• Knowledge Management Research
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• v.17 no.1
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• pp.91-111
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• 2016

This study empirically investigated the relationships between servant leadership and key variables (knowledge sharing and individual creativity), and the mediating effect of affective commitment with the survey of 213 Korean employees. Based on the sample of 213 employees, the empirical results are as followings; (1) Servant leadership is positively related to affective commitment, knowledge sharing, and creativity. (2) Affective commitment partially mediates the relationship between servant leadership and knowledge sharing. (3) Affective commitment partially mediates the relationship between servant leadership and creativity. In conclusion, this study confirmed that the servant leader and members with the affective commitment may be best qualified for knowledge sharing and creative performance. When employees recognize that their managers follow the characteristics of servant leadership, then the employees are more likely to absorb in their task, which increases creative performance and knowledge accumulation. Based on the results, this study suggests an ample implication for leaders in any organization to boost their relationships with followers and to enhance their knowledge sharing and creative idea for the growth of organization.

• Korean Journal of Childcare and Education
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• v.19 no.5
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• pp.1-20
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• 2023

Objective: The purpose of the present study was to examine the associations between affective commitment, social support, and life satisfaction among child care teachers. Methods: One hundred fifty-four child care teachers in the metropolitan area of Seoul completed a questionnaire on affective commitment, social support, and life satisfaction. Descriptive statistics, correlation analyses, hierarchical multiple regression analyses using the bootstrapping method were conducted. Results: The results showed that affective commitment predicted increased life satisfaction. The results also revealed significant moderation effects of social support on the relationship between affective commitment and life satisfaction. Further analyses revealed significant moderation effects of support from directors and colleagues on the relationship. Conclusion/Implications: The findings highlight the importance of affective commitment in enhancing life satisfaction among child care teachers. The positive association is more pronounced among child care teachers who perceive social support, highlighting the supportive roles of directors and colleagues in enhancing life satisfaction among child care teachers.

• Research in Mathematical Education
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• v.27 no.2
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• pp.223-239
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• 2024

The integration of coding and mathematics education, known as coding-integrated mathematics education, has received much attention due to the strength of Artificial Intelligence-based Science, Technology, Engineering, Arts, and Mathematics (AI-based STEAM) education in improving students' affective domain. The present study investigated the effectiveness of coding-integrated mathematics education on students' development of affective mathematics engagement. Participants in this study were 86 middle and high school students who attended the coding-integrated mathematics program. Surveys of students' affective mathematics engagement were administered before and after the intervention period. The results showed that students' affective mathematics engagement was statistically significantly improved through coding-integrated mathematics education. In particular, students exhibited increased positive affective mathematics engagement in terms of mathematical attitude, emotion, and value. These findings indicate the positive influence of coding-integrated mathematics education on students' learning in mathematics.

• Journal of Educational Research in Mathematics
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• v.21 no.2
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• pp.149-163
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• 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.

• The Mathematical Education
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• v.55 no.4
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• pp.447-465
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• 2016

The purpose of this study is to analyze longitudinal trends of students' mathematical affective domain by use of the data mining method. For this purpose, we used the Korea education longitudinal study(KELS 2005) which was the survey data for students' achievement test, affective domain test, teachers' evaluation, and parents' evaluation from $7^{th}$ grader in the year of 2005 to $11^{th}$ grader in the year of 2010. Subjects of this study is a total of 5040 students who answered to the mathematical affective domain survey in KELS 2005. The result findings are as follows. First, students' affective domain had changed negatively as they went up to higher grade. Second, if students' affective domain had built at a certain level in $7^{th}$ grade, the level did not change easily until $11^{th}$ grade. Third, major factors of students' affective domain were shown to be self-efficacy, intrinsic motivation, efforts and patient, and time management.

• Journal of The Korean Association For Science Education
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• v.16 no.3
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• pp.249-259
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• 1996

The purpose of this study was to analyze relationships among science achievement, science process skills and affective perception of high school students. The affective perception was included attitude toward science and science anxiety in the study. The instruments were developed HARS and SAMS for this study. The subject was sampled 1,115 students by stratified cluster sampling method. The major findings of this study were as follows: The tendency to affective perception was investigated according to students variables. Atittude toward science was showed a negative perception on female than male, in rural area than city. Science anxiety was percepted highly on female than male, in rural area than city. Attitude toward science showed positive relations to science process skills, science achievement, but which showed negative relation to science anxiety. Science anxiety showed negative relations among science process skills, science achievement and attitude toward science. Structural relationships among affective perception, science process skills and science achievement were analyzed by effect size through the path analysis on the independent and dependent variables. By the results, it was indicated that there have significant direct effect not only affective perception influence on science achievement but also on science process skills in hypothesized model. Prediction of science achievement and science process skills were clarified to characteristics of the affective perception.Therefore, understanding about affective perception will be helpful to make the strategy of science teaching

