• Title/Summary/Keyword: cognitive/affective variables

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A Study on the Consciousness of Rural Community Residents' Environment Preservation (농촌지역주민의 환경보전 의식구조에 관한 연구)

  • 김성수;오해섭;고운미
    • Hwankyungkyoyuk
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    • v.12 no.1
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    • pp.348-364
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    • 1999
  • The objectives of this study were: (a) to measure the level of rural community residents' environmental preservation consciousness, (b) to identify the variables related to their level of environmental preservation consciousness, and (c) to provide suggestions to improve their environmental preservation consciousness. The major findings of this study were as follows; 1) Personal characteristics- gender, years of education, age, and income- were related to the rural communities residents' the environmental preservation consciousness. 2) Social characteristics- membership in environmental organizations, participation in environmental preservation campaigns, environmental dispute within their communities, experiences of participation in environmental dispute in their communities, participation in environmental education-were related to the rural community residents' the environmental preservation consciousness. Based on the above findings, the following suggestions are offered: 1) To improve rural community residents' environmental preservation consciousness, residents in rural community should be motivated and encouraged to participate in environmental and agriculture-related organizations. 2) To effectively solve environmental disputes among rural community residents and between rural communities, central and local governments should provide opportunities for rural residents to acquire their sound environmental consciousness. 3) Environmental preservation consciousness should be assessed including affective domain, cognitive domain, and behavioral domain. Appropriate environmental education programs should be developed after considering rural residents' personal characteristics including education level, income, gender, years of residency, and are.

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The Effect of Mindfulness Meditation on Positive Resources and Positive Affects in Outpatients with Depressive Disorder and Anxiety Disorder (정신건강의학과 외래에서 시행한 마음챙김 명상 프로그램이 우울 및 불안장애 환자들의 긍정자원과 긍정정서에 미치는 영향)

  • Park, Yena;Chae, Jeong-Ho
    • Mood & Emotion
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    • v.15 no.2
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    • pp.67-72
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    • 2017
  • Objectives : Mindfulness meditation has recently become a major component in mainstream modern cognitive behavioral therapy. The purpose of this study was to examine effects of a mindfulness meditation program on positive resources of outpatients with depressive disorder and anxiety disorder. Methods : Participants were 55 psychiatric clinic outpatients. Participants received eight weekly sessions in a mindfulness meditation training program, that was approximately 90 minutes each. Measures included the Positive Resources Test (POREST), Acceptance and Action Questionnaire-16 (AAQ-16), Life Satisfaction Expectancy Scales (LSES), and Subjective Happiness Scale (SHS). Variables were measured at two time points : pre- and post-implementation (eight weeks later). Results : Paired t-test results of participants before and after the mindfulness meditation program revealed statistically significant improvement in positive resources (t=-5.847, p<.001), acceptance (t=-4.090, p<.001), life satisfaction expectancy (t=-3.892, p<.001), but not in subjective happiness. Conclusion : Results suggest mindfulness meditation may be effective to enhance positive resources, acceptance, and life satisfaction in outpatients with depressive disorder and anxiety disorder. Mindfulness meditation may be a factor in improving psychological well-being and positive psychological features in outpatients with depressive disorder and anxiety disorder.

Covariance Structure Analysis of Science Process Skills Affected by Students' Cognitive and Affective Characteristics in Elementary and Middle School (초 . 중학생들의 과학탐구능력에 미치는 인지적, 정의적 특성에 대한 공변량 구조분석)

  • Lim, Cheong-Whan;Kim, Seung-Wha;Yang, Il-Ho
    • Journal of The Korean Association For Science Education
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    • v.17 no.1
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    • pp.1-10
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    • 1997
  • The purpose of this study was to analyze the structural model of causal effects of students' variables on science process skills. Student characteristics investigated in the study included attitude related to the science, logical thinking ability, scientific experiences, cognitive style. Covariance structural modeling procedures were used to test causal inferences about hypothesized relationships. The sample consisted of 319 6th grade students and 321 8th grade students in Seoul City, Korea. Five instruments were used in the study, TSPS(test of science process skills), GALT(group assessment of logical thinking), CEFT(children embedded figures test), questionnaire of attitude related to the science, questionnaire of scientific experience. For statistical analysis, the study adopted the structural equation modeling with LlSREL, a computer statistical program developed by J reskog and S rbom. Major findings of the study are as follows:1) Logical thinking ability has a most strong direct effect on science process skills. 2) The structural coefficient of scientific experience influence on attitude related to the science has the greatest direct one than the others in the covariance structural model. According to the results of this study, it is very importance that various scientific experiences, particularly hands-on activity, should be offer to students to improve science process skills. Also, understanding the relationships of student variable to science process skills will be helpful to decision making on the part of curriculum developers, science teachers and researchers.

