• 한국초등과학교육학회지:초등과학교육
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• 제36권2호
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• pp.155-162
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• 2017

The purpose of this study was to analyze science academic emotion and scientific imagination of students between a science gifted class and a general class in elementary school. Samples of this study were composed of 212 fifth and sixth graders in Gyeonggi province. The results of this study were as follows. First, positive scientific academic emotion of students in a science gifted class was higher than that of general class. Second, boredom and laziness of negative scientific academic emotion were higher scores in general students, whereas, angry area was higher scores of students in a science gifted class. Third, scientific imagination of students in a science gifted class was higher than that of general class. Fourth, both groups had a positive correlation between scientific imagination and positive science academic emotion. Especially, interest area of positive scientific academic emotion in both of the two groups influenced scientific imagination.

• Educational Technology International
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• 제22권1호
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• pp.87-109
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• 2021

The purpose of this study was to understand the influence of the level of social emotional competence of college students on their achievement emotion, life satisfaction, and academic achievement. To this end, a survey was conducted with 301 college students in the Busan and Gyeongnam areas of Korea in 2019. The students were divided into high, medium, and low levels according to social emotional competence. Then, on the basis of these divisions, their achievement emotion, life satisfaction, and academic achievement were compared with oneway ANOVA. The results indicated that students with high social emotional competence had higher average scores in positive achievement emotion: enthusiasm, hope, and pride; lower average scores in negative achievement emotion: anger, anxiety, shame, frustration, and boredom; and higher average scores in life satisfaction, and academic achievement compared to the group with middle and low social emotional competence. Based on the results, this article discusses considerations and recommendations for follow-on studies. It also highlights the need for social emotional competence education in Korea against the backdrop of intense pressure on students to perform well academically and a culture where emotion is not freely expressed.

• 아동학회지
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• 제29권5호
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• pp.285-299
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• 2008

This study examined the moderating role of self-control and emotion regulation in the relationship between academic stress and mental health among Korean adolescents. The Korean Youth Panel Study (KYPS) was used as sample data with a total of 3121 $11^{th}$ grade students involved in this study. Hierarchical multiple regression was applied to test the moderation model following Baron & Kenny's (1986) model. Results revealed that self-control (for male adolescents) and emotion regulation (for female adolescents) played the role of moderators in the relationship between academic stress and mental health problems. Academic stress proved to have a negative effect on mental health of adolescents.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권3호
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• pp.197-207
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• 2007

Based on a survey on 1620 students in primary school and secondary school., by adopting Eysenck Personality Questionnaire (EPQ), we got the following findings : 1. There is close relationship between emotionality characteristics of temperament and mathematics academic achievement of the subjects at Grade 5 (Primary 5), Grade 8 (Junior Secondary 2), and Grade 10 (Senior Secondary 2). Also there is close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 5 and Grade 8. While there is not close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 10; 2. There is close relationship between temperament types and mathematics academic achievement of the subjects from the three grades. Superior temperament, which benefit learning mathematics, are sanguine, sanguine-phlegmatic and phlegmatic; While inferior temperament types, which don't benefit learning mathematics, are choleric, melancholic and choleric-melancholic. With the rising of grade, temperament types of benefiting learning mathematics converts from external directivity emotion balance to balance of internal-external directivity emotion stability. While temperament of no benefiting learning mathematics converts from internal directivity emotion balance to balance of internal-external directivity emotion instability; 3. In mathematics education, students' temperament difference, which affects learning mathematics, should be recognized. Mathematics teachers should find out the best teaching ways, forms and methods which are suitable for student's temperament type, so that the students with different temperament types can gain better mathematics academic achievement.

• 통합자연과학논문집
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• 제9권2호
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• pp.144-151
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• 2016

