• Human Ecology Research
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• 제55권5호
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• pp.527-538
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• 2017

This study examines the effects of university students' types of self-determination and academic emotions on their learning community participant competence. The subjects were 234 early-childhood preservice teachers attending a university or college in the Kyonggi and Incheon area of Korea. The first metric created by Bak et al. (2005) measured early-childhood preservice teachers' types of self-determination. The second metric developed by Kim & Kim (2016) measured their levels of learning community participant competence. The thirds metric, originally developed by Kim (2012) and So (2010), was modified by Chung (2015) to measure the academic emotions of subjects. The test results were analyzed by correlation and multi-regression techniques using SPSS 21 for Windows. The findings were as follows. First, there were significant relationships between the subjects' types of self-determination and the levels of learning community participant competence. Second, there were significant relationships between the subjects' academic positive and negative emotions and the levels of learning community participant competence. Third, the subjects' levels of learning community participant competence were perceived differently according to their academic emotions. Based on these results, implications pertaining to academic emotions on learning community participant competence are suggested.

• 대한간호학회지
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• 제49권4호
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• pp.495-504
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• 2019

Purpose: Nursing students experience a high degree of perceived stress during skills training. The resulting academic sentiment is worthy of research. This study examined the learning motivation as a mediator in the association between perceived stress and positive deactivating academic emotions in nursing students undergoing skills training. Methods: A survey was conducted on 386 third-year undergraduate nursing students at a university in Changchun, China, in 2017. The survey included the items on perceived stress, learning motivation during nursing skill training, and general academic emotion. There were 381 valid responses (response rate=98.7%). Based on the results of partial correlation and stepwise multiple regression equations, the study examined the mediation model between perceived stress, learning motivation and positive-deactivating academic emotions using process 2.16 (a plug-in specifically used to test mediation or moderation effect in SPSS). Results: There was a significant negative correlation between students' perceived stress and learning motivation during nursing skills training and positive-deactivating academic emotions. Nervousness, loss of control, and interest in developing reputation had significant predictive effects on positive-deactivating academic emotions. The mediating model was well supported. Conclusion: Learning motivation during nursing skills training lessened the damage of perceived stress on positive-deactivating academic emotions. Improving students' motivation to learn could reduce their perceived stress and build more positive emotions. Positive emotions during learning played an important role in helping nursing students improve skills and enhance their nursing competence.

• Educational Technology International
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• 제17권2호
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• pp.151-174
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• 2016

This study examined the effects of simulation game-based learning on academic emotions (positive, negative) and achievement (factual, conceptual, procedural knowledge acquisition). Sixty-three students from a high school located in South Korea were chosen for the study. The students were assigned to either an experimental group for simulation game-based learning or a comparison group for instructor-led lectures. The results demonstrated that there was a significant difference between the comparison and experimental groups in both positive and negative academic emotions. However, there was no significant difference in factual, conceptual and procedural knowledge acquisition. The results indicate that simulation game-based learning generates more positive emotions than instructor-led lectures.

• 수산해양교육연구
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• 제28권2호
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• pp.582-595
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• 2016

Effects of learning variables on academic achievement were major goal of this study. The differences of learning emotions, attitudes, flow and major satisfaction by grades of college students in medical school were proposed to conduct. Participants of this study consisted of 194 students of 1st and 2nd grade plus 121 students of 3rd and 4th grade in medical school. They completed the survey questionnaires composed of learning emotions, attitudes, flow and major satisfaction. Collected data were analyzed by t-test and stepwise multiple regression. Two kinds of results achieved as follows: First, there were differences of negative and positive emotions, and learning attitudes but were found no differences of learning flow and major satisfaction by grades. Second, there were significant effects of learning emotions and attitudes on academic achievement and also found differences of variables that affect academic achievement by grades. Based on these results, we think necessitate of considering learning emotions and behaviors in developing training programs and students support systems for medical school are obliged.

• 산업융합연구
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• 제21권11호
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• pp.75-83
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• 2023

본 연구는 간호대학생의 학습정서, 학습몰입과 인지된 교수실재감이 비대면 온라인 학업성취도에 미치는 영향을 파악하기 위하여 시도된 융합연구이다. 간호대학생 127명을 대상으로 수집된 자료는 t-test, ANOVA, Pearson Correlation, Multiple regression으로 분석하였다. 본 연구결과 간호대학생의 학습정서, 학습몰입 및 인지된 교수실재감이 높을수록 비대면 온라인 학업성취도에 높은 점수를 나타냈다. 비대면 온라인 학업성취도의 주요 영향 요인은 학습정서, 학습몰입 및 인지된 교수실재감으로 나타났으며, 비대면 온라인 학업성취도의 42.7%를 설명하였다. 따라서 간호대학생의 비대면 온라인 수업 운영 시 학습자의 요인 고려와 교수자의 개인적 노력 및 교수자의 역량 강화를 위한 조직적인 지원이 필요하다.