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A Marketing Theory-Based Approach to Customer's Perceived Shopping Experience (고객의 지각된 쇼핑경험에 대한 마케팅 이론적 접근)

  • Yoon, Sung-Joon;Choi, Dong-Choon
    • Asia Marketing Journal
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    • v.10 no.1
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    • pp.95-131
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    • 2008
  • This study serves the main research purpose of verifying the hypothetical relationship between antecedent and consequence variables of shopping experience based on the classification system by Schmitt (1999) who dimensionalized experience into five components (sense, feel, think, act, relate). Specifically, the study seeks to fulfill the following three research objectives. First, it substantiates dynamic relationships among the five experiential components comprising the strategic experiential modules that serve as the basis of the theoretical framework of the study. Especially, it focuses on interactive relationships among the experiential components by taking a holistic view of the experience. Second, the study seeks to uncover the effects of pre-experiential antecedents such as shopping motivation and shopping involvement, based on taxonomy of motivation as product-centered vs. experience-centered. Third, the study investigates the effects of shopping experience on intention to revisit with regard to department store, discount store, and Internet shops, based on customers' store experiences. The major findings from this study are as follows: first, the five experiential components were found to have a high level of correlations according to hypothesis verification. Second, shopping motivation was learned to have significant effects on preference toward thinking as well as feeling experiences. That is, product-centered (vs. experience-centered) shopping motivation exerted a greater influence on cognitive (vs. affective experience than affective (vs. cognitive) experience.

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The Meta-Analysis on Effects of Arduino-Based Education for Secondary School Students (중·고등학생 대상 아두이노 활용 교육의 효과에 대한 메타분석)

  • Jang, Bong Seok
    • Journal of Industrial Convergence
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    • v.19 no.3
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    • pp.61-65
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    • 2021
  • This study aimed to analyze effects of Arduino-based education for secondary school students through meta-analysis. Prior studies including journal articles and theses were selected through rigorous review. The researcher calculated the overall effect size and effect sizes by categorical variables. Research findings are as follows. First, the total effect size of Arduino-based education was 0.537. Second, the effect sizes by type of dependent variables were the affective domain 0.849 and the cognitive domain 0.479. Third, the effect sizes by school level were the middle school 0.796 and the high school 0.474. Fourth, the effect sizes by subject areas were music 1.255, science 0.562, technology 0.443, and information 0.429. Fifth, the effect sizes by types of programming were the graphic-based programming 0.543 and the text-based programming 0.376.

What happens after IT adoption?: Role of habits, confirmation, and computer self-efficacy formed by the experiences of use (정보기술 수용 후 주관적 지각 형성: 사용 경험에서 형성된 습관, 기대일치, 자기효능감의 역할)