• Journal of the Korean Dietetic Association
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• v.25 no.3
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• pp.178-187
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• 2019

This study examined the effects of social identity (cognitive, affective, and evaluative social identity) on affective commitment and behavioral intention in premium food markets. Data were collected from customers who had visited the premium food markets within three months prior to the time of the survey. A total of 247 responses were analyzed using SPSS 25.0 for Windows. The three attributes of social identity (cognitive, affective, and evaluative social identity) had a significant positive effect on the affective commitment, while affective commitment had a positive effect on the behavioral intention in premium food markets. On the other hand, only evaluative social identity had a significant positive effect on the behavioral intention in premium food markets. These results revealed the mediating effect of affective commitment in the relationship between social identity and customers' behavioral intention. This suggests a positive affective commitment as a key factor for customers in premium food markets. The results would be applied to marketing strategies based on the attributes of premium food market customers.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.7
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• pp.625-633
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• 2021

The study aims to explore the empirical effect of social intelligence, integrity, self-efficacy, and affective commitment on job satisfaction, and also to prove the theoretical model regarding affective commitment as a mediator between social intelligence, integrity, self-efficacy, and job satisfaction. This research uses a quantitative approach to the survey method through a Likert scale model questionnaire. The questionnaire for all research variables is reliable with an alpha coefficient > 0.7. The research participants are comprised of 386 teachers in Indonesia selected by accidental sampling. Data analysis uses path analysis supported by descriptive statistics and correlational matrices. The research results indicate that social intelligence, integrity, self-efficacy, and affective commitment have a significant effect on job satisfaction. Besides, affective commitment also indirectly mediates the effect of social intelligence, integrity, and self-efficacy on job satisfaction. Thus, a new model regarding the effect of social intelligence, integrity, and self-efficacy on job satisfaction mediating by affective commitment was confirmed. The research suggested that the teachers' job satisfaction can improve through social intelligence, integrity, self-efficacy, and affective commitment. Therefore, researchers and practitioners can adopt a new empirical model to enhance job satisfaction through social intelligence, integrity, self-efficacy, and affective commitment in the future.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.2
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• pp.401-410
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• 2021

The study tests resilience and work ethics as mediators between charismatic leadership and affective commitment to change. Many organizations, such as banking, insurance companies, and financial institutions, face strong competition and consequently need to effect considerable change within the organization. Many variables have a significant impact on the success of organizational change, and people (resilience and work ethics) as well as change leaders are primary variables in this research. This study, using structural equation modeling, was conducted on a sample of 355 employees from banking and insurance companies. In this study, the inventory of affective commitment to change, the Conger-Kanungo charismatic leadership scale, resilience, and work ethic inventory was used. The results showed that resilience is a partial mediator between charismatic leadership and affective commitment to change. Meanwhile, work ethic was not a mediator between the two variables. The results showed that charismatic leadership can have a direct, positive, and significant impact on affective commitment to change without mediators, and that resilience can act as partial mediator. Furthermore, work ethic had a significant and positive effect on affective commitment to change through resilience. In other words, resilience is a full mediator for the impact of work ethic on affective commitment to change.

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.497-509
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• 2007

Among many remedial approaches against the increasing unfavorableness toward school science, one of the prevalent findings studied by affective experts is that students' achievement in science and their attitude toward it has a relatively weak relationship. In contrast, cognitive experts assert that the conceptual change involves more than cognitive aspects, and may be influenced by affective factors such as beliefs, motivation, learning attitudes, and sociocultural contexts. The latter regards continuous conceptual change as leading to better student understanding of science with variables of students' attitude toward science. As an initial step toward illuminating the affective-cognitive learning aspects of science, the purpose of this study is to develop an instrument for analyzing the relationship between students' conceptual understanding and affective factors. Cognitive questionnaires from the database of distribution in students' misconceptions of physics (DMP project), and affective questionnaires from the Relevance of Science Education (ROSE project) are integrated into our instrument. The respondents are high school students in Okayama prefecture, Japan. Through the pilot test, the authors integrated attitude toward science (AS) and interest inventory (II) from ROSE into cognitive understanding (CD) from DMP. Statistical methodologies such as factor analysis and item total correlation theoretically discerned the effective sixty-three items from the two original item pools. Having discussed two validity issues, the authors suggest ongoing research associated with our affective-cognitive research perspective.