• Science of Emotion and Sensibility
• /
• v.18 no.3
• /
• pp.35-48
• /
• 2015

It is frequently found in daily life that people who experience good luck as lottery winners try to improve their background (e.g., home, car) but it has not been empirically validated why they do that. Present research attempts to explore the prediction that people who experience good luck expand the scope of attention to background and those who undergo bad luck shrink the scope of attention to adjacent objects. Findings from Experiment 1a indicate that participants who experienced good luck (won the rock-paper-scissors game) paid more attention to background and performed worse in the "find the hidden picture" (below FHP) task while those who underwent bad luck (lost the rock-paper-scissors game) paid more attention to objects, leading to better performance in the FHP task. It is also found in Experiment 1a that, if people washed their hands after experiencing good or bad luck, the opposite result occurred. Experiment 1b confirmed that the rock-paper-scissor game manipulated good and bad luck successfully and did not influence self-control. Experiment 2 shows that people who strongly believe in good luck performed poorly in FHP task while those who do not believe in good luck performed well in FHP task. Overall, three experiments support the proposed research hypotheses. Implications of the study findings for cognitive psychology and related fields including consumer and sports psychology are discussed.

• Journal of Music and Human Behavior
• /
• v.13 no.1
• /
• pp.61-87
• /
• 2016

With broad individual variability in social communication skills of children with autism spectrum disorders and increasing focus on interventions targeting social communication of this population, there is a need for systematic analysis of how social communication outcomes are measured. This study aimed to systematically analyze the measurement tools used in the music therapy interventions for improving social communication of children with ASD. Electronic databases and music therapy journals were searched for controlled studies published between 1980 and 2015. A total of 21 studies were included for the analysis. The results demonstrated that direct observation of behaviors was the most frequently used and the combination of targeted social communication areas and specific measurements used for a specific skill varied among the studies. In addition, 90.4% of studies reported interrater reliability. These results indicate that there has been a diversity in approaches to measure social communication skills despite increasing attempts for systematic measurements. In consideration of the nature of social communication development in children with ASD, multifaceted strategy to understand and assess the target skills in terms of specific behavior acquisition, social functioning in general, and social cognition was recommended.

• Science of Emotion and Sensibility
• /
• v.16 no.2
• /
• pp.221-234
• /
• 2013

Positive affect has beneficial consequences in various life domains including social relational aspect. This study proposes that 'joy,' a highly arousing positive social emotion, promotes emotionally supportive reactions during a social interaction. In Study 1, after controlling for confounding personality characteristics (e.g., extraversion, agreeableness, adult attachment) and cognitive variables (e.g., empathy, self-esteem), positive affect predicted the amount of emotional support and enthusiasm one showed to a person who was describing a positive experience. The arousal dimension of positive emotion appeared to be the key in creating this outcome. Study 2 found that people were most likely to react in supportive ways (e.g., more laughing, emotion sharing, and active-constructive responses) to other's conversation after viewing a joy-inducing (rather than pride, awe, calm) film clip. These results partly explain why happy people are socially popular and suggest that one of the central functions of "joy" is to promote social bonding with others.

• Journal of Korean Library and Information Science Society
• /
• v.46 no.2
• /
• pp.1-27
• /
• 2015

The purpose of this study is to show the reading aloud has good influence on students from $3^{rd}$ to $5^{th}$ grade to improve their reading attitude and self-esteem. For performing the study, the experiment group consists of children of 10 groups in 10 elementary schools from 7 regions, while the control group is made up the class of certain grade in participation school. Students in experimental groups are respectively read 5 books assigned from each group on total 13 times-for 60 minutes once a week. For measuring the reading attitude and self-esteem of students, we use modified questionnaires. The result in here statistically presents reading aloud activity have a meaningful effect to improve the overall reading attitude which includes subordinate areas such as awareness, behavior, emotional area of elementary students. Also, this activity gives elementary students the positive effect to develop their self-esteem, but it does not mean statistically except self-esteem of social-peers. As a result, the reading aloud activity provides the schoolchild with enjoyable reading experience.

