an elementary school by making up a similar personality type of group and a different personality type of group through MMTIC examination, and also tried to find out any significant difference in terms of mathematical attitude and achievement in mathematics between two groups. The results obtained in this research are as follows; First, organizing groups in accordance with personality types did not affect on mathematical attitude. Although there were some positive opinions towards mathematics and cooperative learning, the both similar personality type of group and different personality type of group showed no significant difference in terms of mathematical attitude between two groups. Second, organizing groups in accordance with personality types showed positive effects on the achievement in mathematics. The similar personality type of group showed the better achievement in mathematics than the different personality type of group.

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Development and Validation of Attitude Toward Unification of Korea (ATU-K) Scale (통일에 대한 태도 척도 개발 및 타당화 연구)

  • Choi, Hoon-Seok;Lee, Hayeon;Kwon, Young-Mi;Park, Juhwa
    • Korean Journal of Culture and Social Issue
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    • v.27 no.3
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    • pp.259-284
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    • 2021
  • The present study was conducted to develop and validate a psychological scale that measures individuals' attitude toward unification of Korea (ATU-K). Building on major theoretical perspectives on the structure of attitude and the attitude-behavior link, we specified two sub-components each representing the cognitive and the affective dimension of people's attitude toward unification. In a survey that involved a stratified sample of Korean adults (N = 1,500), we found strong evidence showing the construct validity of the ATU-K scale. We also found evidence for the convergent and discriminant validity of the scale. In a second survey involving another stratified sample of 1,500 Korean adults, we found the utility of the ATU-K scale in predicting people's intention to engage in unification-oriented behaviors (personal/collective). We also found that the ATU-K scale fares better in predicting the intention vis-a-vis the other measures of unification-related beliefs reported in previous research. We discuss implications of our findings and directions for future research.

Human-Technology Integration for Implementing Electronic Approval System in a Hospital (의료기관 전자결제시스템 도입을 위한 Human-Technology Integration에 관한 연구)

  • Park, Jae-Sung;Park, Ki-Soo
    • Korea Journal of Hospital Management
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    • v.7 no.3
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    • pp.102-120
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    • 2002
  • The purpose of study is to understand human-technology integration mechanism by using the study model that takes the core concept and motivation assumptions of technology acceptance model(TAM) into account. This study identifies three motivation mechanisms in adopting or using computer mediated communication(CMC) tool for work. The mechanism comprises with extrinsic, extrinsic motivation, and subjective norm pressure. One hospital with 430 beds and 367 human power was identified and we administered the questionnaire during their work hours. There is 32.4% response rate. The fitting index of the study model surpass the acceptable level, GFI = .980 for none-users, GFI =.986 for users, NNFI = .973 for none-users, and NNFI = .989 for users. In the case of none-users, perceived ease of use determines perceived usefulness that explains behavioral intention to use. As a result, adotpers' usage motivation is based on extrinsic motivation that does not consider their affective factor, attitude, in use of CMC. Users considers their attitudes as the mediating factor of all behavioral beliefs for using CMC continually. Thus, users are likely to depend their adoption behaviors on their affective factor. Moreover, users' behavioral intention is subject to pressures of use from other persons who are important to them, such as supervisor, director, or boss. Achieving human-technology integration in a hospital may cause cost saving and work efficiency. However, the success of information system should base on a profound understanding of employees' adoption behaviors in rejecting, adopting, using, continually using of IT, and organization culture in using IT.

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Consumer's Affective Response Formation from Experience of Travel Agency (여행사경험에 의해 형성되는 소비자의 감성적 반응)

  • Jung, Moon Young;Kim, Gye Seok
    • Asia-Pacific Journal of Business Venturing and Entrepreneurship
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    • v.7 no.4
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    • pp.33-40
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    • 2012
  • The major purpose of this study is to examine the moderating role of affect intensity, an important individual difference variable, upon affect formation based upon PAD framework from the experience of some dimensions of tavel aency or company. Research findings from the analysis of empirical data are as follow. First of all, four factors of customer's experience of travel agency(Resposiveness; Courtesy; Competency; Differentiation) are related to three affect represented by PAD framework(Pleasure; Arousal; Dominance). Moreover factors of experiences have differential influence upon formation of affective responses. Secondly, customers' Affect Intensity has moderating effects upon the formation of affects by the experience from dimensions of travel agency. The third finding is that the affect induced by travel agency has differential influence upon the formation of attitude toward travel agency and the formation of intention of repurchase of the travel service from that agency.

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Skemp's Activities and It's Effects on Area of Operations in Elementary Mathematics (초등학교 연산능력 신장을 위한 Skemp 활동과 효과)

  • Kim Pan-Soo;Kang Yeong-Hi
    • Journal of Elementary Mathematics Education in Korea
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    • v.5 no.1
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    • pp.55-75
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    • 2001
  • The purpose of this paper is to find out the full extent of abilities of elementary students on area of operations and the effects on student's affective domain toward mathematics, after providing 3rd grade students with Skemp's play activities instead of providing activities suggested in the textbook of 7th curriculum. For this study, we will first analyse new elementary mathematics curriculum of 3rd grade and then explore mathematical factors for play activities related to operational sections. The play activities are revised from that of Skemp's for our classroom circumstances, but the ideas included from Skemp's such as thinking aloud were not changed. The experimental group while consists of 39 students were taught Skemp's play activities instead of usual textbook activities for 30 hours for the second term. In all other area, both the experimental group and the comparative group were taught the same contents. Statistical data is as follows 1) In addition and subtraction, the experimental group had 5.6% higher score than the comparative's, but the difference of mean of the both groups is not significant within 5% level. 2) In multiplication and division, the experimental group had 7.8% higher score than the comparative's and also the difference of mean of the beth within 5% level is significant. 3) When measured the effects in affective domain, the interests, attitude, and values for mathematics had about 10% higher score after the experiment than before the experiment. So we conclude that Skemp's activities are more effective than the activities suggested in the textbook on the area of operations, especially in multiplication and division.

