• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.503-514
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• 2020

In a sense that achievement emotion is directly associated with achievement activity of students and its result, drastic changes in educational environment such as expansion of e-learning due to COVID-19 may have a large impact on the achievement emotion of students inevitably. However, studies on the foregoing still remain insufficient, and development of a questionnaire capable of making a quantitative measurement on the achievement emotion of students under the environment of e-learning may become the basis of relevant studies, so this study developed the e-learning Achievement Emotions Questionnaire-Korean Middle school Science(e-AEQ-KMS) and verified its validity. e-AEQ-KMS in this study was developed based on the Achievement Emotions Questionnaire-Korean Middle school Science (AEQ-KMS) and by reflecting characteristics of e-learning science class. With 226 questions in total, the questionnaire is composed to measure 9 kinds of achievement emotion such as enjoyment, hope, pride, relief, anger, anxiety, hopelessness, shame, and boredom under 3 academic situations of class situation, learning situation and testing situation. The result of this study has a great significance in the way that it set out a framework for making a comparative analysis quantitatively on the achievement emotion of Korean middle school students in science for e-learning classes.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.1
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• pp.141-151
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• 2020

This research aimed at studying the role of self-enhancing imagery and self goal-achievement emotion in the effect of characteristics perceived at advertisements using multisensory cues on purchase intention. Sports shoes advertisement was selected as an empirical research object. Questionnaire survey method was used to collect data. 'WenJuanXing' site was used to make the questionnaire in Chinese, and it was loaded on WeChat and QQ. 260 participants from different regions of China participated in online questionnaire survey. The results of testing the hypotheses by structural equation model in Amos 21.0 program are summarized as followings. The congruency between multisensory cues and self-discrepancy awareness positively evoked the self-enhancing imagery and the self goal-achievement emotion. The object relevance between the consumer and the product advertised did not induce the emotion, but evoked the self-enhancing imagery. Both of the self-enhancing imagery and the self goal-achievement emotion had positive effects on the product purchase intention. When developing advertisement, marketers should focus on multisensory cues' characteristics to enhance the self-enhancing imageries as well as to help feel the goal-achievement emotion. They should pay attention to the ways by which the multisensory cues' characteristics used to develop advertisement can be perceived to be congruent with each other by consumers.

• Journal of Integrative Natural Science
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• v.9 no.2
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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.

• Journal of the Korean Home Economics Association
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• v.18 no.1
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• pp.111-119
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• 1980

To identify interest of primary school children and find the correlations between their interest and school achievement and emotion. Cluster-sampled 410 primary school children in Seoul were interviewed by the standardized questionnaire and data were analyzed statistically by computer system. 1) High SES has positive influence on school achievement. 2) children in higher SES tend to like more in-door-play or instrumental play. 30 More spending their times with in-door-play or instrumental play, children make better school achievement. 4) There is no significant relationships between the TV watching time and emotional stability. 5) More interest I social, natural science and arithmetic, children make higher achievement in all subjects above average. 6) Children's emotion has no association with school achievement, playing types and TV watching time but has positive association with SES.

• The Journal of Industrial Distribution & Business
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• v.10 no.10
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• pp.53-65
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• 2019

Purpose - Current study aimed at investigating the effects of the choice easiness as a thought triggered at the time of making decision and the goal achievement emotion as a prediction of how consumers feel in the state of achieving consumption goal on brand purchase intention. And It also explored moderation role of incidental pride type such as ambient hubris pride and ambient authentic pride felt before the event in the effects of message type such as self-verifying message and self-enhancing message on the choice easiness and the goal achievement emotion. Research design, data, and methodology - Message type was divided into self-verifying message and self-enhancing message. Incidental pride type was divided into hubris and authentic pride. Smart mobile phone was selected for empirical study. And the experiment was performed with 2(pride type: hubristic versus authentic) × 2(message type: self-verifying message versus self-enhancing message) between-subjects design. Questionnaires from 215 undergraduate students were used to test hypotheses by Macro process model 7. The hypotheses were tested at each of self-verifying message group and self-enhancing message group. Results - First, both choice easiness and goal achievement emotion positively influenced on the purchase intention at both self-verifying message group and self-enhancing message group. Second, at self-verifying message group, the positive effects of self verification on both choice easiness and goal achievement emotion were higher to the customers under incidental hubris pride than to those under incidental authentic pride customers. Third, at self-enhancing message group, the positive effects of self enhancement on goal achievement emotion were higher to the customers under incidental authentic pride than to those under incidental hubris pride. However, at self-enhancing message group, the positive effects of self enhancement on choice easiness (goal achievement emotion) were not higher (higher) to the customers under incidental authentic pride than to those under incidental hubris pride. Conclusions - Focusing on the results of this study, to promote their brand purchase intention, brand managers should use self-enhancing message to induce goal achievement emotion from incidental authentic pride customers. And the brand managers should develop and use self-verifying message to induce choice easiness as well as goal achievement emotion from hubris pride customers, which in turn, promote their brand purchase intention.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.745-754
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• 2014

