• Journal of Distribution Science
• /
• v.15 no.2
• /
• pp.91-100
• /
• 2017

Purpose - Domestic franchise market has been grown steadily, reaching 50 trillion won in sales and 3,360 franchise headquarters in 2014. A franchise system is an effective business system for the franchisees to lower the failure rate due to the fact that the inexperienced entrepreneurs are supported by their headquarters through the franchisee contract. However, there are also conflicts between franchiser and franchisee behind the quantitative growth of domestic franchise industry. Therefore, it is very important to structure the causes of conflicts and to examine the effect of factors on the relationship commitment and performances. Research design, data, and methodology - In this study, the author divides the composite incompatibility between the franchise and the franchisee into goal incongruity, domain dissensus, and perceptual differences, and examines each dimension to the relationship with commitment and performances. To verify the proposed research model and test hypotheses, the author selected 200 franchise responses in food and beverage industry. The data were analyzed using SPSS 18.0 and AMOS structural equation modeling program. Results - The empirical findings provide goal incongruity and perceptual differences have a negative effect on the affective commitment, but not the calculative commitment. In addition, affective commitment and calculative commitment are found to have a positive effect on re-contractual intention and extended brand shop running intention, respectively. Affective commitment have a stronger effect on re-contractual intention than calculative commitment. Conclusions - First of all, the fact that goal incongruity and perceptual differences negatively affect the affective commitment, but it does not affect the calculative commitment. It means the relationship commitment in distribution channel are multi-dimensional concept that may be attributed to emotional or affective dimensions but may exist in terms of necessity or power-dependence. Second, the level of relationship commitment such as affective and calculative commitment to franchise headquarters positively affects the re-contractual intention and franchiser's extend brand shop running intention suggest that franchiser should encourage and support existing franchisee's commitment. Third, the fact that affective commitment has a greater effect on relationship performance than calculative commitment means to induce franchisee's affective commitment and to prevent the inconsistency between goals and perceptual differences.

• Journal of Educational Research in Mathematics
• /
• v.21 no.2
• /
• pp.149-163
• /
• 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 Korea Academia-Industrial cooperation Society
• /
• v.20 no.10
• /
• pp.159-168
• /
• 2019

This study draws on goal orientation theory and proposes the team learning goal orientation as an antecedent of team creativity. In addition, an Input-Process-Output (IPO) model was adopted, in which the team reflexivity, team efficacy, and positive group affective tone (PGAT) are linking mechanisms in the relationship between team learning goal orientation and team creativity. Using 57 teams from three lectures of the college, hierarchical regression analysis was conducted at the team level. The results showed that the team learning goal orientation had positive associations with team creativity, team reflexivity, and team efficacy. In addition, team reflexivity and team efficacy positively predicted the team creativity. Furthermore, the relationship between team learning goal orientation and team creativity was mediated by the team reflexivity and team efficacy. In contrast to predictions, PGAT did not show significant relations with both team learning goal orientation and team creativity. In conclusion, this study integrated the team-learning goal orientation and team creativity literature and contributes to the understanding of team reflexivity as a cognitive process and team efficacy as a motivational process between the team property and team creativity. These results have practical implications for managing teams.

• Journal of The Korean Association For Science Education
• /
• v.25 no.7
• /
• pp.728-735
• /
• 2005

In this study, relationships between student the cognitive affective characteristics and conceptual understanding from individual computer-assisted instruction were investigated. Tests regarding field dependence-independence, learning strategy, self-regulated ability, visual learning preference, goal orientation, self-efficacy on ability, and computer attitude were administered. After having been taught by means of a CAl program, a conception test on molecular motion was administered. It was found that student conceptual understanding was significantly related to field independence, learning strategy, self-regulated ability among the cognitive characteristics and visual learning preference, goal orientation, self-efficacy on ability among the affective characteristics. Multiple regression analysis of the cognitive characteristics on conceptual understanding found that field dependence-independence was the most significant predictor. Self-regulated ability and a deep learning strategy were also found to have predictive power. Lastly, analysis of the affective characteristics, visual learning preference and self-efficacy on ability exposed them to be significant predictors of student conceptual understanding.

• Journal of the Korean School Mathematics Society
• /
• v.17 no.1
• /
• pp.23-43
• /
• 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. Especially, this paper describes meta-analyses of the results from the previous PISA and TIMSS studies. Afterwards, it reports statistical analyses results on the relationship between students' affective achievements and educational context variables. Data from TIMSS 2011, TIMSS 2007, PISA 2006, and PISA 2003 are used for the analyses, and contextual variables are selected through rigorous statistical analyses including frequency and correlation, and expert consultation. The effects of educational contextual variables on students' affective achievement in mathematics and science are analyzed through Hierarchical Linear Model.