• Journal of the Korean Society of Food Science and Nutrition
• /
• v.43 no.6
• /
• pp.934-942
• /
• 2014

The purpose of this study was to investigate factors affecting problematic drinking by university students in the Chuncheon area. Lifelong drinking rate of subjects was 98.1%. Problematic drinking rates according to AUDIT (alcohol use disorders identification test) were as follows: 21.3% 'no problem', 58.0% 'at-risk drinking', 10.0% 'alcohol abuse' and 10.7% 'alcohol dependence'. Research has shown that problematic drinking is more prevalent among freshmen, early drinkers, those with hypochondria, and students who are less satisfied with their campus life or whose own parents are frequent drinkers. It has been shown that more serious problematic drinking is associated with higher 'positive alcohol outcome expectancies' and 'coping motives for drinking', and 'recognition level of drinking cultures' is considered less desirable. Multiple regression analysis revealed that 'coping motives for drinking' was the most significant variable affecting the problematic drinking of university students. Developing and fostering various alcohol-reducing programs that largely focus on 'coping motives for drinking' will greatly contribute to solving problematic drinking.

• Journal of Korean Home Economics Education Association
• /
• v.26 no.2
• /
• pp.69-87
• /
• 2014

This research is to develop ethical clothes consumption education program that adopts PBL which is student centered professor-learning method where the learner actively participates in lessons to recognize problems and solve them. This research also tried to see the changes in the students' ethical clothes consumption awareness and problem solving skills and self-directed learning ability after applying this program to lessons. With total of four study topic, seven ethical clothes consumption education programs were developed, and the actual lesson was conducted in controlled group and experiment group. Summary of this research is as followed: First, ethical clothes consumption education program was developed using PBL. Second, teenagers' ethical clothes consumption awareness increased much more than before the course. As both the control group and the experiment group were proven to have high ethical clothes consumption involvement and awareness, it was possible to confirm there is a need for systematic and continuous consumption education at school. Third, when a post test on changes in problem solving ability and self-directed learning ability after applying PBL based ethical clothes consumption education program was conducted, students' problem solving ability was enhanced and both factors, the awareness and behavior of self-directed learning, showed significant difference.

• Korean Journal of Psychosomatic Medicine
• /
• v.28 no.1
• /
• pp.8-19
• /
• 2020

Objectives : The purpose of this study was to examine whether the MMPI-2-RF serves as a useful tool to differentiate between the subtypes of high risk of suicide among psychiatric outpatients. Methods : Patients were recruited from the department of psychiatry of university hospital. Participants were diagnosed using DSM-5 criteria by board certified psychiatrists. Their medical records were reviewed retrospectively. And participants were put into 4 groups (Suicide ideation, Suicide attempt, Non-suicidal self-injury, and general psychiatric diagnosis as a control group). For statistical comparison, the MANCOVA with gender as a covariate was used. Results : The results indicated that as previous research with non-clinical sample suggested, psychiatric outpatients with high suicide risk also have significantly higher Emotional/Internalizing Dysfunction, Helplessness/Hopelessness, Suicidal/Death Ideation, Demoralization, Cognitive complaints, Cynicism, Dysfunctional negative thoughts than general psychiatric patients group. But group differences within the high suicide risk patients have not been observed. However, suicide attempt group and NSSI group has higher Behavioral/Externalizing Dysfunction, RC4, AGG than general psychiatric patients group. But there was no difference between suicidal idea group and general psychiatric patients group. Conclusions : There was no group difference observed between all three subtypes, which mean the MMPI2-RF may not be the useful diagnostic tool to navigate high suicide risk subtypes. Even though there was no difference observed in the suicide ideation group, suicide attempt group and NSSI group have higher aggression and externalization. So those indexes could serve as a useful marker to investigate riskiness of suicide related symptoms.

