Abstract
This study analyzes trends in affective domain research through dynamic topic modeling, examining 380 papers published in seven major Korean mathematics education journals. The number of topics was set at nine based on coherence and perplexity measures, and topics were identified by considering the frequency and relevance of keywords. Topic 1 was disposition, attitude, interest, achievement, and pedagogy, Topic 2 was anxiety, interest, belief, factors, and levels, Topic 3 was attitude, problem solving, and programs, Topic 4 was attitude, belief, abilities, and learning activities, Topic 5 was belief, motivation, anxiety, programs, and activities, Topic 6 was affect(meta-affect), attitude, levels, and achievement, Topic 7 was self-efficacy, attitude, mathematical models, and practices, Topic 8 was value, motivation, instruction, and achievement, and Topic 9 was anxiety, motivation, textbooks, and storytelling. The topics covered various themes such as attitudes, anxiety, beliefs, motivation, and achievement, reflecting a strong connection to cognitive aspects like achievement, ability, and problem-solving. While overall patterns were similar, topics related to anxiety and beliefs (Topics 2 and 5) showed a distinct upward trend. The emergence of new terms such as ‘meta-affect’ and ‘mindset’ indicates the expanding scope of affective domain research. These findings suggest the need for continued exploration of new areas within the affective domain, alongside its links to cognitive factors, to support students' affective achievements.
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