• Science of Emotion and Sensibility
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• v.15 no.2
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• pp.183-192
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• 2012

This study aims at expressing the correlation of 'creativity' and 'emotional intelligence' in cartoon expression learning through literary research and correlation analysis. Analyses were made on each sub-factor for the self emotional intelligence evaluation and the creativity evaluation made by experts through cartoon expressions by elementary school students, who are the learners. Studies on preceding research showed that creativity and emotional intelligence had a correlation and that it is common preception that higher creativity is equivalent to higher emotional intelligence. However, results of correlation analysis in this study showed that while there is a relation between creativity evaluation and emotional intelligence in cartoon expression learning, not all factors were correlated. Furthermore, the results of emotional evaluation of the upper and lower group learners did not show similar results in the creativity evaluation. Through this study, it can be said that for emotional intelligence and creativity factors, finding the appropriate emotional intelligence development method would be the way to enhance creativity. Therefore, in order to develop creativity through cartoon expression learning, systematic research should be performed for extracting the relative emotional intelligence factors.

• Management & Information Systems Review
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• v.30 no.3
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• pp.107-132
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• 2011

The purposes of this paper are to examine the effect of emotional intelligence and logic intelligence on organizational citizenship behavior and to examine the moderating effect of intelligence labor on these relationship. For these purposes, literature review and survey research were conducted. The 420 questionnaires were sent to the 12 manufactural firms in the Busan and Kyungsang Nam-Do region for empirical analysis. Total 363 usable responses were collected(effective response rate : 86.40%). The major findings of the empirical research are as follows ; First, emotional intelligence and logic intelligence have positive influence organizational citizenship behavior. but emotional intelligence have more positive influence than logic intelligence on organizational citizenship behavior. Second, emotional intelligence has differential influence on organizational citizenship behavior by emotional labor, but logic intelligence hasn't that. In conclusion, emotional intelligence is expected to improve organizational citizenship behavior which is extra-role behavior in an organization. Therefore, managers have to develop organizational citizenship behavior by exhibiting emotional intelligence, considering emotional labor.

• Journal of Digital Convergence
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• v.16 no.3
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• pp.375-383
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• 2018

The purpose of this study is to identify differences in Smartphone adiction and communcation ablity according to the degree of emotional intelligence in nursing students. Subjects were 228 associate nursing students from the population that atttend 2 university in B and C city. The data were collected using self-report questionnaire from November 28 to December 16, 2016. Data were analyzed by frequencies, Independent t-test, ANOVA, Pearson's correlation using SPSS Win 23.0. Emotional intelligence level were no significantly correlation with smartphone adiction. But the subscales of emotional intelligence(use of emotionals and regulator of emotionals) were a negative correlation smartphone addiction in nursing students. The higher the level of use of emotionals and regulator of emotionals, the lower the smartphone adiction. Emotional intelligence level were positive correlation with communcation ablity in nursing students. The higher the level of emotional intelligence, the higher the communication ability. Therefore, To reduce smartphone adiction and to increase communcation ablity of nursing students, it is necessary to develop and test the program for increase emotional intelligence level of nursing students.

• Journal of the Korean Society of Food Science and Nutrition
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• v.39 no.12
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• pp.1880-1892
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• 2010

The purposes of this study were to: a) provide evidence concerning the effects of emotional intelligence on job outcomes, b) examine the impacts of emotional intelligence on employee-related variables such as 'job satisfaction', 'organizational commitment', 'organizational performance', and 'turnover intention' c) identify the conceptual framework underlying emotional intelligence. A survey was conducted to collect data from foodservice managers (N=231). Statistical analyses were completed using SPSS Win (16.0) for descriptive analysis, reliability analysis, factor analysis, t-test, correlation analysis, cluster analysis and AMOS (16.0) for confirmatory factor analysis and structural equation modeling. The concept of emotional intelligence (EI) has been on the radar screens of many leaders and managers over the last several decades. The emotional intelligence is generally accepted to be a combination of emotional and interpersonal competencies that influence behavior, thinking and interaction with others. The main results of this study were as follows. The four EI (Emotional Intelligence) dimensions correlated significantly with age. The means of job satisfaction score were above the midpoint (3.04 point) scale. The organizational commitment score was above the midpoint (3.41 point) scale and was higher at 'loyalty' factor than 'commitment' factor. The means of organizational performance score were above the midpoint (3.34) scale. The correlations among the four EI (emotional intelligence) factors were significant with job satisfaction; organizational commitment, organizational performance and turnover intention. The test of hypothesis using structural equation modeling found that emotional intelligence produced positive effects on job attitude and job performance. Emotional intelligence enhanced organizational commitment, and in turn, managers' attitude produced positive effects on organizational performance; emotional intelligence also had a direct impact on organizational performance. This study has identified the effect of emotional intelligence on organizational performance and attitudes toward one's job.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.417-424
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• 2017

