• Science of Emotion and Sensibility
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• v.27 no.1
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• pp.3-12
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• 2024

This study examined affective representation by analyzing physiological responses measured using wearable devices and affective ratings in response to emotional videos. To achieve this aim, a published dataset was reanalyzed using multidimensional scaling to demonstrate affective representation in two dimensions. Cross-participant classification was also conducted to identify the consistency of emotional responses across participants. The accuracy and misclassification in each emotional condition were described by exploring the confusion matrix derived from the classification analysis. Multidimensional scaling revealed that the represented objects, namely, emotional videos, were positioned along the rated valence and arousal vectors, supporting the core affect theory (Russell, 1980). Vector fittings of physiological responses also showed the associations between heart rate acceleration and low arousal, increased heart rate variability and negative and high arousal, and increased electrodermal activity and negative and low arousal. Using the data of behavioral and physiological responses across participants, the classification results revealed that emotional videos were more accurately classified than the chance level of classification. The confusion matrix showed that awe, enthusiasm, and liking, which were categorized as positive, low arousal emotions in this study, were less accurately classified than the other emotions and were misclassified for each other. Through multivariate analyses, this study confirms the core affect theory using physiological responses measured through wearable devices and affective ratings in response to emotional videos.

• The Journal of Korean Philosophical History
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• no.25
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• pp.7-40
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• 2009

The aim of this paper is to establish the theoretical foundation on "the integrative study of the character education for the promotion of social and emotional competencies of children.". Based on the social and emotional learning(SEL), this paper is tried to find out the effective ways to develop children's good character. According to SEL, social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. And it is also the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions. Five key competencies such as self-awareness, social awareness, responsible decision making, self-management, relationship skills are taught, practiced, and reinforced through SEL programming. Both the social and emotional learning movement and the character education share in common the idea that much of human character can be modified for the better through learning. While character educators engage in developing civic virtue and moral character in our youth for more compassionate and responsible society, SEL educators engage in educating for a safe, secure, caring society. To effectively teach social and emotional competencies, the teachers themselves must embrace a teaching and learning philosophy that models the attitudes, feelings, and behaviors we aim to teach.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.203-212
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• 2022

The purpose of this study is to investigate the nature of the experience of Emotion Focused Psychology Coaching, and what kind of changes happened for the participants through the experience. For this, in-depth interviews were conducted with four participants who had experienced five sessions of Emotion Focused Psychology Coaching. The interviews were analyzed using the phenomenological analysis method of Colaizzi. Emotion Focused Psychology Coaching is a new coaching psychology model that combines Greenberg's Emotion-Focused Therapy (EFT) and the ICF Core Competencies. The findings show that prior to the experience of Emotion Focused Psychology Coaching, the participants had avoided or suppressed their emotions, which in turn prevented them from exploring effective interpersonal relationships or alternatives in their actions. On the other hand, after they experienced Emotion Focused Psychology Coaching, their perception of emotions, emotion regulation, emotional expression, empathy for the other, etc. were developed in adaptive ways and the participants could present effective alternatives.

• Journal of Music and Human Behavior
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• v.17 no.2
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• pp.29-56
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• 2020

The purpose of this study was to develop and validate an imagery-focused music listening program for improving emotion regulation among infertile women. For the program development in this study, the literature on emotional issues and coping strategy of infertile women was analyzed to establish theoretical foundation; and the literature on Supportive Music and Imagery (SMI) was analyzed to identify intervention components. Based on the established theoretical framework, the program was developed and finalized after evaluation of validity by four SMI professionals. The developed program was found to systematically target changes in emotions in the step-wise process of discovery, reinforcement, and affirmation of positive emotional resources. The list of music for future use was also identified and presented after systematic analysis of musical features in relation to valence and arousal of emotions. The imagery-focused music listening program was an initial approach to infertile women with SMI, which indicates the possibility of extended application for broadened clinical population.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.67-77
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• 2019

The purpose of this study was to identify significant differences in dietary guidelines, emotional intelligence, resilience and violence according to the frequency of family meals for middle school students in Daegu. To achieve the purpose of this study, 241 data collected through self-administered questionnaires were analyzed. The collected data were analyzed using the SPSS (v25.0) program for frequency, percentage, standard deviation, reliability, one-way ANOVA and Duncan comparison. The results of this study were as follows. There was a significant difference in the level of the dietary guidelines practice, emotional intelligence and resilience according to the frequency of family meals of middle school students. Implications and suggestions based on the results of this study were as follows. First, family meal frequency is significantly related to middle school students' dietary guidelines practice, emotional intelligence, and resilience (p<0.05). Accordingly, personal efforts and social and institutional arrangements are required to increase the family meal frequency. Second, some of the core competences required in the 2015 revised curriculum were consistent with sub-areas of emotional intelligence and resilience, which can be predicted by the results that family meal experience of middle school students is also related to the development of core competences. In conclusion, increasing family meal frequency is important considering the trend of education, and is required for personality education.

