• Journal of Digital Convergence
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• v.10 no.5
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• pp.89-103
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• 2012

This paper analyzed the effect of learning motivation and conation(endurance, effort) on the consultant' entrepreneurship(innovativeness, proactiveness, risk- taking) and competencies(ability, knowledge, attitude), and the mediating effect of the entrepreneurship on the consultant's competencies. The result shows that the learning motivation and conation have a positive impact on the partial factors of the consultant's entrepreneurship(innovativeness, proactiveness) and competencies(ability, knowledge), but not impact on the risk- taking and the attitude. Innovativeness and proactiveness have an positive impact on the consultant's competencies, but not the risk-taking. Innovation and proactiveness fully mediated the effect of learning motivation on the ability, and partially mediated on the knowledge. The effect of learning conation on the ability and knowledge was partially mediated by the innovation, not by the proactiveness. This study shows that the management of the learning motivation and conation, the education of entrepreneurship(innovativeness, proactiveness) are very important for the cultivating the consultant' competencies.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.28 no.3
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• pp.681-694
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• 2018

This paper studied the effects of risk cognition of personal information and self-expression information on conation of privacy protection. In the first study, 88 college students who volunteered for this research were surveyed about risk cognition of personal information and conation to protect it. In the second study, after an information-seeking expert collected and organized the self-expression information that 88 volunteers had expressed on SNS, and then showed the organized self-expression information to 88 volunteers, and then 88 volunteers were surveyed about risk cognition of self-expression information and conation to protect it. As results of the first data analysis, the risk cognition of personal information had the greatest influence on non-disclosure of personal information, followed by reduction of the disclosure scope and law institutionalization requirement. As results of the second data analysis, SNS users openly expressed their opinion or life-style, but when they realized that self-expression information can be accumulated and become sensitive information, they had conation to protect their self-expression information such as non-disclosure, reduction of disclosure scope, and law institutionalization requirement. The implication of this study is that we have overcome the limitations of existing researches that can not explain information protection behavior on SNS.

• Research in Mathematical Education
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• v.22 no.2
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• pp.99-121
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• 2019

This article looks back and also looks forward at the values aspect of school mathematics teaching and learning. Looking back, it draws on existing academic knowledge to explain why the values construct has been regarded in recent writings as a conative variable, that is, associated with willingness and motivation. The discussion highlights the tripartite model of the human mind which was first conceptualised in the eighteenth century, emphasising the intertwined and mutually enabling processes of cognition, affect, and conation. The article also discusses what we already know about the nature of values, which suggests that values are both consistent and malleable. The trend in mathematics educational research into values over the last three decades or so is outlined. These allow for an updated definition of values in mathematics education to be offered in this article. Considering the categories of values that might be found in mathematics classrooms, an argument is also made for more attention to be paid to general educational values. After all, the potential of the values construct in mathematics education research extends beyond student understanding of and performance in mathematics, to realising an ethical mathematics education which is important for thriveability in the Fourth Industrial Revolution. Looking ahead, then, this article outlines a 4-step values development approach for implementation in the classroom, involving Justifying, Essaying, Declaring, and Identifying. With an acronym of JEDI, this novel approach has been informed by the theories of 'saying is believing', self-persuasion, insufficient justification, and abstract construals.

• Communications of Mathematical Education
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• v.31 no.2
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• pp.187-201
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• 2017

The study in this paper, which is part of a bigger study investigating non-cognitive characteristics of Korean students at the 4-12 grade levels, aims to identify the influential characteristics that explain students' decision to give up on mathematics learning. We consider seven non-cognitive student characteristics: value, interest, attitudes, external motivation, internal motivation, learning conation and efficacy. Data were collected from 21,485 Korean students, and were analyzed with a logistic regression method using SPSS. The findings show that efficacy was the most significant indicator of students' decision to give up on mathematics learning in all three grade level bands: elementary (4th-6th), middle (7th-9th) and high (10th-12th). In particular, the causal model analysis shows that students who highly value mathematics tend to have stronger internal and external motivation, which bring about stronger interest and learning conation, which in turn lead to positive attitudes and strong efficacy regarding the learning of mathematics. It was further found that while external motivation was a significant indicator of upper grade level students' decision to give up on mathematics learning, it was only a moderate indicator for lower grade level students. The findings of this study provide useful information about which non-cognitive areas need to be focused on, in what grade levels, to help students stay on track and not fall behind in learning mathematics.

• Information Systems Review
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• v.21 no.3
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• pp.87-110
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• 2019

The Fintech services provide innovation to financial services users using various mobile devices and computers in wired and wireless communication environments. In this study, we develope a theoretical research framework to explain the psychology of Fintech services users based on a cognitive, affective, and conative framework. Using this framework, this study analyzes the relationships between the cognitive characteristics (i.e., innovation, relative advantage, ease of use, and usefulness), emotional characteristic (i.e., attitude), and behavioral characteristic (i.e., actual use) toward Fintech services users. This study conducted an online survey of people who have experienced using Fintech services. And the data of the collected Fintech services users was analyzed using structural equation model software (i.e., SMART PLS 2.0 M3). The results of the empirical analysis show the relationships between innovation, relative advantage, perceived usefulness, perceived ease of use, attitude, and actual use of Fintech service users. The results of this study provide useful information to improve the practical use of Fintech services users in the Internet of Things (IoT) environment.

• School Mathematics
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• v.19 no.2
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• pp.267-287
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• 2017

Fostering students' positive affect related to mathematics such as attitudes toward mathematics and dispositions toward learning mathematical concepts is one of the major goals of school mathematics programs. In this study, we collected data from students at the 4-1 grade levels to develop an instrument that measures students' affect regarding mathematics learning. To develop the instrument, we first conducted focus group interviews, which we recorded, transcribed, and analyzed. We sorted the results according to seven components of the non-cognitive domain of mathematics learning, which drew from taxonomical constructs of previous research. We then conducted a pilot study in which we administered the instrument as a pretest and a posttest. We chose the final items based on confirmatory factor analysis and a reliability test of the pre and posttest scores. The final instrument contains 24 items, which are classified according to the seven components: interest, attitudes, value, external motivation, internal motivation, learning conation, and efficacy. We anticipate this instrument will be useful for studies that need to measure students' non-cognitive characteristics in relation to learning mathematics.