This study investigated the relationship between pre-service early childhood teacher's metacognition and emotional intelligence on character development efficacy. The subjects were 218 pre-service early childhood teachers at university. A questionnaire, which required self-reporting by these teachers, was used to investigate the effect of their metacognition and emotional intelligence on character development efficacy. The data were analyzed by Pearson's correlation and stepwise regression. The study results were as follows. First, metacognition and emotional intelligence exerted an effect on the character development efficacy of pre-service early childhood teachers. Second, there were significant positive correlations between the metacognition and character development efficacy of the teachers. Third, there were significant positive correlations between the emotional intelligence and character development efficacy of the teachers. Fourth, emotional comprehension of others, emotional comprehension of own, error correction, and emotional activity were meaningful and influential variables on the teachers' self-leadership. These results increased the perception for the development of pre-service early childhood teacher curriculum about character development efficacy, metacognition and emotional intelligence of pre-service early childhood teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.8
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• pp.410-416
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• 2018

The purpose of this study was to investigate the factors affecting the exhaustion of emotional intelligence of clinical dental hygienist and to improve the quality of customer service and effective management of clinical dental hygienist. The results of the study were as follows: 394 clinical dental hygienists working in Jeollabukdo from February 6 to May 31, 2017. Clinical dental hygienist's emotional intelligence showed a significant negative correlation with burnout(r=-.623, p<.001). Self emotion appraisal, others' emotion appraisal, and use of emotion were found to be related factors to exhaustion of clinical dental hygienist..Based on the results of this study, it would be necessary to develop programs to improve the emotional intelligence of clinical dental hygienists, to reduce burnout and to improve the work efficiency of clinical dental hygienists.

• Journal of dental hygiene science
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• v.15 no.6
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• pp.746-752
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• 2015

Four hundreds and eighty-seven dental hygiene students were selected and a questionnaire survey was carried out to find out how emotional intelligence and ego resiliency affect interpersonal skills so that this can be the basis to enhance their interpersonal skills. PASW statistics 18.0 was used for analysis, results are as follows: It was statistically significant that students with higher emotional intelligence and ego resiliency and good interpersonal skills answered that they had high economic standard of living (p<0.001, p<0.05). Students raised by parents showed high emotional intelligence and ego resiliency (p<0.05), same result was shown among religious students too (p<0.05). Students with high ego resiliency showed better interpersonal skills (p<0.001), and ego resiliency influenced more on interpersonal skills than emotional intelligence. Therefore, curriculum to develop emotional intelligence and ego resiliency of dental hygiene students to improve their interpersonal skills which is one of the core competences of dental hygienist needs to be planned in the course.

• Journal of Digital Convergence
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• v.20 no.4
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• pp.419-431
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• 2022

This study was conducted to develop and test the effects of an emotional intelligence program for new nurses. The study design was a mixed method research. Participants were 29(intervention group: 15, control group: 14) new nurse. The emotional intelligence improvement program was conducted once a week for a total of 8 weeks (20 hours).The emotional intelligence program was provided for 8 weeks (20 hours). Quantitative data were analyzed using Chi-square, Fisher's exact test, t-test, repeated measure ANOVA with SPSS/WIN 18.0. Qualitative data were analyzed using content analysis. Quantitative results showed that emotional intelligence, Job stress were no significantly better in the experimental group compared to the control group. According to the qualitative results, the new nurse experienced improvement in emotional intelligence, empowerment, a reduction in stress, Changed from 'alone' to 'us', and as well as I dream of my future self after participation in the emotional intelligence program. A study to apply the emotional intelligence improvement program to nurses at various times and to verify its effectivene.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.13 no.1
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• pp.95-99
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• 2013

This study empirically analyzed between the use hours and the emotional intelligence of elementary school students and also, analyzed between the exercise time and the emotional intelligence of elementary school students. As a result of the regression analysis, the smart devices using time of elementary school students impact on the emotional intelligence of elementary school students. We also concluded there is no relationship between the exercise time and emotional intelligence of elementary school in the regression analysis. It seems that additional research is needed, existing studies and obtained different results for sports activities and emotional intelligence in the future.

• Journal of the Korea Convergence Society
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• v.12 no.8
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• pp.197-205
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• 2021

In this study, we would like to confirm the impact of emotional intelligence perceived by members of medical institutions on job satisfaction and the mediating effect of self-efficacy. To test the hypothesis of the study, a survey was conducted on members of medical institutions (excluding doctors) in Gyeonggi Province, and statistical analysis was conducted using SPSS 22.0. First of all, the research results showed a positive impact only on use of emotion among the sub-factors of emotional intelligence in the impact relationship between emotional intelligence perceived by members on self-efficacy. Second, in the impact relationship of emotional intelligence on job satisfaction, which is a sub-factor of emotional intelligence, self-emotion appraisal, others' emotion appraisal, regulation of emotion, and use of emotion all showed positive effects. Third, the effect of members' self-efficacy on job satisfaction was also positive, and fourth, the mediating effect of self-efficacy between emotional intelligence and job satisfaction was also confirmed. Therefore, programs to improve members' emotional intelligence and self-efficacy are introduced and institutional needs are required.