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A Meta-Analytic Review of Effects of Brain-Based Education (뇌기반 교육의 효과에 대한 메타분석)

  • Jang, Hwan Young;Jang, Bong Seok
    • Journal of Practical Engineering Education
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    • v.12 no.1
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    • pp.41-47
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    • 2020
  • This study aims to investigate effects of brain-based learning. 27 primary studies were selected through rigorous search process and analyzed through meta-analytic methods. Research findings are as follows. First, the total effect size was .67. Second, the effect of dependent variables was academic achievement, cognitive domain, and affective domain in order. Third, with respect to types of cognitive domain, the effect was self-regulation, creativity, competence, communication, and research ability in order. Fourth, the effect of affective domains was sociality, learning interest, and subject attitude in order. Fifth, regarding development of cognitive ability, the effect size was combined, brain training, learning environments, and right brain activities in order. Sixth, the effect of learning activities was memory improvement and attention enhancement in order.

What happens after IT adoption?: Role of habits, confirmation, and computer self-efficacy formed by the experiences of use (정보기술 수용 후 주관적 지각 형성: 사용 경험에서 형성된 습관, 기대일치, 자기효능감의 역할)

  • Kim, Yong-Young;Oh, Sang-Jo;Ahn, Joong-Ho;Jahng, Jung-Joo
    • Asia pacific journal of information systems
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    • v.18 no.1
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    • pp.25-51
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    • 2008
  • Researchers have been continuously interested in the adoption of information technology (IT) since it is of great importance to the information systems success and it is also an important stage to the success. Adoption alone, however, does not ensure information systems success because it does not necessarily lead to achieving organizational or individual objectives. When an organization or an individual decide to adopt certain information technologies, they have objectives to accomplish by using those technologies. Adoption itself is not the ultimate goal. The period after adoption is when users continue to use IT and intended objectives can be accomplished. Therefore, continued IT use in the post-adoption period accounts more for the accomplishment of the objectives and thus information systems success. Previous studies also suggest that continued IT use in the post-adoption period is one of the important factors to improve long-term productivity. Despite the importance there are few empirical studies focusing on the user behavior of continued IT use in the post-adoption period. User behavior in the post-adoption period is different from that in the pre-adoption period. According to the technology acceptance model, which explains well about the IT adoption, users decide to adopt IT assessing the usefulness and the ease of use. After adoption, users are exposed to new experiences and they shape new beliefs different from the thoughts they had before. Users come to make decisions based on their experiences of IT use whether they will continue to use it or not. Most theories about the user behaviors in the pre-adoption period are limited in describing them after adoption since they do not consider user's experiences of using the adopted IT and the beliefs formed by those experiences. Therefore, in this study, we explore user's experiences and beliefs in the post-adoption period and examine how they affect user's intention to continue to use IT. Through deep literature reviews on the construction of subjective beliefs by experiences, we draw three meaningful constructs which theoretically have great impacts on the continued use of IT: perceived habit, confirmation, and computer self-efficacy. Then, we examine the role of the subjective beliefs on the cognitive/affective attitudes and intention to continue to use that IT. We set up a research model and conducted survey research. Since IT use implies interactions among a user, IT, and a task, we carefully selected the sample of users using same/similar IT to perform same/similar tasks, to exclude unwanted influences of other factors than subjective beliefs on the IT use. We also considered that the sample of users were able to make decisions to continue to use IT volitionally or at least quasi-volitionally. For each construct, we used measurement items recognized for reliability and widely used in the previous research. We slightly modified some items proper to the research context and a pilot test was carried out for forty users of a portal service in a university. We performed a full-scale survey after verifying the reliability of the measurement. The results show that the intention to continue to use IT is strongly influenced by cognitive/affective attitudes, perceived habits, and computer self-efficacy. Confirmation affects the intention to continue indirectly through cognitive/affective attitudes. All the constructs representing the subjective beliefs built by the experiences of IT use have direct and/or indirect impacts on the intention of users. The results also show that the attitudes in the post-adoption period are formed, at least partly, by the experiences of IT use and newly shaped beliefs after adoption. The findings suggest that subjective beliefs built by the experiences have deep impacts on the continued use. The results of the study signify that while experiencing IT in the post-adoption period users form new beliefs, attitudes, and intentions which may be different from those of the pre-adoption period. The results of this study partly demonstrate that the beliefs shaped by the behaviors, those are the experiences of IT use, influence users' attitudes and intention. The results also suggest that behaviors (experiences) also change attitudes while attitudes shape behaviors. If we combine the findings of this study with the results of the previous research on IT adoption, we can propose a cycle of IT adoption and use where behavior shapes attitude, the attitude forms new behavior, and that behavior shapes new attitude. Different from the previous research, the study focused on the user experience after IT adoption and empirically demonstrated the strong influence of the subjective beliefs formed in the post-adoption period on the continued use. This partly confirms the differences between attitudes in the pre-adoption and in the post-adoption period. Users continuously change their attitudes and intentions while experiencing (using) IT. Therefore, to make users adopt IT and to make them use IT after adoption is a different problem. To encourage users to use IT after adoption, experiential variables such as perceived habit, confirmation, and computer self-efficacy should be managed properly.