• The Journal of the Korea Contents Association
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• v.14 no.3
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• pp.490-499
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• 2014

This research was conducted to verify the moderating effect of gender, which impacts learning strategy, negative emotions, and influence that university life adjustment of undergraduates has on academic achievement. Therefore, this survey was conducted on learning strategy and negative emotion in February, targeting 654 freshmen of a university in Seoul on their academic and social adaptation and grades which has been measured and analyzed three months later at the end of the term. The moderating effect according to genders was analyzed through hierarchical regression analyses, and diagram was presented after conducting the simple gradient verification as a post analysis on interactive effect. As a result of analysis, although learning strategy and academic adaptation was appeared to be significantly affecting grades regardless of gender, the impact of negative emotions on academic achievement were significant only to females, and the impact of social adaptation on academic achievement was significant only to males, which enabled the researchers to confirm the regulation effects on different genders. The implications and proposal for a follow-up study about learning strategy, emotion, and adaptation based on the research resulted in the discussion of academic achievement in university.

• Science of Emotion and Sensibility
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• v.10 no.1
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• pp.1-11
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• 2007

An Infotainment Service intended to enhance the human emotion is introduced in this paper. The service is to be installed on the robot helping elderly persons to live comfortable and enjoyable life. The research started with defining the undesirable status of emotion in everyday life, and the psychological skills to cope with the status were sought about. Then, a methodology for providing emotion contents reflecting the coping skill has been suggested. Based on the Cognitive Behavior Therapy, the coping skill is used to edit animation clips. A movie recommendation system to utilize the edited animation clips has been being developed. A series of process for developing the system is described, where the emotion elements are taken into consideration in addition to the user preference as the criterion for recommendation.

• Korean Journal of Child Studies
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• v.23 no.2
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• pp.31-47
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• 2002

In this study, the perceptions and responses of 136 kindergarten children from middle SES families were recorded in one-to-one interviews about the cause, reasons for expression, and responses to negative emotions. Results showed that children perceived he causes of anger and sadness as 'interpersonal events' and they perceived he cause of fear to be 'fantasy/scary events'. The children tended not to express their negative emotions because they expected negative responses from their peers and mothers, but when they did, the expressed their negative emotions to their mothers rather than to peers. Children responded to the negative emotions of their peers with 'problem-solving focused strategies', but they responded to their mothers' negative emotions with passive strategies, such as 'emotion focused response' and 'avoidance'.

• Korean Journal of Culture and Social Issue
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• v.12 no.2
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• pp.77-100
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• 2006

This study investigates happy life experiences and their emotional responses to these experiences with a sample of Korean students and adults. A total of 489 Korean university students and adults completed an open-ended questionnaire developed by the present researchers. Three sets of results have been found. First, while experiences of achievement and failure affect the strength of feelings of happiness or unhappiness, social relationships with family members and friends affect the frequency of feelings of happiness or unhappiness. Second, while strong positive affects are aroused by sense of achievement and pride, frequent positive affects are aroused by feeling of calmness and positive relational emotions (such as Jung - deep affection and attachment). Third, while strong negative affects are aroused by sense of frustration and sadness, frequent negative affects are aroused by anxiety and negative relational emotions (such as the sense of indebtedness and shame). These results indicate that the interpersonal relationships with family members and friends and personal achievements and failures influence the subjective well-being of feeling happy or unhappy with people's lives.

• Korean Journal of Child Studies
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• v.29 no.6
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• pp.225-243
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• 2008

본 연구는 아동의 학습 과제 수행 이후에 보이는 부모와 아동의 정서적 반응이 문화에 따라 어떠한 차이를 나타내는지 알아보기 위해 한국계 이민자 가정과 백인가정을 대상으로 실시하였다. 미국 서북부 시애틀 지역의 8에서 9세 사이의 자녀를 둔 31 한국계 가정과 31백인 가정이 연구에 참여하였다. 연구를 위해 각 가정을 방문하였고 각 가정의 부모와 아동의 정서 반응을 비디오로 촬영하여 비교 분석하였다. 컴퓨터를 이용한 초 단위 행동 분석 결과 아동이 과제에 실패했을 때 한국계 어머니들과 아동들의 긴장과 불안 행동이 미국 백인 어머니들과 아동들보다 더 많이 나타났다. 아동의 과제 실패시, 어머니들의 부정적인 정서표현도 한국계 이민자 가정에서 더 많이 표출되었다. 아동들이 과제에 성공했을 때는 미국 백인 어머니들과 아동들이 좀 더 긍정적인 정서 반응을 많이 하였고 특히 백인 어머니들이 적극적 칭찬 등의 긍정적인 피드백을 주었다. 흥미 있게 아동들의 과제 성공 후에도 한국계 이민자 가정의 어머니들이 부정적인 정서 표출이 더 많았다. 자녀의 성에 따른 상호작용의 차이를 알아본 결과, 한국계 이민자 가정에서는 성차가 나타나지 않았고 미국 백인 가정의 부모들이 남자아이들에게 더 긍정적인 정서 표현을 보였다.

