• 대한수학교육학회지:학교수학
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• 제13권3호
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• pp.469-484
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• 2011

본 연구는 수학 학습의 정의적 영역에서 메타-정의의 개념을 구체화하고 명확히 하기 위해 메타-정의의 유형을 구분하고, 실제 사례를 보여주었다. 메타-정의는 정의의 모니터링, 감정의 평가, 감정의 조절, 정의의 활용 4가지로 구분되었고, 모니터링 후 평가, 조절, 활용이 시간적 순서로 이루어지는 것을 볼 수 있었다. 감정을 평가하고 조절하는 데 수학과 수학 학습에 대한 신념이 중요한 잣대로 작용하였으며, 메타-정의는 정의를 조절하고 학습 전략을 선정하는 등 수학 학습에서 중요한 역할을 하였다.

• 아동학회지
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• 제27권6호
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• pp.1-11
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• 2006

Analysis of the data concerning 525 middle and high school students showed that positive affect correlated positively with cognitive reappraisal strategy and with self-control but correlated negatively with expressive suppression strategy. Negative affect correlated positively with expressive suppression strategy and negatively with self-control. The group of higher positive and higher negative affect was higher than the group of lower positive and lower negative affect in cognitive reappraisal strategy. The group of higher positive and higher negative affect was higher than the group of higher positive and lower negative affect in expressive suppression strategy. The group of higher positive and lower negative affect was higher than the group of higher positive and higher negative affect in self-control.

• East Asian mathematical journal
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• 제38권4호
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• pp.497-516
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• 2022

In this study, we tried to devise a method to activate meta-affect in the aspect of supporting mathematics teaching and learning according to the need to find specific strategies and teaching and learning methods to activate learners' meta-affect in mathematics subjects, which are highly influenced by psychological factors. To this end, the definitional and conceptual elements of meta-affect which are the basis of this study, were identified from previous studies. Reflecting these factors, a teaching and learning model that activates meta-affect was devised, and a meta-affect activation strategy applied in the model was constructed. The mathematics teaching and learning model that activates meta-affect developed in this study was refined by verifying its suitability and convenience in the field through expert advice and application of actual mathematics classes. The developed model is meaningful in that it proposed a variety of practical teaching and learning methods that activate the meta-affect of learners in a mathematical learning situation.

• 한국심리학회지:학교
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• 제16권3호
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• pp.339-359
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• 2019

본 연구는 긍정정서와 긍정정서 반응 양식이 안녕감에 미치는 영향을 탐색하고자 하였다. Fredrickson(1998)의 '확장-구축 이론(Broaden-and-Build theory)'에 기반하여, 긍정정서와 긍정정서 반응 양식이 안녕감의 변화와 유의하게 관련이 되고, 안녕감의 변화에 이들 변인이 호혜적으로 영향을 미칠 것이라고 가정하였다. 단기종단연구를 통해 학부생과 대학원생 147명을 대상으로 긍정정서와 긍정정서 반응 양식, 안녕감을 측정하였고, 참가자들의 안녕감 기저선을 통제하여 변인간 관계를 확인하였다. 연구 결과, 긍정정서와 긍정정서 강화하기는 안녕감의 증가를 유의하게 예측하였으나, 긍정정서 가라앉히기는 안녕감을 유의하게 예측하지 못하였다. 또한 긍정정서와 안녕감의 관계를 긍정정서 강화하기가 부분적으로 매개하였으며, 긍정정서 강화하기와 안녕감의 관계를 긍정정서가 완전 매개하는 것으로 나타났다. 이로써 긍정정서와 긍정정서 강화하기는 서로 영향을 주고 받음으로써 안녕감을 증진시키는 호혜적 관계임을 확인하였다. 이러한 결과를 바탕으로 상담 실제에 대한 시사점과 연구의 제한점을 논하였다.

