• Science of Emotion and Sensibility
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• v.23 no.1
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• pp.89-102
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• 2020

This study aimed to compare the effects of two emotion regulation strategies, namely, cognitive reappraisal and expressive suppression in female college students. Specifically, the effects of these two emotion regulation strategies were tested and the intrapersonal factors related to the effects of these strategies were explored. The participants included 60 female college students. In Study 1, 40 participants were randomly assigned to each of the two different strategy groups, i.e., a between-subject design was employed. In Study 2, 20 participants were asked to use both strategies to regulate their emotion, i.e., a within-subject design was employed. The results revealed that both emotion regulation strategies effectively reduced negative emotion of emotional stimuli. However, the use of emotion regulation assessed with a questionnaire was not matched to the actual usage of regulation strategies examined with a task. Finally, the use of a suppression strategy was related to the extroversion psychological adaptive variable. Our findings suggest that the subjective assessment of the use of an emotion regulation strategy may not be the same as the actual use of an emotion regulation strategy. Furthermore, we demonstrated that when participants have an option to use both strategies, the cognitive reappraisal is more functional than expression suppression. This concurs with the previous findings on the effects of emotion regulation strategies.

• The Journal of Korean Association of Computer Education
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• v.15 no.4
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• pp.61-77
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• 2012

The purpose of this study was to examine the structural relationship among task value, self-efficacy, classroom goal structure, and academic emotions(enjoyment, fear, boredom) for promoting self-regulated learning in e-learning course. The results showed that task value, self-efficacy, class goal structure influenced academic emotions and self-regulated learning, and enjoyment had mediation effects among exogenous variables and self-regulated learning. The findings offer implications of facilitating self-regulated learning while considering academic emotions.

• 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.

• The Korean Journal of Coaching Psychology
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• v.7 no.1
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• pp.1-31
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• 2023

The purpose of this study is to verify the mediating effect of adaptive cognitive emotion regulation and the moderating effect of supervisor's emotional regulation in the relationship between the emotion recognition and negative feedback acceptance of employees. The data was collected from 273 non-managerial workers in various domestic companies. Confirmatory factor analysis was conducted with AMOS 22 to verify the reliability and validity of the measurement tool, and the mediating and moderating effects were examined using SPSS Process Macro to verify the hypothesis. The results of this study are summarized as follows. First, emotion recognition of employees indirectly affects the acceptance of negative feedback through adaptive cognitive emotional regulation. Second, the effect of emotion recognition on negative feedback acceptance is moderated by supervisor's emotion regulation. Specifically, it was confirmed that when the supervisor's emotional control is low, the relationship between emotional recognition and negative feedback acceptance becomes stronger. Based on the results of the study, it was confirmed that the level of awareness of oneself and others' emotions was psychological process of accepting performance-related feedback, and the importance of supervisor's emotional regulation in positively accepting negative feedback. Finally, based on the research results, the academic significance of this study, implications in coaching practice, limitations, and future research were discussed.

• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.179-202
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• 2012

This study examined the relationship among children's theory of mind, social skills, and emotional intelligence. A total of 76 five-year old children in the Seoul area participated in this study. Children were tested on three different type of theory of mind tasks and teachers rated their children's emotional intelligence and social competency. SPSS 18, t-test, correlation analysis, and step-wise of multilateral regression were performed for data collection. The results were as follows: First, 40.8% of participants passed the task of theory of mind. There were significant differences in total score of theory of mind, social competence skills, and emotional intelligence between successors and failures. Second, by gender, there were significant differences in total score of theory of mind, social competence skills, and emotional intelligence. Third, there was a relationship between theory of mind and social competence skills, social competence skills and emotional intelligence, and theory of mind and emotional intelligence.

• Journal of the Korea Convergence Society
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• v.12 no.7
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• pp.253-261
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• 2021

The purpose of this study was to examine the effects of mindfulness on the stress of university students' lives, and to verify that Positive Affect & Negative Affect have a moderating effect in the relationship between the two variables. The Mindful Attention Awareness Scale, Positive Affect & Negative Affect Schedule, and the life stress scale for college student were utilized for 243 female university students at K Women's University. First of all, Mindfulness of female university affected the stress of college students' lives. Second, Positive Affect did not have a moderating effect in the relationship between female college student's mindfulness and stress. Third, In the relationship between mindfulness and stress, female college students showed a moderating effect. In conclusion, female university students' awareness of mindfulness helped lower interpersonal stress, current task stress, and decreased Negative Affect. The discussion discussed the limitations of this study and the future direction of the study.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.211-225
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• 2021

