• Korean Journal of Human Ecology
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• v.11 no.4
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• pp.357-365
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• 2002

The purpose of this study was to examine the effects of the environmental factors and the family structure on the academic achievements of their children. Among various environmental factors, the family income, the affective relationship between mother and child, and the mother's educational involvement are considered. Total of 164 mothers with children attending elementary school completed the structured questionnaires. The degree of educational involvement of single mothers was lower than that of mothers of both parents families. In order to analyze factors that affect children's academic achievement, the path regression was performed. The family income and the mother-child affective relationship were found to have indirect effects on the academic achievements of elementary school students through maternal involvement in their children's education.

• Research in Mathematical Education
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• v.5 no.1
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• pp.59-75
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• 2001

This paper reports an investigation of problem solving activities of students at university level students. The study focused on the cognitive-metacognitive and affective activities appeared in problem solving process. The cognitive-metacognitive framework was used to analyzed and categorize the written response and free response of interviews probing the students\\` cognitive-metacognitive activities. Affective factors were assessed by administering the problem solving survey (Carlson, The emergence of students\\` problem solving behavior, 1999). This study provide an insight for the design of problem solving instruction by identifying cognitive, metacognitive and affective characteristics of the students\\` problem solving behaviors. The results report that the metacognitive factor were significantly related to problem solving performance interacting with both cognitive and affective factors.

• Journal of Korean Society for Quality Management
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• v.44 no.4
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• pp.897-906
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• 2016

Purpose: The purpose of this study was to propose the useful method to improve service affective quality by analyzing customer's service experiences and evaluating the satisfaction of the affective sensual responses to physical stimulus. Methods: While customers were experiencing the service, the customers evaluated the subjective satisfaction for the visual, auditory, tactile, olfactory and gustatory senses on a scale of -3 to 3 at each stage of the service process. The customers described the positive and negative feelings about each sensory stimulus, and explained the reason for the subjective evaluation scores. After experiencing the whole service, customers evaluated the affective quality of the whole service. Results: The proposed method was applied to coffee shops. 35 male and female college students were evaluated for 15 coffee shops in Korea. Multiple regression analysis revealed that auditory and olfactory senses had a greater impact on service affective satisfaction than other senses. Conclusion: This method is useful to identify the factors that affect customer's affective quality and to find the target to improve physical environment more easily than existing methods.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.359-376
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• 2021

In this study, in accordance with the research trend that the learner's emotions expressed positively or negatively in mathematics learning or the learner's beliefs and attitudes toward mathematics learning affect the results of mathematics learning, the learner's emotions and affective factors are analyzed in the learner's own learning. A power that can be adjusted according to a goal or purpose is needed, and I tried to explain this power through meta-affect. To this end, the meaning of the definitional and conceptual factors of meta-affect was explored based on prior studies. Affective factors of meta-affect were viewed as emotions, attitudes, and beliefs, and conceptual factors of meta-affect were viewed as awareness, evaluating, controlling, utilization, and monitoring, and the meaning of each conceptual factor was also defined. In this study, the conceptual factors and meanings of meta-affect in terms of using them to help in learning mathematics by controlling them, beyond the identification or examination of the characteristics of the affective factors, which are meaningfully dealt with in the field of mathematics education.

• Journal of the Korean housing association
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• v.15 no.1
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• pp.121-128
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• 2004

The purpose of this study is to investigate the correlation between the affective responses and residents' satisfaction in apartment housing estates. This study was conducted to empirically identify the effect of physical contents of apartment buildings on the affective response and satisfaction of residents. The area for evaluation was limited to four apartment buildings in Daegu, and the subjects for evaluation were also limited to a group of residents living at the four apartment buildings. The correlation between the satisfaction with the physical elements of each apartment and the affective factors was analyzed. The analysis showed that there was mostly a statistically significant negative correlation. This result also suggests that the satisfaction with the physical elements may vary depending on the affective attitude. SPSSWIN, a statistical program was used for analysis.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.19-44
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• 2014