• 유통과학연구
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• 제12권12호
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• pp.93-100
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• 2014

Purpose - This study investigated the effect of the negative affect on compulsive buying and the interaction effect of the negative affect depending on the level of mindfulness. Compulsive buying is defined as chronic, repetitive purchasing that becomes an overlearned and automatic way to cope with negative feelings, and compulsive buyers may be particularly susceptible to cognitive narrowing when shopping. Mindfulness may be defined as a coordinative regulatory process to increase the level of attention by recognizing the present experiences non-judgmentally. Hence, mindfulness can be related with negative psychological results such as general mental distress, especially compulsive buying. The purpose of the current study is to examine the relationship between compulsive buying and mindfulness. In another words, this study investigated the effect of the internal regulatory mechanism (that is, mindfulness) on the mental disorder resulting from negative affect in the area of consumption (that is, compulsive buying). Research design, data, and methodology - One hundred and twenty-five college students were recruited for this study. The subjects were classified into two groups according to the degree of the negative affect (High Negative Affect Group vs. Low Negative Affect Group) by the mean value of negative affect (=2.47). The subjects were classified into two other groups according to the degree of mindfulness (High Mindfulness Group vs. Low Mindfulness Group) by the mean value of mindfulness (= 3.47). To analyze the effect of negative affect on compulsive buying, the degree of compulsive buying of the High and Low Negative Affect Groups were compared. To examine the moderating effect of mindfulness by using factorial design, the interaction effect of the negative affect (High vs. Low) and the mindfulness (High vs. Low) were analyzed. Results - The degree of the compulsive buying was higher when the degree of the negative affect was higher than lower (3.06High Negative Affect Group vs. 2.87Low Negative Affect Group, p=.014). The difference in the degree of the compulsive buying was larger when the degree of the mindfulness was lower than higher. In other words, the interaction effect of the negative affect and the mindfulness on the compulsive buying could be found (F(1,124)=10.098, p<.01). Conclusions - The results of the current study showed that the compulsive buying is influenced by the negative affect and that the effect of the negative affect on the compulsive buying varies depending on the level of the mindfulness. These results can be interpreted to imply that consumers who are in a state of high mindfulness pay attention to every minute of experience and activate the coordinatory function and that, eventually, habitual and reflective responses such as compulsive buying are restricted. It is concluded that consumers' mindfulness can facilitate the self-regulatory responses and alleviate the influence of negative affect on compulsive buying. Based on these results, the theoretical and practical implications of this research were discussed and the limitations and future research areas were suggested.

• 한국보건간호학회지
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• 제29권2호
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• pp.354-364
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• 2015

Purpose: This study was conducted to determine factors related to self-esteem, personality, general characteristics and dating affecting positive affect in female college students. Methods: The subjects were 335 female students attending the three colleges in Chungnam Province. Data were collected using PANAS, Self-esteem, and DISC questionnaires. Hierarchical Multiple Regression Analysis was mainly used. Results: The factors affecting positive affect were self-esteem, personality-dominance type, personality -consciousness type, economic status and boyfriend presence in female college students. These 5 factors accounted for 30.3% of positive affect of female students. In cases of having a boyfriend, factors affecting positive affect were self-esteem, economic status, boyfriend's height, and boyfriend's economic status. These 4 factors accounted for 30.5% of positive affect of female students who have a boyfriend. Conclusion: The positive affect levels of female students should be raised in practice through intervention such as a self-esteem improvement program, personality traits intervention program, and counseling on dating.

• 한국산학기술학회논문지
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• 제15권4호
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• pp.2235-2243
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• 2014