  • Kim, Yong-Young;Oh, Sang-Jo;Ahn, Joong-Ho;Jahng, Jung-Joo
    • Asia pacific journal of information systems
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    • v.18 no.1
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    • pp.25-51
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    • 2008
  • Researchers have been continuously interested in the adoption of information technology (IT) since it is of great importance to the information systems success and it is also an important stage to the success. Adoption alone, however, does not ensure information systems success because it does not necessarily lead to achieving organizational or individual objectives. When an organization or an individual decide to adopt certain information technologies, they have objectives to accomplish by using those technologies. Adoption itself is not the ultimate goal. The period after adoption is when users continue to use IT and intended objectives can be accomplished. Therefore, continued IT use in the post-adoption period accounts more for the accomplishment of the objectives and thus information systems success. Previous studies also suggest that continued IT use in the post-adoption period is one of the important factors to improve long-term productivity. Despite the importance there are few empirical studies focusing on the user behavior of continued IT use in the post-adoption period. User behavior in the post-adoption period is different from that in the pre-adoption period. According to the technology acceptance model, which explains well about the IT adoption, users decide to adopt IT assessing the usefulness and the ease of use. After adoption, users are exposed to new experiences and they shape new beliefs different from the thoughts they had before. Users come to make decisions based on their experiences of IT use whether they will continue to use it or not. Most theories about the user behaviors in the pre-adoption period are limited in describing them after adoption since they do not consider user's experiences of using the adopted IT and the beliefs formed by those experiences. Therefore, in this study, we explore user's experiences and beliefs in the post-adoption period and examine how they affect user's intention to continue to use IT. Through deep literature reviews on the construction of subjective beliefs by experiences, we draw three meaningful constructs which theoretically have great impacts on the continued use of IT: perceived habit, confirmation, and computer self-efficacy. Then, we examine the role of the subjective beliefs on the cognitive/affective attitudes and intention to continue to use that IT. We set up a research model and conducted survey research. Since IT use implies interactions among a user, IT, and a task, we carefully selected the sample of users using same/similar IT to perform same/similar tasks, to exclude unwanted influences of other factors than subjective beliefs on the IT use. We also considered that the sample of users were able to make decisions to continue to use IT volitionally or at least quasi-volitionally. For each construct, we used measurement items recognized for reliability and widely used in the previous research. We slightly modified some items proper to the research context and a pilot test was carried out for forty users of a portal service in a university. We performed a full-scale survey after verifying the reliability of the measurement. The results show that the intention to continue to use IT is strongly influenced by cognitive/affective attitudes, perceived habits, and computer self-efficacy. Confirmation affects the intention to continue indirectly through cognitive/affective attitudes. All the constructs representing the subjective beliefs built by the experiences of IT use have direct and/or indirect impacts on the intention of users. The results also show that the attitudes in the post-adoption period are formed, at least partly, by the experiences of IT use and newly shaped beliefs after adoption. The findings suggest that subjective beliefs built by the experiences have deep impacts on the continued use. The results of the study signify that while experiencing IT in the post-adoption period users form new beliefs, attitudes, and intentions which may be different from those of the pre-adoption period. The results of this study partly demonstrate that the beliefs shaped by the behaviors, those are the experiences of IT use, influence users' attitudes and intention. The results also suggest that behaviors (experiences) also change attitudes while attitudes shape behaviors. If we combine the findings of this study with the results of the previous research on IT adoption, we can propose a cycle of IT adoption and use where behavior shapes attitude, the attitude forms new behavior, and that behavior shapes new attitude. Different from the previous research, the study focused on the user experience after IT adoption and empirically demonstrated the strong influence of the subjective beliefs formed in the post-adoption period on the continued use. This partly confirms the differences between attitudes in the pre-adoption and in the post-adoption period. Users continuously change their attitudes and intentions while experiencing (using) IT. Therefore, to make users adopt IT and to make them use IT after adoption is a different problem. To encourage users to use IT after adoption, experiential variables such as perceived habit, confirmation, and computer self-efficacy should be managed properly.

Relationship of Academic Achievement, Self-Esteem, Parental Educational Level and Occupational Aspiration in Elementary School Students (초등학생의 학업성취, 자아존중감, 부모의 학력과 직업포부의 관계)

  • Park, Youl-Mae
    • The Korean Journal of Elementary Counseling
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    • v.10 no.1
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    • pp.95-108
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    • 2011
  • The purpose of this study was to examine variables affecting the occupational aspiration of elementary school students and the relationship of the variables in a bid to acquire empirical information on influential factors for the development of children's occupational aspiration. Out of the personal characteristics of school children, academic achievement, self-esteem and parental educational level that respectively belonged to the cognitive, affective and environmental domains were selected as the variables that might affect occupational aspiration. And the relationship of the variables to the level of occupational aspiration was selected as a research question of the study. The findings of the study were as follows: in relation to the level of occupational aspiration by gender, the girls were ahead of the boys. There were no statistically significant gaps in that aspect according to grade. And, the academic achievement of the elementary school students had a positive correlation to the level of their occupational aspiration, and there was no statistically significant relationship between self-esteem and the level of occupational aspiration. When academic achievement and self-esteem were selected as predictors, the two variables made a 8.5% prediction of the occupational aspiration of the fourth graders, and made a 12.3% prediction of the occupational aspiration of the sixth graders. There were no statistically significant differences in the level of occupational aspiration according to parental educational level. The fourth and sixth graders were found to have an occupational aspiration in consideration of not only the characteristics of occupations but their own academic achievement, namely their abilities.