• Science of Emotion and Sensibility
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• v.26 no.1
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• pp.33-42
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• 2023

Previous emotion studies employing facial expressions have focused on the differences between age groups for each of the emotion categories. Instead, Kim (2021) has compared representations of facial expressions in the lower-dimensional emotion space. However, he reported descriptive comparisons without statistical significance testing. This research used representational similarity analysis (Kriegeskorte et al., 2008) to directly compare empirical datasets from young, middle-aged, and old groups and conceptual models. In addition, individual differences multidimensional scaling (Carroll & Chang, 1970) was conducted to explore individual weights on the emotional dimensions for each age group. The results revealed that the old group was the least similar to the other age groups in the empirical datasets and the valence model. In addition, the arousal dimension was the least weighted for the old group compared to the other groups. This study directly tested the differences between the three age groups in terms of empirical datasets, conceptual models, and weights on the emotion dimensions.

• Science of Emotion and Sensibility
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• v.14 no.4
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• pp.503-512
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• 2011

Recently in HCI research, emotion recognition is one of the core processes to implement emotional intelligence. There are many studies using bio signals in order to recognize human emotions, but it has been done merely for the basic emotions and very few exists for the other emotions. The purpose of present study is to confirm the difference of autonomic nervous system (ANS) response in three emotions (boredom, pain, and surprise). There were totally 217 of participants (male 96, female 121), we presented audio-visual stimulus to induce boredom and surprise, and pressure by using the sphygmomanometer for pain. During presented emotional stimuli, we measured electrodermal activity (EDA), skin temperature (SKT), electrocardiac activity (ECG) and photoplethysmography (PPG), besides; we required them to classify their present emotion and its intensity according to the emotion assessment scale. As the results of emotional stimulus evaluation, emotional stimulus which we used was shown to mean 92.5% of relevance and 5.43 of efficiency; this inferred that each emotional stimulus caused its own emotion quite effectively. When we analyzed the results of the ANS response which had been measured, we ascertained the significant difference between the baseline and emotional state on skin conductance response, SKT, heart rate, low frequency and blood volume pulse amplitude. In addition, the ANS response caused by each emotion had significant differences among the emotions. These results can probably be able to use to extend the emotion theory and develop the algorithm in recognition of three kinds of emotions (boredom, surprise, and pain) by response measurement indicators and be used to make applications for differentiating various human emotions in computer system.

• Science of Emotion and Sensibility
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• v.24 no.3
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• pp.71-80
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• 2021

Previous studies using facial expressions have revealed valence and arousal as two core dimensions of affective space. However, it remains unknown if the two dimensional structure is consistent across ages. This study investigated affective dimensions using six facial expressions (angry, disgusted, fearful, happy, neutral, and sad) at three ages (young, middle-aged, and old). Several studies previously required participants to directly rate subjective similarity between facial expression pairs. In this study, we collected indirect measures by asking participants to decide if a pair of two stimuli conveyed the same emotions. Multidimensional scaling showed that "angry-disgusted" and "sad-disgusted" pairs are similar at all three ages. In addition, "angry-sad," "angry-neutral," "neutral-sad," and "disgusted-fearful" pairs were similar at old age. When two faces in a pair reflect the same emotion, "sad" was the most inaccurate in old age, suggesting that the ability to recognize "sad" decreases with old age. This study suggested that the general two-core dimension structure is robust across all age groups with the exception of specific emotions.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.6
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• pp.39-49
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• 2016

As university students' job seeking stress and entrepreneurial intentions increase, the importance of variable research that can be applied to both concepts. However, recent studies researchers looked at only the influence variables in each concept. So they thought about the difference between entrepreneurship and employment. To solve these problems in this study was to verify the moderating effects of core-self evaluation in the relationship between entrepreneurial self-efficacy and entrepreneurial intention, job-seeking stress of university students. The data of 349 university students in korea were collected for the study. The collected data were analyzed with multi-regression modeling. All data collected from the survey were analyzed using with SPSS 21.0 The findings of the study were as follows. First, results showed that entrepreneurial self-efficacy affect entrepreneurial intention directly. Second, core-self evaluation affect job-seeking stress of university students. Finally, it was also found that there was moderating effect of core-self evaluation in relationship between entrepreneurial self-efficacy and job-seeking stress of university students. On the other hand it was found there was no moderating effect of core-self evaluation in relationship between entrepreneurial self-efficacy and entrepreneurial intention. Based on what has been learned through the analyses, The results of this study suggest that an educational system and institutional are needed to increase entrepreneurial efficacy. And It can be seen that the recognition of core self-evaluation is effective for the job seeking stress. Also, the implications and the limitations of the study were presented including some directions for future studies.

• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.829-849
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• 2014

The purposes of this study were to compare elementary gifted students with general students in respect of their character strengths, emotional intelligence and learning flow and to analyze the relationships. The results obtained in this study were as follows. First, the character strengths, emotional intelligence, and learning flow of the gifted students were higher than those of the general students. Humanity was the highest virtue for both gifted and general students. Gifted students showed a significantly lower mean difference in humility and modesty than that of general students. The gifted students showed a statistically higher mean value in the sub-regions of emotional intelligence and all sub-areas of the learning flow than that of the general students. Second, the strong correlations were found between character strengths and emotional intelligence, between character strengths and learning flow in gifted students. Third, the results showed that the character strengths of gifted students affected their emotional intelligence and learning flow significantly.