본 연구는 공군병사의 자아탄력성, 정적 정서, 부적 정서가 군 생활 스트레스에 미치는 영향을 파악하기 위해 시도된 서술조사 연구로 공군 병사 321명을 대상으로 실시하였다. 연구결과 대상자의 자아탄력성 평균점수는 3.11점, 정적 정서 평균점수는 3.46점, 부적 정서 평균 점수는 2.26점, 군 생활 스트레스 평균 점수는 1.94점이었다. 자아탄력성과 정적 정서는 유의하게 정적 상관관계를 나타내며, 부적 정서 및 군 생활 스트레스와는 부적 상관관계로 나타났다. 자아탄력성은 군 생활 스트레스에 직접적인 영향을 미치지는 않지만 정적 정서와 부적 정서를 통해 간접적으로 영향을 미치며, 정적 정서와 부적 정서는 군 생활 스트레스에 직접적인 영향을 미치는 것으로 나타났다. 따라서 자아탄력성을 높여주고, 정적 정서 경험을 많이 할 수 있는 프로그램을 개발하여 부적 정서 및 군 생활 스트레스를 감소시킬 필요가 있다.

• 한국초등수학교육학회지
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• 제20권4호
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• pp.563-581
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• 2016

수학 문제해결에서의 메타정의에 대한 연구 관심은 인지-메타인지의 구조에 착안하여 정의적 요소 간에 유사한 구조 설정의 시도로부터 출발하였으나 메타인지에 대한 연구와 비교할 때 아직 연구의 명료성이나 통일성 또는 체계성 면에서 개선이 필요하다. 이에 본 연구는 수학 문제해결 과정에 작용하는 일련의 인지적, 정의적 요소의 연쇄 유형 중에 정의적 요소를 포함하는 경우로써 '메타정의'의 개념을 규정하여 수학 문제해결 과정에 나타날 수 있는 실제적인 메타정의의 각 경우를 논리적으로 유형화하였다. 이를 준거로 초등학생의 실제 수학 문제해결 과정에서 메타정의의 각 유형에 해당하는 실제 예를 관찰, 분석하였다. 이를 통해서 수학문제해결 과정에서 메타정의의 작동 메커니즘, 즉 메타정의의 각 유형별로 구체적 작동 원리와 특히 문제해결 과정에 생산적으로 작동하는 메타적 기능의 특성을 추출하였다. 이는 문제해결에서의 메타정의 분석 방법론의 효율성 제고와 수학 문제해결 교수-학습에서의 메타정의가 함의하는 교육적 시사점 제공이란 면에서 기여한다.

• 한국IT서비스학회지
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• 제14권2호
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• pp.111-128
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• 2015

In this paper, we examined the effects of emotional and individual variables on flow in the usage of mobile application. We selected four relevant emotional and individual factors such as positive affect, negative affect, addiction and habituation. We also attempted to figure out the moderating role of communication in the effect of positive affect, negative affect, and addiction on the flow. For empirical analysis, we surveyed real users of mobile application and applied PLS (Partial Least Square) methodology for SEM (Structural Equation Modeling). As a result, we found that positive affect, addiction, and habituation have significant and positive impact on the flow. Furthermore, we also found that the moderating effects of communication on the relationships between positive/negative affect and communication are significant. Our findings provide important theoretical grounds for the effects of human behavior and emotion on the flow of mobile applications. Lastly, we also suggest significant managerial implications for the development mobile applications industry.

• 아동학회지
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• 제37권3호
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• pp.53-68
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• 2016

Objective: This study examined the relationships between negative affect, social support, and career maturity among adolescents. Methods: The participants in this study comprised 260 $1^{th}$ junior high school students in a Seoul metropolitan area. They completed questionnaires on level of negative affect, social support, and career maturity. Data were analyzed by means of basic descriptive statistics, Pearson's correlations, and multiple and hierarchical regression analyses. Aiken and West's method was used to determine the interactive model's modality. Results: The major findings were as follows: First, negative affect was negatively correlated with social support and career maturity. Social support was positively correlated with career maturity. Second, significant interaction effects were found between negative affect and social support on career maturity; that is, for male students, significant interaction effects were found between negative affect and social support (parent support) on career maturity (career determinacy/career independence). For female students, significant interaction effects were found between negative affect and social support (peer support) on career maturity (career confidence/career readiness/career determinacy/career independence). Conclusion: These results suggest the need to intervene in relation to social support (parent support/peer support) and to improve career maturity among adolescents.