• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.293-310
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• 2015

The purpose of this study is to investigate the differences that appeared in the episodes in understandings of the emotional display rules according to the types of emotions and subjects for expressing emotions. In addition, the interaction effects of intention reasoning types and gender on children's understandings of the real emotions and emotional display rules are explored. 144 4-5 year old children in Chungbuk province participated in the experimental interviews. The results are as follows. First, children comprehended the emotional display rules more clearly in a relationship with peers than adults. In terms of a type of emotion, it was the negative emotions rather than positives ones that those children understood better for real emotions and emotional display rules. Second, the main effect of the intention reasoning types on children's understanding of the emotional display rules appeared significant in all episodes. Especially, in negative emotion-peer episode, children with different types of intention reasoning showed a different level of understanding emotional display rules depending on gender of the children.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2009.11a
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• pp.226-227
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• 2009

본 연구에서는 구매 상황과 직접적 관련이 없는 특정 정서 상태가 상품 선택에 미치는 영향을 알아보고자 하였다. 상품 범주는 구매하고자 하는 물품을 대하는 태도로 분류된 실용적/쾌락적(utilitarian/hedonic) 물품 기준을 사용하였고, 동일한 시나리오 상황에서 특정 정서(긍정/부정/중립)에 따라 선택된 상품에 차이가 발생하는지를 살펴보았다. 그 결과, 중립적 정서 상황에 비해 부정적 정서 상황에서 실용적 목적을 지닌 상품을 선택하는 비율이 유의미하게 높았다. 이는 부정적 정서가 체계적이고 구체적인 정보 처리 과정을 촉진시킨다는 기존 연구 결과가 구매행동에서도 적용 가능함을 시사한다.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.444-465
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• 2013

The purpose of this study is to extract core situations that can arouse various academic emotions and to analyze the characteristics of intensity-frequency of these academic emotions from Korean elementary students in Science classes. To accomplish this study, authors conducted a survey of 642 sixth grade students. The result of the study are as follows: First, science academic emotions varied depending on each of the science learning situations. On the whole, positive-emotions were aroused in science experiment situations and negative-emotions were aroused in evaluation, personality of individuals and other people, teaching-learning method and science experiment situations. If teachers want to manage a specific emotion, they should control the core situations that can arouse that specific emotion. Second, positive-emotions appeared more than negative-emotions in intensity and frequency. But boredom, annoyance and stuffiness appeared the most among negative-emotions. Teachers have to reduce students' boredom, annoyance and stuffiness that are aroused in their science classes. Based on the results, authors become assured that introduction of the emotions was a very useful method in enhancing Korean elementary students' affective domain achievement in science classes.

• 한국HCI학회:학술대회논문집
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• 2007.02b
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• pp.518-525
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• 2007

컴퓨터와 사용자와의 효과적인 정서적 상호작용의 도구로서 의인화된 형태의 인터페이스 에이전트의 정서 표현에 대한 연구가 진행되어 왔다. 기존의 연구는 의인화된 인터페이스 에이전트가 어떤 정서를 표현하는가에 초점을 두고 있다. 그러나 인간과의 원활한 정서적 상호작용에 영향을 미치는 것은 어떤 정서인가의 문제만이 아니다. 인간은 타인의 상황과 정서에 공감하는 방식으로 정서를 표현하는 상대를 더 긍정적으로 평가한다. 또한 공감하는 방식의 정서 표현은 사회적으로 적용되는 성별 고정관념에 따라 여성적 속성으로 분류된다. 따라서 공감하는 방식의 정서 표현이라 하더라도 표현의 주체가 남성이냐 여성이냐에 따라 상대방의 인식이 달라질 수 있다. 본 연구는 인간간의 사회적 관계에서 일어나는 공감적인 정서 표현과 표현하는 주체의 성별의 효과가 인간-인터페이스 에이전트간의 상호작용에서도 나타나는지를 검증하기 위하여 참가자와 인터페이스 에이전트가 함께 게임에 참여하는 과제를 실시하고 인터페이스 에이전트의 성별, 참가자의 성별, 얼굴 표정과 말을 통한 정서 표현의 공감 여부(타인의 상황에 공감하는 정서 표현 - 자신의 상황에 대한 정서 표현), 정서 표현 여부(얼굴 표정과 말로 정서를 표현 - 정서가 배제된 무표정과 말)에 따라 인터페이스 에이전트에 대해 참가자가 지각한 배려, 호감, 신뢰, 지능, 지배, 순종이 어떻게 다른지를 측정하는 실험을 실시했다. 그 결과, 타인의 상황과 정서에 공감하는 방식으로 정서를 표현하는 에이전트의 배려, 지능, 순종적 성향을 높게 평가하는 것으로 나타났다. 남성 에이전트의 경우, 정서를 표현하거나 정서가 배제된 표현을 하는 조건에 관계없이 참가자가 지각하는 배려와 호감의 차이가 없었으나, 여성 에이전트의 경우 정서를 표현하는 조건에서 배려와 호감이 높은 것으로 평가되었다. 반대로 참가자가 인터페이스 에이전트에 대해 갖는 신뢰에 대해서 여성 에이전트의 경우, 정서를 표현하거나 정서가 배제된 표현을 하는 조건에 관계없이 참가자가 느끼는 신뢰의 차이가 없었으나 남성 에이전트의 경우, 정서가 배제된 표현을 하는 에이전트에게 더 높은 신뢰를 보였다. 또한 남성 참가자에 비해 여성 참가자가 에이전트의 배려, 호감, 지능, 순종을 높게 평가하는 경향을 보였다. 본 연구의 결과는 사용자와 인터페이스 에이전트 간의 원활한 정서적 상호작용을 위해서는 어떤 정서를 표현할 것인지 뿐만 아니라 누구에 대한 정서를 어떻게 표현하는지, 정서를 표현하는 에이전트가 남성인지 여성인지, 에이전트와 상호작용하는 사용자가 남성인지, 여성인지를 고려할 필요가 있음을 시사하고 있다.