The purpose of this study is to investigate the emotion effects on academic achievement for university students. The results are as follows. Resulting on the each emotions difference by the statistical variables, anxiety scores by gender showed a significant difference in the p<.01 level(F=7.685). The males anxiety(2.478, standard deviation: 0.180) had significantly lower scores than females(3.076, standard deviation: 0.168). But fear, anger, activity, and sociability scores were not significantly different respectively between male and female students. To see the emotions effect of academic achievement, the analysis method of the linear regression line was used. As the result, anxiety, fear, anger, activity, and sociability did not significantly influence academic achievement. And so unlike previous methods, the analysis method of the quadratic regression curve was used. As the result, anxiety, fear, anger, activity, and sociability showed did significantly influence academic achievement respectively within 5% of statistical significance level, to more than F=3.06. Therefore, the values on academic achievement of the each anxiety, fear, anger, activity, and sociability showed a quadratic regression curve. That is, [Academic achievement]=$-0.9685{\times}[Anxiety]^2+5.1342{\times}[Anxiety]+8.2679$,[Academic achievement]=$-1.0638{\times}[Fear]^2+5.5694{\times}[Fear]+7.5635$,[Academic achievement]=$-1.3497{\times}[Anger]^2+9.1284{\times}[Anger]+0.6720$,[Academic achievement]=$-1.0589{\times}[Activity]^2+7.4386{\times}[Activity]+1.8272$,[Academic achievement]=$-1.6830{\times}[Sociability]^2+11.2325{\times}[Sociability]-3.8258$. Therefore, we were able to determine the following conclusions. First, we were able to predict the degree of academic achievement by the each emotions scale. Second, when the each emotion scores of students was a moderate, the academic achievement was most excellent. So, in order for the students to become higher academic achievement, the maintenance of medium degree of the each emotions scores is required.

• 대한가정학회지
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• 제50권1호
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• pp.79-88
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• 2012

The purpose of this study was to examine the interaction effects of children's academic self-efficacy and to test their anxiety coping style in terms of their test anxiety. We conducted a questionnaire survey with 193 sixth-graders in an elementary school. The results of this study are summarized as follows. First, the children were more worried about emotionality to test anxiety, and used problem-focused coping significantly more frequently than emotion-focused coping. In addition, female children demonstrated more emotionality and worry about test anxiety and used emotion-focused coping for test anxiety more frequently. Second, emotionality was higher when emotion-focused coping was used. In the case where the level of problem-focused coping was high, emotionality was higher when academic self-efficacy was high. Children's worry was lower when the level of problem-focused coping was high and when the level of emotion-focused coping was low. In female children, however, worry increased when the level of problem-focused coping was low and the level of emotion-focused coping was high.

• 의학교육논단
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• 제15권1호
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• pp.46-53
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• 2013

The purpose of this study was to analyze the relationship among medical students' learning motivation, characteristics of multiple intelligence, and academic achievement. The participants were 144 medical students. The data were collected by administering learning motivation tests (self-confidence, self-efficacy, level of task, emotion of learning, learning behavior, failure tolerance, task difficulty, and academic self-efficacy), a multiple intelligence test (linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence), and two semesters of grades. There is a correlation between multiple intelligences and learning motivation. Among academic self-efficacy of academic motivation, the self-control efficacy (0.28) and behavior (0.18) subscales are significantly positively correlated with academic achievement. However, the emotion subscale (-0.18) was significantly negatively correlated. Learning motivation was correlated with two of the eight multiple intelligence profiles: the intrapersonal intelligence (0.18) and bodily-kinesthetic intelligence (-0.19). The structural equation modeling analysis showed that the behavior and self-control efficacy subscales of intrapersonal intelligence had an impact on academic achievement. An analysis according to the academic achievement group showed significant differences in self-control efficacy and emotion subscales with intrapersonal intelligence. A positive relationship can be observed between learning motivation and some characteristics of multiple intelligence of medical school students. In light of the findings, it is worth examining whether we can control medical students' learning motivation through educational programs targeting self-control efficacy and intrapersonal intelligence.

• 과학교육연구지
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• 제39권2호
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• pp.278-289
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• 2015

연구의 목적은 영재교육대상자의 선발 방법이다. 즉, 시험 선발과 자동 진급에 따라 선발된 영재학생간의 학업정서, 메타인지, 자기효능감을 차이를 비교, 분석함으로써 선발 방법에 따른 영재 학생의 특성을 이해하고 효과적인 영재교육을 위한 영재교육대상자 판별 및 선발에 있어서의 타당한 근거를 마련해 보고자 한다. 본 연구의 결과는 다음과 같다. 첫째, 영재선발방법에 따라 선발된 영재 학생간의 학업정서, 메타인지능력 및 자기효능감의 연구에서는 시험 선발 영재학생과 자동 진급 영재 학생 간에는 유의한 차이가 없었다. 영재라는 동질 집단 조건에서는 선발방법의 차이에 따른 영향은 없는 것으로 판단된다. 둘째, 동일한 선발된 방법에 따른 비교에서, 영재학생의 학업정서를 살펴보면, 시험선발의 경우 초등과 중등 모두에서 유의한 차이가 없었으나, 자동진급에서는 중등의 영재교육기관별 분석에서 영재교육원 학생이 영재학급 학생보다 높았음을 알 수 있었다(p<.05). 메타인지능력에서 있어서는 초등에서는 차이가 없었으나, 중등의 경우 시험선발에서 남학생이, 영재교육원 학생이 높았고(p<.05), 자동진급에서는 영재교육원 학생이 높았음을 알았다(p<.05). 또한 자기효능감에서는 선발 방식에 따라 차이가 없었고 단지 자동진급에서 영재교육원 학생이 영재학급학생보다 높았음을 알았다(p<.05).