This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students' affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students' affective characteristics. In this paper, first of all, relevant theories on affective characteristics in literature are introduced. In other words, the concepts of three affective domains in question - interest, self-efficacy, and value - are reviewed, and their definitions for the present study are made. Also, teaching strategies and support plans for improving students' affective factors are extracted from previous studies. Furthermore, this paper reviews recent trends in research on how the affective domains are related to mathematics education and how one can teach them effectively. The teaching guidelines for each affective domain are developed according to the instruction principles extracted through literature review in general for all subjects. Based on the results of the findings mentioned above, this paper establishes and suggests the guidelines on how to teach mathematics reflecting the affective characteristic.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.261-286
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• 2005

Lately, teaching methods and instruments have become student-centered and are directed towards developing a communicative competence of learners. However, compared with that of other countries, the level of our students English is not very good. I guess the reason is that our English education is focused on the uniformal teaching methods regardless of the differences of intelligence, affective domains and study time. I tried to find the relationship between these factors and the students' English accomplishments. So I divided the students into 2 groups of superior and inferior students by the standard of intelligence, affective domain and study time and compared the scores between the groups in the fields of reading comprehension, grammar, pronunciation, accent, vocabulary, and listening. These were the results that followed: First, intelligence has a great influence students' English accomplishment in all fields. Second, affective domains such as motivation, anxiety, attitude, confidence, and studying time also have some influence on the students' English accomplishments. Third, the sequence of these factors according to their influence force are as follows: study time, anxiety, intelligence, motivation, attitude, and confidence. So we can conclude that we should teach English according to our students' ability in the field of intelligence and affective domains and should not ignore the individual differences they have.

• Korean Journal of Occupational Health Nursing
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• v.19 no.2
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• pp.246-257
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• 2010

Purpose: The purpose of this study was to explore the factors related to physical and affective well-being of taxi drivers. The main factors of interests were workplace hazards and work environment. Method: This was a cross-sectional descriptive study. A convenience sampling method was utilized. 181 taxi drivers in Seoul metropolitan area completed survey questionnaires. Result: In bivariate analysis, payment system, workplace hazards, and work environment were associated with physical health of taxi drivers. Multiple regression analysis revealed payment system and workplace hazards were significant predictors of physical health. On the other hand, age and workplace hazards, and work environment were significantly associated with affective health in the bivariate analysis. Moreover, workplace hazards and environment were significant predictors of affective health in the multiple regression analysis. Conclusion: To improve taxi drivers' health status, it is critical to reform payment system to monthly payment, establish prevention policies of workplace hazards, and encourage employers and taxi drivers to make efforts for better work environment.

• Fashion & Textile Research Journal
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• v.15 no.5
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• pp.753-762
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• 2013

This study identifies meaningful factors that influence relationship switching intention and multi-channel use intention for department store customers. Two types of commitment (affective and calculative commitment) are proposed as mediators between satisfaction and behavioral intention. A web-based survey collected fashion product data from consumers who had a relationship with a department store. A total of 150 responses were analyzed by frequency analysis and reliability analysis, CFA, and SEM analysis with SPSS 18.0 and AMOS 18.0. Department store attributes were composed of four factors (product, salespersons, facilities and place, and price and promotion). Department store satisfaction was specified as a second order latent construct which was reflected in the satisfaction with the four department store attributes. Department store satisfaction had a significant negative influence on calculative commitment and a positive effect on affective commitment. Calculative commitment affected switching intention and affective commitment determined multichannel use intention. This study has implications for retail marketers that target fashion consumers and academics who research consumer behavior in retail settings. The most important result is that the affective commitment and the calculative commitment serve different functions. Department store managers need to make an increased effort to instigate an affective customer commitment in order to reduce switching intention.

• The Journal of the Korea Contents Association
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• v.21 no.9
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• pp.34-41
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• 2021

The purpose of this study is to explore any effects of primary English language learners' affective factors and satisfaction through AI-based speaking activity. In order to answer these questions, a total number of 46 ELLs from a public elementary school participated in this research. Survey questionnaire on affective factors and learning satisfaction were distributed and the results were analyzed quantitatively. The findings are as follows. First, participants could expand their knowledge on AI-based activity towards its educational advantages and capability. Second, overall affective factors of the participants on AI-based activity changed positively, with the improvement of the mean score. The paired samples t-test showed that there was a significant difference among interest, value and attitude. Third, the satisfaction degree on AI-based learning escalated, particularly in the sense of efficacy, academic achievement and involvement. Lastly, it was revealed that the satisfaction degree was correlated with learners' self-confidence, interest and attitude.