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The Meta-Analysis on Effects of Living Lab-Based Education (리빙랩 기반 교육 프로그램의 효과에 대한 메타분석)

  • So Hee Yoon
    • Journal of Practical Engineering Education
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    • v.14 no.3
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    • pp.505-512
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    • 2022
  • The purpose of this study is to synthesize effects of the living lab-based education through meta-analysis. Seven primary studies reporting the effect of living lab-based education were carefully selected for data analysis. Research questions are as follows. First, what is the overall effect size of the living lab-based education? The overall effect size refers to the effect on the cognitive and affective domains. Second, what is the effect size of the living lab-based education according to categorical variables? Categorical variables are outcome characteristics, study characteristics, and design characteristics. Results are summarized as follows. First, the overall effect size of living lab-based education was 0.347. Second, the effect size according to the cognitive domain was 1.244 for information process, 0.593 for communication, 0.261 for problem solving, and 0.26 for creativity. Third, the effect size according to subject area was shown in the order of electrical and electronic engineering 1.146, technology and home economics 0.489, artificial intelligence 0.379, and practical arts 0.168. Fourth, the effect size according to school level was 1.058 for high school, 0.312 for middle school, and 0.217 for elementary school. Fifth, the effect size by grade level was 0.295 when two or more grades were integrated and 0.294 for a single grade.

An Analysis of Structural Relationships between Metacognition, Flow, and Mathematics Creative Problem Solving Ability (메타인지, 몰입과 수학 창의적 문제해결력 간의 구조적 관계 분석)

  • Park, Hye-Jin;Kwean, Hyuk-Jin
    • Journal of the Korean School Mathematics Society
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    • v.13 no.2
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    • pp.205-224
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    • 2010
  • This paper examined what structural relationship metacognition and flow, which are identified as major variables that positively influence creative problem solving ability, had with mathematics creative problem solving ability. For this purpose, the Mathematics Creative Problem Solving Ability Test (MCPSAT) was given go 196 general second-year middle school students, and their cognitive and affective states were measured with metacognition and flow tests. The three variables' relationships were examined through a correlation analysis and, through structural equation modeling, the mediating effect of flow was tested in the structural relationships between the three variables and in the relationship between metacognition and mathematics creative problem solving ability. The results of the research show that metacognition did not directly influence mathematics creative solving ability, but exerted influence through the mediating variable of flow. A more detailed examination shows that while metacognition did not influence fluency and originality from among the measured variables for mathematics creative problem solving ability, it did directly influence flexibility. In particular, metacognition's indirect influence through the mediating variable of flow was shown to be much stronger than its direct influence on flexibility. This research showed that the students' high metacognition ability increased flow degree in the problem solving process, and problem solving in this state of flow increased their mathematics creative problem solving ability.

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Analysis of High School Teachers' ICT literacy and Intention to use (고등학교 교사의 ICT 활용 리터러시와 활용 의도에 관한 분석)

  • Go, Ju Eun;Park, Sung Youl
    • Journal of The Korean Association of Information Education
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    • v.25 no.4
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    • pp.591-601
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    • 2021
  • This study focuses on the ICT literacy, the perceived value of ICT utilization, and the perceived use of ICT environment as the factors influencing the activation of ICT using classes, in order to identify how these differences affect intended use of ICT. A total of 3,942 high school teachers participated in the survey. Two factor analyses were conducted to verify and check the validities of measurement items for independent and dependent variables. With the research questions, a multiple regression analysis was implemented to verify the predictive power of the independent variables on the teachers' ICT utilization. All the independent variables set in the research issue had a significant influence on the intended use of ICT, which is a dependent variable. ICT utilization was found as the most influential variables followed by the perceived value of ICT utilization, the affective domain of ICT literacy, and the psychomotor domain of ICT literacy, the cognitive domain of ICT literacy, and the perceived use of ICT environment. In order to enhance teachers' ICT utilization in school settings, teachers should understand the educational value of ICT utilization and recognize its necessity and importance.