• Journal of the Korea Convergence Society
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• v.12 no.9
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• pp.65-71
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• 2021

The purpose of this study is to investigate the factors that affect stress, emotional regulation, and adjustment to college life of health college students. The survey was conducted from June 21 to 30, 2021 for 190 health students in G and J area. The data were analyzed by frequency analysis, reliability analysis, simple correlation analysis, and multiple regression analysis. The results showed that positive perception had positive correlation with negative perception(r=-.286,p<.01), emotional regulation (r=.296,p<.01), and university life adjustment(r=.520,p<.01). Negative perception was correlated with emotional regulation(r=-.619,p<.01), university life adjustment (r=-.428,p<.01) and negative(-). Emotional regulation had a positive correlation with university life adjustment(r=.341,p<.01). Positive perception, negative perception, and emotional regulation, which are sub-factors of perceived stress, were the factors affecting the adjustment to university life, and the explanatory power was 84%. Therefore, it is necessary to develop a program that can improve the adjustment of college students in health.

• Korean Journal of Forensic Psychology
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• v.12 no.2
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• pp.99-120
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• 2021

This study examined the differences in facial emotion processing related to psychopathic traits. On the basis of the Psychopathic Personality Inventory-Revised (Lee & Park, 2008), students were divided into psychopathic trait (n=15) and control (n=15) groups. Participants performed two tasks consisted of negative(angry, fear, sad) and neutral faces. Event-related potentials(EPRs) were recorded when participants categorized gender in the implicit task and emotion in the explicit task. We analyzed the late positive potentials(LPP) amplitude to investigate differences in emotion processing between psychopathic trait group and control group. In the implicit task, there was no significant difference in both groups. However, there was a significant interaction between emotion and group at the frontocentral region in the explicit task. The psychopathic trait group showed greater LPP amplitudes for the neutral faces than for the negative faces, whereas the control group showed similar LPP amplitudes for the neutral and negative faces at the frontocentral site. These results might reflect the abnormalities in emotional processing in individuals with psychopathic traits.

• Journal of the Korean Home Economics Association
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• v.45 no.8
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• pp.61-75
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• 2007

This study investigated preschoolers' emotional knowledge, emotional reactions and parents' emotinal reactions to children's negative emotions according to their family income and sex. Subjects were 99 five-year-olds(46 low-income preschoolers, 53 middle-income preschoolers) recruited from three day-care centers and a kindergarten in Seoul and their parents. Each child was individually interviewed with pictorial tasks and parents reported on their own reactions by questionnaires. Results showed that low-income preschoolers were lower than middle-income preschoolers in emotional knowledge. Low-income preschoolers showed higher level of perceptions of the peer's anger in emotional reactions than middle-income preschoolers. Low-income mothers also were more likely than middle income mothers to show punitive reaction in parents' emotional reactions.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.201-216
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• 2005

The social behaviors of 177(84 girls, 93 boys) 5-6 year olds were rated by the SCBE teacher questionnaire. Mothers reported on their reactions to children's negative emotions and on children's emotionality by questionnaires. Results showed that girls' emotionality was related to maternal punitive responses and their withdrawn behaviors. Maternal emotion-focused reponses were associated with boys' social behaviors. Maternal distress reactions were correlated with girls' prosocial behaviors; maternal punitive responses were related to girls' prosocial and withdrawn behaviors. Maternal emotion-focused responses were associated with girls' aggressive behaviors. Partial correlation analysis indicated girls' emotionality was not related to their withdrawn behaviors when maternal punitive responses were taken into account.

• Korean Journal of Human Ecology
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• v.21 no.4
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• pp.705-714
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• 2012

This study investigated the relationships among emotion knowledge, negative emotionality, and autobiographical memory in a sample of 131 three- to five-year-old children attending day care center in seoul. The collected data were analyzed using simple regression and hierarchical multiple regression. The main results of this study were as follows. First, children's emotion knowledge exerted negative effects on their negative emotionality. Second, children's negative emotionality had a positive influence on their autobiographical memory. Finally, the effect of children's emotion knowledge on their autobiographical memory was partially mediated by their negative emotionality. These findings provide a preliminary evidence that children's emotion knowledge and negative emotionality may predict their autobiographical memory.