• Science of Emotion and Sensibility
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• v.25 no.3
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• pp.33-46
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• 2022

This study seeks to verify how empathic concern and perspective-taking predict happiness by investigating the mediating effects of cognitive reappraisal. Online surveys about empathic concern, perspective-taking, cognitive reappraisal, and happiness were conducted by 336 adult subjects. First, the correlation analysis indicated that empathic concern and perspective-taking significantly predicted cognitive reappraisal and happiness, respectively. Second, cognitive reappraisal also significantly predicted happiness. Third, the cognitive reappraisal mediated the association between empathic concern and happiness and between perspective-taking and happiness. Specifically, people who emotionally and cognitively empathize with others reported higher levels of cognitive reappraisal, which allowed them to experience higher levels of happiness. These findings have confirmed that people can increase their happiness by enhancing cognitive reappraisal through emotional and cognitive empathy. Finally, the implications and limitations of the present research are discussed.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.862-871
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• 2002

We investigated elementary students' conceptions of the simple electric circuit using a battery, a bulb and a wire, and made comparison between the cognitive conflict through peer discussion and the cognitive conflict through physical experience. Two hundred and sixty-four sixth grade students who already had learned about the electric circuit were participated. The questionnaire to investigate the student's conceptions about simple electric circuit consisted of 5 items drawing the wire connections between a battery and a bulb to light the bulb. The students in the discussion group paired randomly with student who had different conceptions, and then each pairs discussed about their ideas freely with each other. After discussion they conducted CCLT(Cognitive Conflict Level Test) which consisted of 4 factors; recognition, interest, anxiety, reappraisal. The physical experience group conducted a task in which they connected a battery and a bulb with a wire, then conducted CCLT. The sixth graders had various misconceptions. Most students were not aware of the scope of negative battery terminal and two electric terminals of a bulb. Many students emphasized the tip of a bulb and positive battery terminal. The score of CCLT in the discussion group was higher than in the physical experience group. This results showed that discussion with peers was more effective than physical experience to arouse cognitive conflict.

• Korean Journal of Health Psychology
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• v.15 no.3
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• pp.483-498
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• 2010

This study is to examine the effects of emotion regulation strategies in facial expressions and emotional experiences, based on the facial expressions of groups, using antecedent- and response- focused regulation. 50 female undergraduate students were instructed to use different emotion regulation strategies during the viewing of a disgust inducing film. While watching, their facial expressions and emotional experiences were measured. As a result, participants showed the highest frequency of action units related to disgust in the EG(expression group), and they reported in the following order of DG(expressive dissonance group), CG(cognitive reappraisal group), and SG(expressive suppression group). Also, the upper region of the face reflected real emotions. In this region, the frequency of action units related to disgust were lower in the CG than in the EG or DG. The results of the PANAS indicated the largest decrease of positive emotions reported in the DG, but an increase of positive emotions reported in the CG. This study suggests that cognitive reappraisal to an event is a more functional emotion regulation strategy compared to other strategies related to facial expression and emotional experience that affect emotion regulation strategies.

• Science of Emotion and Sensibility
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• v.22 no.4
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• pp.45-56
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• 2019

The regulation of emotion is known to mediate the relationship between emotion-relevant differences in individuals and their life outcomes. This study attempted to include a situational factor in addition to the mediation model and investigated whether this conditional component changed the patterns of indirect effects. The researchers recruited 180 emotional laborers working in diverse domains and used a questionnaire to ascertain their negative affectivity, cognitive reappraisal, emotional exhaustion, and the intensity of negative comments they usually received from customers. The results of the conditional indirect effect analysis revealed the positive indirect influence of negative affectivity on emotional exhaustion through cognitive reappraisal when emotional labors receive highly negative comments from customers (high intensity of the situation). Similarly, negative indirect effects were found when emotional labors receive slightly negative comments from customers (low intensity of the situation). The outcomes of this study suggest that cognitive reappraisal can mediate to decrease emotional exhaustion in contexts that arouse more intensive negative emotions; it can also mediate to increase emotional exhaustion in contexts that arouse less intensive negative emotions. The implications of this study include the importance of integrating individual differences with situational factors. The study also provides information about the distinctiveness of groups of emotional laborers.