The purpose of this study was to investigate the effect of academic self-efficacy, task value, behavioral participation, cognitive participation, emotional participation, and initiative participation on learning satisfaction in 462 college students who took a flip learning class. Results, As for the direct effect of variables affecting learning satisfaction, behavioral participation was the largest factor, followed by initiative participation, task value, emotional participation, and academic self-efficacy. These variables explained 86% of learning satisfaction. Academic self-efficacy and task value had an indirect effect on learning satisfaction through behavioral, emotional, and proactive participation. In the multi-group moderating effect with the upper-middle class (B+ or higher) and the lower-middle class (below B) group as the moderating variables, there was a partial moderating effect because the path coefficients of leading participation and learning satisfaction differed between the groups. It is necessary to seek various ways to increase the degree of participation in learning and to develop an intervention strategy through a program tailored to each individual.

• Korean Journal of Cognitive Science
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• v.29 no.1
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• pp.39-59
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• 2018

To elucidate the effect of working memory (WM) load on negative facial emotion processing, we examined ERP components (P1 and N170) elicited by fearful and neutral expressions each of which was presented during 0-back (low-WM load) or 2-back (high-WM load) tasks. During N-back tasks, visual objects were presented one by one as targets and each of facial expressions was presented as a passively observed stimulus during intervals between targets. Behavioral results showed more accurate and fast responses at low-WM load condition compared to high-WM load condition. Analysis of mean amplitudes of P1 on the occipital region showed significant WM load effect (high-WM load > low-WM load) but showed nonsignificant facial emotion effect. Analysis of mean amplitudes of N170 on the posterior occipito-temporal region showed significant overall facial emotion effect (fearful > neutral), but, in detail, significant facial emotion effect was observed only at low-WM load condition on the left hemisphere, but was observed at high-WM load condition as well as low-WM load condition on the right hemisphere. To summarize, facial emotion effect observed by N170 amplitudes was modulated by WM load only on the left hemisphere. These results show that early emotional processing of negative facial expression could be eliminated or reduced by high load of WM on the left hemisphere, but could not be eliminated by high load on the right hemisphere, and suggest right hemispheric lateralization of negative facial emotion processing.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.2
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• pp.634-643
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• 2013

This study purposed to examine how emotional intelligence affect undergraduate students' personal agency beliefs. For the purpose, this study conducted a questionnaire survey of 446 undergraduate students in metropolitan area. Data were analyzed by t-test, Pearson's correlation, correlation analysis, and linear regression analysis. The results were as follows. The regulation of emotion of emotional intelligence and capability beliefs of personal agency beliefs were significantly different according to sex and others' emotion appraisal of emotional intelligence and capability beliefs of personal agency beliefs were significantly different according to school level. Also, the others' emotion appraisal of emotional intelligence and capability beliefs of personal agency beliefs were significantly different according to religion existence. There was a correlation between the emotional intelligence and personal agency beliefs. The others' emotion appraisal, regulation of emotion and use of emotion of emotional intelligence have an impact on personal agency beliefs including capability beliefs and context beliefs, the explanation concerning capability beliefs(47%) and context beliefs(22%) was persuasive. Therefore, when undergraduate students have to make career decision for their future, in order to encourage personal agency beliefs which are related to motivational factors, the consequence of emotional intelligence was verified. It is necessary to establish many kinds of supporting systems to encourage the emotional intelligence and personal agency beliefs.

• Science of Emotion and Sensibility
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• v.16 no.4
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• pp.433-444
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• 2013

The purpose of this study is to investigate the moderating role of emotional intelligence (EI) and goal-relevance in the relationship between power and emotional awareness. In Study 1, participants were ask to correctly indicate presented facial expressions of others after completing EI survey. Half of the participants were randomly assigned to the "power" condition and the other half to the "powerless" condition. In Study 2, goal-relevance of expressed emotion was manipulated. The results showed that EI moderated the relationship between power and emotion decoding ability. While participants with high and low levels of EI were not significantly affected by power condition, participants with middle level of EI were strongly influenced by the effect of power. In addition, the role of goal-relevance significantly moderated the relationship between power and emotional awareness. When correctly indicating other's emotion became important and thus emotional awareness was strongly associated with participants' goal, those who had power performed better than before.