• 컴퓨터교육학회논문지
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• 제15권4호
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• pp.61-77
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• 2012

본 연구는 이러닝 학습자의 자기조절학습에 영향을 미치는 학업정서와 선행요인들 간의 관계를 규명하고자 하였다. 통제-가치이론 및 선행연구 고찰을 통해 자기조절학습에 영향을 미치는 선행요인으로 지각된 과제가치, 자기효능감, 수업에서 강조되는 목표구조, 학업정서 중 즐거움, 두려움, 지루함을 선정하고 모형을 상정하였다. 상정된 모형은 국내 대학의 이러닝 수강생 535명의 자료를 바탕으로 검증되었다. 분석 결과, 상정된 모형은 타당하였고, 지각된 과제가치, 자기효능감과 수업에서의 성취목표구조는 학습자의 세부 학업정서에 영향을 미치는 것으로 확인되었다. 또한 학업정서 중 즐거움만이 자기조절학습에 유의한 영향을 미쳤으며, 수업성취목표구조에 따라 학업정서와 자기조절학습에 각기 다른 영향력을 나타내었다. 본 연구결과를 바탕으로 시사점을 논의하였다.

• 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.

• 산업융합연구
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• 제20권11호
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• pp.41-47
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• 2022

본 연구의 목적은 2020년 COVID-19의 확산으로 전면 비대면 온라인(녹화 강의 및 실시간 화상 수업)으로 전환된 교양영어 수업을 수강한 대학 신입생들의 학습 감정을 알아보는데 있다. 연구 방법은 B대학 신입생 170명을 대상으로 학습감정검사지(Academic Emotion Questionnaire; AEQ)을 이용하여 설문조사하였다. 수집된 자료는 SPSS 19.0 프로그램으로 통계 처리하였고, 연구결과는 다음과 같다. 첫째, 신입생들의 영어 학습 감정이 온라인 수업 유형에 따라 긍정의 감정과 부정의 감정에서 모두 유의한 차이를 보였다(p < .01). 긍정의 감정은 녹화 강의수업에서, 부정의 감정은 실시간 화상 수업에서 더 높았다. 둘째, 신입생들의 영어 수준에 따라 온라인 수업 유형에 대한 학습 감정이 유의한 차이를 보였지만(p < .01), 수준과 무관하게 긍정의 감정은 녹화 강의에서 높았고, 부정의 감정은 실시간 화상수업에서 더 높았다. 셋째, 신입생들의 전공에 따라 온라인 수업 유형에 대한 학습 감정은 긍정의 감정에서만 유의한 차이를 보였다(p < .01). 자연이공계열 학생들이 인문사회계열 학생보다 동영상수업에 대한 긍정의 감정이 높았다. 마지막으로, 신입생들의 성별에 따라 온라인 수업 유형에 대한 학습 감정은 부정의 감정에서만 유의한 차이를 보였다(p < .01). 온라인 수업유형과 무관하게 여학생의 부정 감정이 남학생의 부정 감정보다 높았다. 연구결과를 토대로 제언 및 교육적 함의가 논의되었다.

• 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.

• International journal of advanced smart convergence
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• 제8권2호
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• pp.8-17
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• 2019

The main purpose of this study isto explore the potential of affective computing (AC) platforms in education through two phases ofresearch: Phase I - platform analysis and Phase II - classification of academic emotions. In Phase I, the results indicate that the existing affective analysis platforms can be largely classified into four types according to the emotion detecting methods: (a) facial expression-based platforms, (b) biometric-based platforms, (c) text/verbal tone-based platforms, and (c) mixed methods platforms. In Phase II, we conducted an in-depth analysis of the emotional experience that a learner encounters in online video-based learning in order to establish the basis for a new classification system of online learner's emotions. Overall, positive emotions were shown more frequently and longer than negative emotions. We categorized positive emotions into three groups based on the facial expression data: (a) confidence; (b) excitement, enjoyment, and pleasure; and (c) aspiration, enthusiasm, and expectation. The same method was used to categorize negative emotions into four groups: (a) fear and anxiety, (b) embarrassment and shame, (c) frustration and alienation, and (d) boredom. Drawn from the results, we proposed a new classification scheme that can be used to measure and analyze how learners in online learning environments experience various positive and negative emotions with the indicators of facial expressions.