Students experience a variety of achievement-related emotions during the process of learning the science curriculum. The purpose of this study is to develop an achievement emotions questionnaire for Korean middle school science curriculum to measure the achievement emotions that middle school students experience during study of this curriculum, and verified its validity. The Achievement Emotions Questionnaire-Korean Middle School Science is based on the English version of the Achievement Emotions Questionnaire, developed with reference to Korean middle school science curriculum and the characteristics of science study, from the perspective of the control-value theory of achievement. It has 232 questions, configured to measure nine achievement emotions across three types of academic settings. The questionnaire results can be treated with a high degree of confidence according to the result of our validation, which also verified that the achievement emotions of these students are configured with four internal criteria (learning strategy, achievement motivation and course grade), as suggested by the control-value theory; this in turn verifies that the nine achievement emotions are sufficiently distinctive across study situations. Last, it was verified that the questionnaire has sufficient external validity based on a comprehensive examination of the relation between science achievement emotions and the four criterion variables for each student. This suggests that through the development and implementation of this quantitative questionnaire, basic ground was provided to understand the achievement emotions experienced by middle school students learning the science curriculum.

• Science of Emotion and Sensibility
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• v.8 no.1
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• pp.55-61
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• 2005

The purpose of the study was to examine any difference in academic achievement, self-concept and achievement motivation by the types of hemispheric dominance. 189 high school students participated in the study. They were taken three kinds of different psychological tests i.e., the brain hemispheric preference (dominance), the self-concept and the achievement motivation tests. Three types of hemispheric dominance were classified as the left hemispheric, the right hemispheric and whole brain dominances. The results showed that students with the right hemispheric dominance showed lower academic achievement and self concept than the other groups students. Those who had left hemisphere dominance showed higher achievement motivation than the right hemispheric students. These results could be interpreted that education in the high school in Korea mainly focuses left hemisphere related topics or subjects.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.82-94
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• 2014

The purpose of this study is to develop teaching program which utilizes emotional intelligence elements as a measure to stimulate the motive and scientific attitude of learners and examine the effect of its application. The target unit for this study is 'world of plants' in the fourth grade of elementary school, and the teaching program is composed of 3 stages including I(encounter with myself), S(encounter with science), and U(encounter with friends). The teaching program is organized in the way to reflect 5 emotional intelligence elements including self-awareness, self-regulation, self-motivation, sympathy, and personal relations properly according to each stage of teaching program. The result of applying this program into actual classrooms is as follows. First, it is proven that the teaching program actually helps improving the motive of learners to study science. The emotional intelligence takes a role of positive motive for thinking, and the learners monitor their emotion and behavior patterns by using a mirror notebook to reduce their anxiety about science. Second, it is proven that the teaching program changes the science related attitude of learners positively. The emotional intelligence elements help the learners to create friendly feeling toward science subject and have a friendly attitude toward science and a sense of expectancy to science class. Third, it is proven that the teaching program contributes to the improvement of learners' science study achievement. The emotional intelligence takes an important role in improving the learners' science study achievement through the role of adjusting and controlling the recognition capability. However, emphasizing the emotional intelligence excessively also has a risk to break the balance between emotion and recognition, so it is considered that the balanced approach should be applied.

• Journal of Korean society of Dental Hygiene
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• v.21 no.6
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• pp.805-812
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• 2021

Objectives: To investigate the perceived quality of classes, academic emotions, and learning achievement levels associated with the non-face-to-face classes of health science students, and to analyze the factors related to class satisfaction. Methods: Using a questionnaire, 238 health science students were surveyed regarding the quality of classes, academic emotions, and learning achievement levels. Factors related to calss satisfaction were analyzed using stepwise multiple regression. Results: Lecture types that the students were most satisfied with were 'video lectures using PPT' and 'recorded lectures provided by LMS', while 'real-time video lectures' were scored the lowest (p=0.005). Factors affecting non-face-to-face class satisfaction were perceived achievement (β=0.425, p<0.001), learning content (β=0.265, p<0.001), learning emotion (β=0.171, p<0.001), and learning environment (β=0.137, p=0.012). The adjusted explanatory power for this model was 63.9%. Conclusions: To increase the satisfaction of health science students with non-face-to-face classes, it is necessary to prepare an institutional foundation and to develop an educational program that can increase perceived achievement.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.444-465
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• 2013

The purpose of this study is to extract core situations that can arouse various academic emotions and to analyze the characteristics of intensity-frequency of these academic emotions from Korean elementary students in Science classes. To accomplish this study, authors conducted a survey of 642 sixth grade students. The result of the study are as follows: First, science academic emotions varied depending on each of the science learning situations. On the whole, positive-emotions were aroused in science experiment situations and negative-emotions were aroused in evaluation, personality of individuals and other people, teaching-learning method and science experiment situations. If teachers want to manage a specific emotion, they should control the core situations that can arouse that specific emotion. Second, positive-emotions appeared more than negative-emotions in intensity and frequency. But boredom, annoyance and stuffiness appeared the most among negative-emotions. Teachers have to reduce students' boredom, annoyance and stuffiness that are aroused in their science classes. Based on the results, authors become assured that introduction of the emotions was a very useful method in enhancing Korean elementary students' affective domain achievement in science classes.