• Management & Information Systems Review
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• v.29 no.4
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• pp.1-22
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• 2010

There have been arguments in Korea that fair value accounting system improves quality of accounting information through the asset revaluation. These arguments are based on the fact that investors prefer fair value to cost value information. Others argue that cost principles may offer more proper information to the investors because financial statements applied the cost principles are more objective and thus more reliable. Prior researches focused mainly on the motives of asset revaluation but I examined the effects of the tangible asset revaluation on the stock prices. The empirical findings indicate that : (1) the gains on the tangible asset revaluation are positively correlated with the stock prices; (2) the net book values applied the cost principles explain stock prices better than the net book values applied fair values. My findings suggest that the gains on the tangible asset revaluation constitute a part of the firms' values but the accounting informations measured fair value are not always useful to the investors in the capital market.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.93-110
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• 2014

The purpose of this study was to examine the use of emotional regulation strategies of 3-year-old infants in frustrating situations and the correlation between infants' emotional strategies and their mothers' responsive strategies. In the current study, 33 dyads of infant-mother were observed in the laboratory. Stansbury and Sigman's (2000) experimental instrument was revised and complemented according to Korean culture, and it was categorized into 5 measures for infants' use of emotional regulation strategies in frustrating situations and their mothers' responsive strategies: comforting, instrumental, cognitive reappraisal, distraction, and others. As a result, infants' emotional regulation strategies and their mothers' responsive strategies were categorized as 5 such strategies. The findings of this study showed that 3-year-old infants used complex strategies including cognitive reappraisal. They used instrumental strategy most during a 'clean up' frustrating situation and distraction strategy during a 'candy given then denied' situation. There was significant correlation between infants' emotional regulation strategies and their mothers' responsive strategies.

• Journal of Nutrition and Health
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• v.43 no.6
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• pp.597-606
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• 2010

This study investigates the change of level of psychosocial factors of decisional balance, processes of change, and self-efficacy after nutrition education on vegetable and fruit intake of children in pre-action stages. Forty-seven 5th grade elementary school children in Yeongi-Gun, Chungnam-Do were categorized into pre-action stages from a total of 71 children by four-stage questions, and then finally into two stages of precontemplation and contemplation & preparation. After 6 weeks nutrition education, recognition of both of pros and cons of vegetable intake were improved in the two groups of precontemplation and contemplation & preparation. In fruits intake, however, recognition of pros was not changed after nutrition education in either stage, but recognition of cons was improved only in the precontemplation stage. However, no difference in any psychosocial variables was found between precontemplation stage and contemplation & preparation stage. After the nutrition education, the score of consciousness raising of vegetable intake belonging to cognitive process of change increased in the subjects of the precontemplation stage, wheres the scores of dramatic relief, self-reevaluation, environment reevaluation and social liberation increased in the group of contemplation & preparation. In fruit intake, however, no change was found except in the environment reevaluation in the precontemplation group. The behavioral process of change of vegetable and fruit intake did not show any change in either group after nutrition education. Self-efficacy scores of vegetable intake of keeping the foods at hand, eating the recommended number of servings and making time to eat increased in the precontemplation group, while in the contemplation & preparation group, self efficacy scores of shopping for a variety of vegetables, instead of keeping the foods at hands, as well as the scores of the rest two items of eating the recommended number of servings and making time to eat increased after nutrition education. However, in case of fruits intake, no difference was shown in the precontemplation stage except an item of keeping the foods at hand. The results indicated that the stage of change was progressed in the pre-action stage after nutrition education and the scores of many psychosocial factors increased in both pre-action stages. It is suggested that the recognition of cons as well as the cognitive process of change and self-efficacy could be best used as indicators of the assessment of nutrition education program for vegetable intake.