• 교육심리연구
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• 제31권1호
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• pp.35-58
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• 2017

성취정서란 학생들이 학업상황에서 경험하는 정서로, 성취활동이나 성취결과와 직접적으로 연관되는 정서이다. 교육심리 분야에서 학생들의 동기와 정서에 대한 측면으로 연구의 관심이 확대되면서 최근에는 우리나라에서도 성취정서에 대한 연구가 활발하게 이루어지고 있다. 본 연구는 그 동안 이루어진 성취정서 관련 연구들을 사회?문화적 배경에 따라 국내와 국외로 나누어 분석하고 구조화하여 성취정서 관련 연구의 흐름과 방향성을 파악하고, 이를 토대로 국내 학업상황에 적합한 성취정서를 연구하는 데 필요한 기초자료를 제공하고자 하는 목적에서 시작되었다. 연구대상은 국내외 데이터베이스 검색을 통해 추출된 2000년부터 2016년까지의 국내외 학술지 논문으로, 국내 47편, 국외 58편, 총 105편이 선정되었다. 분석기준은 연구시기, 연구내용, 연구방법으로 나누었고, 연구시기는 기간을 통제하지 않고 분석하였으며, 연구내용에는 연구변인과 성취상황을 포함하였고, 연구방법에는 연구설계, 연구유형, 분석방법, 측정도구, 연구대상을 포함하였다. 이상의 자료를 SPSS를 사용하여 기술통계치를 산출하였으며, 국내외로 나누어 분석하였다. 연구결과 성취정서에 대한 연구의 흐름을 크게 성취정서에 대한 척도개발 연구와 관련 변인 간의 관계 연구로 나누어볼 수 있었다. 성취정서를 측정하는 대표적 척도인 AEQ가 국외에서 개발된 척도이기 때문에 국내 성취정서 연구에 적합한 척도개발 연구의 빈도가 높게 나타났으며, 국내의 경우 동기, 특히 자기조절 학습전략과 학업적 정서조절과 관련된 연구의 빈도가 높은 것으로 나타났다. 이를 바탕으로 앞으로 국내 성취정서 연구가 나아가야 할 방향을 제시하였다.

• 한국과학교육학회지
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• 제33권2호
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• pp.444-465
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• 2013

본 연구의 목적은 초등학생의 과학 학습 상황에서의 정서를 분석하여 실제 과학 수업 상황에서 다룰 수 있는 정의적 수준의 향상을 위한 구체적인 시사점을 도출하는 것이다. 이를 위하여 문헌을 통해 추출한 14개 정서들에 대해 초등학교 6학년 642명에게 설문을 실시했고 각 정서의 핵심 유발 상황 및 강도와 빈도를 분석하였다. 연구를 통하여 우리나라 초등학생들의 14개 정서에 대한 정서 유발 핵심 상황이 각 정서별로 다양하게 나타났다는 것을 알 수 있었다. 긍정 정서와 부정 정서로 나누어 살펴보면 긍정 정서는 대체로 실험의 상황에서 나타났으며 부정 정서는 평가, 자신, 타인, 교수학습 방법 등 보다 다양한 상황에서 나타남을 알 수 있었다. 따라서 각 정서 유발 상황을 분석 및 조절하고 정서의 변화를 목적으로 한 수업 전략을 구성할 수 있을 것이다. 우리나라 초등학생들의 14개 정서에 대한 강도와 빈도 분석에서 긍정 정서의 강도와 빈도가 부정 정서보다 높게 나타났다. 부정 정서 중에서 강도와 빈도가 높게 나타난 지루함, 귀찮음, 답답함과 같은 부정 정서에 대해서는 정서 유발 상황을 분석 및 조절하거나 긍정 정서 유발을 통해 이러한 부정정서를 줄일 수 있을 것이다. 본 연구는 과학 학습 상황에서의 정서를 살펴봄으로써 정의적 수준 향상을 위한 실질적인 시사점을 확인했다는데 의의가 있다고 할 수 있다.