• 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.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2000.11a
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• pp.20-25
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• 2000

본 연구는 아동을 대상으로 기녈 정서(기쁨\ulcorner슬픔\ulcorner분노\ulcorner스트레스\ulcorner무료함)를 유발시키는 정서프로토콜을 개발하고 이를 표준화하고자 실시되었다. 음악\ulcorner색깔\ulcorner정서전달도구를 이용하여 각각의 정서를 유발시키는 상황을 구성하였다. 정서평가를 위해서 아동용 정서평가척도를 개발하였다. 아동은 5가지의 정서상황을 경험한 후, 자신의 정서상태를 평가하였다. 정서프로토콜에 대한 평가는 아동의 자기보고와 전문가의 행동관찰분석으로 이루어졌다. 그 결과, 개발된 정서프로토콜은 각각의 기본정서를 효과적으로 유발시킨 것으로 나타났다. 연령별\ulcorner성별 비교에서는, 남아보다는 여아가 무료함을 더 강하게 느꼈으며, 학령이후의 아동은 학령이전의 아동보다 슬픔에 더 민감한 것으로 나타났다.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.745-754
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• 2014

Students experience a variety of achievement-related emotions during the process of learning the science curriculum. The purpose of this study is to develop an achievement emotions questionnaire for Korean middle school science curriculum to measure the achievement emotions that middle school students experience during study of this curriculum, and verified its validity. The Achievement Emotions Questionnaire-Korean Middle School Science is based on the English version of the Achievement Emotions Questionnaire, developed with reference to Korean middle school science curriculum and the characteristics of science study, from the perspective of the control-value theory of achievement. It has 232 questions, configured to measure nine achievement emotions across three types of academic settings. The questionnaire results can be treated with a high degree of confidence according to the result of our validation, which also verified that the achievement emotions of these students are configured with four internal criteria (learning strategy, achievement motivation and course grade), as suggested by the control-value theory; this in turn verifies that the nine achievement emotions are sufficiently distinctive across study situations. Last, it was verified that the questionnaire has sufficient external validity based on a comprehensive examination of the relation between science achievement emotions and the four criterion variables for each student. This suggests that through the development and implementation of this quantitative questionnaire, basic ground was provided to understand the achievement emotions experienced by middle school students learning the science curriculum.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.503-514
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• 2020

In a sense that achievement emotion is directly associated with achievement activity of students and its result, drastic changes in educational environment such as expansion of e-learning due to COVID-19 may have a large impact on the achievement emotion of students inevitably. However, studies on the foregoing still remain insufficient, and development of a questionnaire capable of making a quantitative measurement on the achievement emotion of students under the environment of e-learning may become the basis of relevant studies, so this study developed the e-learning Achievement Emotions Questionnaire-Korean Middle school Science(e-AEQ-KMS) and verified its validity. e-AEQ-KMS in this study was developed based on the Achievement Emotions Questionnaire-Korean Middle school Science (AEQ-KMS) and by reflecting characteristics of e-learning science class. With 226 questions in total, the questionnaire is composed to measure 9 kinds of achievement emotion such as enjoyment, hope, pride, relief, anger, anxiety, hopelessness, shame, and boredom under 3 academic situations of class situation, learning situation and testing situation. The result of this study has a great significance in the way that it set out a framework for making a comparative analysis quantitatively on the achievement emotion of Korean middle school students in science for e-learning classes.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.139-159
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• 2015

In this study, achievement emotions were compared between the gifted and regular students. The significant differences for each group were shown in all eight elements respectively in lesson situation, learning situation and test situation. Among various achievement emotions, it was also found that the gifted students showed higher level of positive achiecement emotions. Furthermore, positive achievement emotions can have positive effects in increasing the achievement level in science subject. On the other hand, the negative achievement emotions were higher for ordinary students that could have negative effets. The influential factors were recognizing the values of Science, Science experiments, positive evaluation experiences, aggressive learning attitudes, interests and knowledge, positive self-perceptions, career relationships, and teachers' recognitions. These factors influenced in imcreasing students' positive achievement emotions and decreasing negative achievement emotions. By conducting in-depth advanced conversations with students based on the above results could increase students' interest and positive achievement emotions.

• Korean Journal of Culture and Social Issue
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• v.20 no.4
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• pp.391-414
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• 2014

This driving simulation study examined the effect of driver's state driving anger(SDA) on collision avoidance(CA) and situation awareness(SA), as well as the moderating effect of driver's positive and negative affect(PA and NA) on the relationship between the driver's SDA and SA. The results showed the followings. First, high SDA group collided with the leading vehicle more frequently than low SDA group. Second, neither the driver's trait driving anger(TDA) nor PA/NA yielded significant changes in SA after SDA was induced. Third, high SDA tended to lower SA but this tendency was observed only when the driver's NA was high. These results suggested that SDA than TDA is a significant deteriorating factor of the driver's SA, and more importantly, SDA should be considered with other affect-relating variable such as NA in explaining the effect of SDA on driver's SA and CA.