• Journal of Korean Elementary Science Education
• /
• v.19 no.2
• /
• pp.29-41
• /
• 2000

The purpose of this study is to examine the effects of the Portfolio applied science instruction on the students' scientific affective domain and perceptions of portfolio in elementary schools. Portfolio applied science instruction of the 6th grade science unit 'Environment pollution and Nature protection' was developed for this study. Traditional instruction was implemented to the control group and portfolio applied science instruction was implemented to the experimental group. Pretests of the scientific affective domain were administered to both groups. The treatment was given for about seven weeks for both groups. Instruments about scientific affective domain were administered to both groups. A questionnaire on perception of portfolio applied science instruction was given to the experimental group after the treatment. The results were analyzed using t-test on the students' scientific affective domain. The results of this study are as follows: 1. Portfolio applied science instruction program for elementary schools was developed. Students themselves determine the portfolio learning goal in a portfolio applied science instruction. Students construct the portfolio and they evaluate themselves and other colleagues. Also teachers go on portfolio applied science instruction considering portfolio purpose, concepts, evaluation. 2. There was not a statistically meaningful difference between an experimental group and a control group o]1 the students' scientific affective domain. In three sub categories of a scientific affective domain, the science perception, the interest on science and scientific attitude, there were not statistically meaningful difference among them. 3. As the results of the questionnaire on perceptions of portfolio, they didn't understand it very well but after learning portfolio, they showed positive attitude to perceptions of portfolio. Students in portfolio applied science instruction like more the portfolio applied science instruction than general instruction. 4. Portfolio applied science instruction has an useful value as a method of teaching and evaluation. Students and teachers can produce various portfolios products in portfolio applied science instruction. As a conclusion, portfolio applied science instruction was not statistically meaningful on the students' scientific affective domain, but it gives positive effects on perceptions of portfolio in elementary schools. Therefore, portfolio has an educational value as a method of teaching and evaluation for students' growth. In the future, teachers and students must have interaction and feedback in portfolio applied science instruction.

• Journal of The Korean Association For Science Education
• /
• v.21 no.4
• /
• pp.658-667
• /
• 2001

In this study, the relationships among students' cognitive/affective variables, cognitive conflict induced by anomalous data, and conceptual change were investigated. Tests regarding background knowledge, field dependence-independence, learning strategy, logical thinking ability, goal orientation, self-efficacy on prior concept and ability, and control belief were administered. Tests of prior conceptions, responses to anomalous data, conception, and retention of conception were also administered. There were no significant correlations of cognitive conflict induced by anomalous data with students' cognitive and affective variables. However, prior knowledge on molecular motion, field dependence-independence, and learning strategy were significantly correlated with students' conception and retention of conception. Logical thinking ability was also correlated with their conception. Multiple regression analysis indicated that learning strategy significantly predicted students' conception and retention of conception. For the affective variables, self-efficacy on ability was significantly correlated with students' conception and retention of conception, and goal orientation was correlated with their conception. Self-efficacy on ability was a significant predictor on students' conception and retention of conception, and goal orientation on their conception.

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

• Child Health Nursing Research
• /
• v.17 no.2
• /
• pp.120-126
• /
• 2011

Purpose: The purpose of this study was to explore the concept of Mother-Child Interaction (MCI). Methods: The concept analysis method described by Walker & Avant (2005) was used. Results: The attributes of MCI were as follows; 1) MCI involves positive or negative affective and verbal communication. 2) MCI involves mother, child, and dyadic activity. 3) MCI involves sensitivity, responsiveness, and child developmental stimulation. 4) MCI is reciprocal, goal-oriented partnership process. The antecedents of MCI are need for goal attainment, relationship, and child development (cognitive, physical, emotional, and social). The consequences of MCI are goal attainment, promotion of mother-child relationship, and promotion of child development. Conclusion: MCI is a reciprocal, goal-oriented partnership process and is an important concept in child development and health. Appropriate instruments to operationalize the concept need to be developed.

• Science of Emotion and Sensibility
• /
• v.6 no.2
• /
• pp.21-28
• /
• 2003

Tn the present study, 9 photographs from the International Affective Picture System (IAPS) judged to express best 2-dimensional sensibility were selected and used to stimulate the subjects. The goal of the study lay in verifying whether or not the consequent affective changes in the subjects can be discriminated psychologically and physiologically in terms of arousal and relaxation. In order to determine affective changes, the physiological signals of the subjects' autonomic nervous system were measured through electrocardiogram (ECG) , galvanic skin response (GSR), skin temperature, and respiration. After stimulation and measurement, subjective evaluation was conducted. Subjective evaluation revealed that affective arousal level could be classified into 4 consecutive stages: arousal 〉 unpleasant arousal, pleasant arousal 〉 comfort 〉 relaxation. Analysis revealed that the responses of the autonomic nervous system, too, could be classified into 3 consecutive stages: arousal, unpleasant arousal, pleasant arousal 〉 comfort 〉 relaxation. By selecting and using 9 photographs from the IAPS deemed best to express Koreans'2-dimensional sensibility, the present study confirmed that it is possible to discriminate changes in the subjects' affective arousal level in terms of arousal and relaxation through psychological and physiological evaluation.