• Korean Journal of School Psychology
• /
• v.16 no.3
• /
• pp.231-263
• /
• 2019

The purpose of this study was to verify the effects of growth orientation, life satisfaction, perceived stress, positive psychological capital and interpersonal relationships in the group coaching program for the promotion of growth orientation for university students based on the model of the social-cognitive approach to motivation. The program consisted of eight topics: growth orientation, growth mindset and brain plasticity, self-directed goal setting, talent which is a product of ongoing effort, failure attitude and perspective change, positive emotion, thinking and behavior, value of growth orientation and self-coaching, respectively. The program comprised a total of eight sessions, 120 minutes each, and the final program was completed through a preliminary experiment with three university students. In order to verify the effectiveness of the program, 48 university students were divided into 16 in the experimental group, 16 in the comparative group, and 16 in the control group. The experimental group participated in the group coaching program to enhance the growth orientation based on the model of the social-cognitive approach to motivation developed in this study, the comparative group participated in a learning goal orientation improvement program based on an incremental implicit theory, and the control group did not carry out any program. Three groups were tested in pre, post, follow-up1(after 1 month) and follow-up2(after 3 months) in order to growth orientation, life satisfaction, perceived stress, positive psychological capital and interpersonal relationships. We performed analysis to confirm the homogeneity to the data of the three groups and to verify the interaction effects between times and groups. As a result, it was confirmed that the group coaching program to promote growth orientation, life satisfaction, perceived stress, positive psychological capital and interpersonal relationships had statistically significant effect and was more effective than the comparative program due to the larger effective size. Also, we confirmed that the coaching effect was sustained after the program was finished and more effectively maintained than the comparative program. Based on the results of this study, this study has academic implications because it verify the effectiveness of the group coaching for the promotion of the growth orientation by scient ic method.

• Journal of Gifted/Talented Education
• /
• v.23 no.6
• /
• pp.1077-1098
• /
• 2013

Science gifted students enrolled in a program, where classes had either explicit or implicit instruction about self-directed learning, were asked to write what was satisfying after each class. This process was part of the evaluation of the program. Students' descriptions related to self-directed learning are compared in these two classes, one with explicit instruction and the other with implicit instruction. First, most of the components related to self-directed learning, which were reported in the previous research articles, were mentioned in students evaluation. If there was any specific description regarding what was satisfying, there were components of self-directed learning. Students descriptions were consistent with list of self-directed learning components, which was constructed based on the previous research. Therefore it may be concluded that students recognized most of the reported self-directed learning components and satisfied with them. Second, There were differences in the evaluation of two types of classes. The evaluation of class with explicit instruction contained more self-directed learning components more frequently. For example, students worked in small groups in both classes. However more students mentioned small groups in classes with explicit instruction. As a result the explicit instruction appears to be more effective for students to recognize the self-directed learning components. However some of the components mentioned in classes with implicit instruction were not mentioned in the classes with explicit instruction. Therefore classes with explicit and implicit instructions are complimentary with each other and both instructions are necessary.

• Journal of Korea Entertainment Industry Association
• /
• v.13 no.4
• /
• pp.385-400
• /
• 2019

We reviewed existing studies and proposed future research on the sustainability of short-term effects, and of the Yongin Emotion Management Training program (Y-EMT). In this study, we conducted Y-EMT to verify its effectiveness in relation to affective disorders associated with chronic schizophrenia. Thirty-five patients were assigned to the experimental group, and 35 to the control group. First, results of repeated-measures analysis supported the effectiveness of Y-EMT. Comparisons of the results on the pre-test with those for the 5-month and 1-year post-training tests showed significant differences in mean scores between the experimental and control groups. Furthermore, these differences persisted at the 2-year follow-up. Second, in the experimental group, interactions between emotional behavior and expression, self-efficacy, and changes in interpersonal relationships showed significant effects at 5 months after the program ended, and these effects continued to increase up to 1 year post-training. Taken together, the findings indicate that, to maintain the effects of therapy in patients with chronic schizophrenia, patients should undergo Y-EMT along with cognitive rehabilitation training and social skills training. Human relations training such as Y-EMT is most helpful for rehabilitation when it is paired with high levels of medication.