• Proceedings of the Korea Water Resources Association Conference
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• 2012.05a
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• pp.423-427
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• 2012

지하수 관측이란 지하수위 하강, 수질오염 등 지하수 장해로부터 지하수를 보전 관리하고 대책을 수립하기 위하여 정기적 및 장기적으로 지하수위, 수질 등 부존된 지하수 특성의 상태와 변화하는 추이를 관찰하여 측정하는 행위를 말한다. 지하수는 지하의 보이지 않는 지층구조에서 매우 천천히 유동하므로 수위하강 및 수질오염 발생을 늦게 인지할 경우 원상회복이 불가능할 수 있고, 지하수 장해를 인지한 이후의 대처과정에서도 기존의 관측자료가 없거나 부족할 경우에는 원인분석과 대책수립이 지연되거나 불가능할 수 있으므로 지하수관리에 있어 관측정호를 설치하고 정기적으로 지하수의 부존 및 유동특성, 배경수질 등의 지하수 관측은 기본적이며 필수적인 요소이다. 따라서 지하수 관측망을 설치하고 운영하기 위해서는 관측 목적을 명확히 정의하고 관측 프로그램이 이를 만족시키도록 구성되어야하며 시간적, 공간적으로 지하수가 변동되는 것을 고려하여 관측 지역 대수층의 유형과 특성 등이 완전히 파악되어야 한다. 필요시 기존 관정을 활용하여 관측하며 관측 항목, 관측 유형, 위치측량 및 관측 주기 등은 관측의 목적에 부합되도록 한다. 관측 데이터의 생성, 전송 및 분석 진행과정 등이 완벽하게 정립되어 데이터의 생성에서부터 활용까지 체계화되어야 하고 지하수와 지표수는 연계된 단일 수자원으로서 지하수 관측은 지표수 관측과 연계되어 설계되고 분석되어야 한다. 또한 취득된 데이터의 정확성은 지속적으로 검토 확인되어야 하며 전문가의 능력을 활용하여 관련 자료의 분석이 이루어지고 데이터의 정도를 높이기 위한 후속조치들이 병행되어야 한다. 그리고 지하수위, 수질 등 관측 자료가 자연적인 지하수 유동 체계에 의하여 변화되는 것이라고 인식될 경우에는 관측 시스템 전반을 재평가하여 보다 효율적인 관측 시스템으로 발전시켜야 한다.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.117-139
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• 2012

This study compared the cognitive conflict on peer instruction concerning the level of difficulty in question, between middle school science gifted students and non-gifted students. For the study, 35 the 7th grade science-gifted students in the organization affiliated with Science Education Institute for the Gifted in Seoul and Gyeong-gi province, and 14 the 8th grade science-gifted students, and 71 the 8th grade students. They performed peer instruction on propagation of straight light and composition of light and then, discussed three concept problems. After discussing the students took paper pencil test about changing levels of cognitive conflict. Regardless of the level of difficulty in question, the science-gifted students showed meaningful decreased figures on cognitive re-evaluation factors after peer-discussion. They trusted their peers, so during discussion, they explained their concepts. Furthermore discussion process enabled them to do reflective thinking. consequently, discord of students dropped, and total figures of cognitive conflict also declined. Science-gifted students have a tendency to worry lower than general students, though they felt anxiety as difficulty of the problems after peer-discussion. Through peer-discussion, science-gifted students presented statically decreased anxiety factors. By means of analyzed results of changing cognitive conflict of science-gifted students, developing and adapting strategies of cognitive conflict considering learner characteristics of science-gifted students is needed.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.354-365
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• 2007

The purpose of this study was to understand the undergraduate students' response characteristics by their cognitive conflict levels and result predictions when they were confronted with the learning tasks of action & reaction and electric circuits. The 147 engineering college students who were enrolled at the introductory physics classes were selected as the subjects for this study. The students were grouped by cognitive levels and result predictions. First, in action and reaction task, the trend of suspecting experimental results and finding the reasons was dominant; however, in electric circuits, the trend of accepting the results was dominant. Second, the reasons for the responses on the subcategories of cognitive conflict were different by the level of cognitive conflict. The responses were influenced by students' preexisting knowledge, former experiences, learning habits, learning motivation, and epistemological beliefs, etc. The high conflict group recognized what they do not consider and was positive to reappraise their preconceptions, while the low conflict group showed the tendency of accepting the situation without doubt and low interest on learning physics. In conclusion, students responses showed differences in cognitive conflict levels, result predictions and presented conflict tasks. The research results, especially the response characteristics, suggest that more research on effective cognitive conflict strategies appropriate for different tasks and students' conflicts are necessary for effective physics teaching.