• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2001.11a
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• pp.104-111
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• 2001

정서와 생리반응 (자율신경계 반응) 간의 관계에 관하여 성인을 대상으로 최근가지 많은 연구가 행해져 왔다. 본 연구에서는 동일한 실험참여자를 대상으로 일정 기간 동안 여러 회의 반복실험을 통해 정서(기쁨, 슬픔, 분노, 공포, 혐오)에 따른 자율신경계의 반응의 일관성과 정서별 자율신경계 반응 패턴을 규명하고자 하였다. 본 실험에 앞서 저서를 유발하기 우한 도구인 정서유발자극세트와 정서에 대한 심리반응을 평가하기 위한 정서평가척도가 제작되었다. 정서유발자극세트는 2-4분 정도의 각 정서 장면이 포함된 총 5개의 동영상 장면들이다. 예비실험을 통해 70％ 이상의 적합성 및 효과성을 가진 4개의 세트를 추출하여 본 실험에 사용하였다. 본 실험은 남녀 대학생 12명을 대상으로 4회 반복해서 실시되었다. 실험참여자들은 각 정서 장면을 시청 후, 유발된 정서에 대한 심리적인 평가를 하였다. 측정한 자율신경계 생리반응 변수는 ECG, PPG, EDA, SKT이었다. 연구 결과, 심리반응에서 정서유발자극세트는 75％ 이상의 적합성 및 효과성을 보였다. 생리반응(ECG, EDA) 분석 결과, 정서에 따른 자율신경계 반응은 회기별로 일관적이었으며, 각 정서별로 특정적인 생리반응 패턴을 가지는 것으로 나타났다.

• Science of Emotion and Sensibility
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• v.19 no.3
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• pp.89-102
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• 2016

This research was performed to confirm the four emotional eating types and examine the differences in BMI, ego resilience, and the level of college adaptation among those types. The total of 485 Korean college students (male 249, female 236) participated in this study. The main results were as follows, First, the emotional eating types were divided into four types based on positive emotional eating and negative emotional eating, and the type of more - eating with positive emotion and less? eating with negative emotion was the largest one among all the types. Second, there were no significant distinctions on frequency between emotional eating types and BMI. Third, individuals with less - eating for both positive and negative emotions showed the highest ego resilience level, whereas those with more - eating for both positive and negative emotions showed the lowest. Fourth, individuals with less - eating for both positive and negative emotions showed the highest score in the level of adaptation in college whereas those with more - eating for negative emotion and less - eating for positive emotion showed the lowest. Limitations of the present study and suggestions for future research were discussed.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.73-96
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• 2017

This study aims to investigate the primary teachers' perception of social emotional learning (SEL) in Malawi. To achieve this purpose, total 78 questionnaires were gathered from 9 primary schools in rural area. The data was analyzed with independent-samples t-test, correlation analysis, and multiple regression analysis. The results of this study are follows. First, the sub-factors of the Malawian primary teachers' perception of SEL shows that Comfort is 4.10, Commitment is 4.59, and Culture is 3.78. Second, there was a significant difference in the Malawian primary teachers' perception by age, years of teaching, and participation to in-service training about SEL among the individual characteristics. Third, the Malawian primary teachers' degree of implementation of SEL in school was 4.01, and there was a significant difference by years of teaching. Forth, among the sub-factors of teachers' perception of SEL, Comfort had a positive effect on the degree of implementation of SEL. This result implied that the reason why Malawian primary teachers had difficulty in implementing SEL in the school might be not a lack of individual competence but feel uncomfortable with implementation. Therefore, in order to implement SEL in the Malawi school, it is necessary to support teachers so they have confidence and comfort psychologically.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.657-679
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• 2021

This study aimed to explore the experience and nature of emotional care for elderly parent living alone for middle-aged adult who formed initial insecure attachment with his or her parent. To this end, 12 middle-aged people aged 45 to 60 (3 males and 9 females) were recruited as subjects of the study, interviewed in-depth, and analyzed using Colaizzi's phenomenological research method. As a result of the study, 60 constitutive meanings, 18 themes, and 4 thematic groups were derived for the experience of middle-aged adult who experienced insecure attachment to his or her parent and caring for the emotional needs of elderly parent living alone. Thematic groups included "negative experiences that caused emotional exhaustion," "emotional driving force in emotional care," "the role of helper in parental care," and "economic and physical content in emotional care". This study is meaningful in that it revealed the phenomenon of experiences of emotional care for parent living alone by middle-aged adult who had an initial unstable attachment with his or her parent to understand them and contributed to the provision of counseling data.

• Proceedings of the Korean Society of Community Living Science Conference
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• 2009.09a
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• pp.101-101
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• 2009

어린이들이 자라나면서 인지지능발달도 중요하지만 현대를 살아가는 훌륭한 성인으로서 성장하여 사회나 조직 속에서 보다 성공적인 삶을 살아가려면 정서지능의 발달은 매우 중요하다. 어린이의 정서지능발달이 농촌체험을 통해서 이루어진다면 농촌측면에서 1석2조의 효과를 가져올 수 있는 것이다. 도시의 어린이들이 농촌체험을 하면서 정서지능을 키워갈 때, 우리 농촌에서는 농촌과 농업의 중요성을 알리고, 체험소득을 얻을 수 있기 때문이다. 따라서 본 연구의 목표는 농촌체험의 정서지능 향상 효과를 구명하는데 있다. 연구방법은 서울시 교육청에 지원학교 가운데 1개 학교를 선정하였으며, 대상학교의 5학년 2개 반 아동 중에 체험지원 아동 30명을 실험집단으로 선정하고, 같은 학교 같은 학년 1개 반 아동 30명을 비교집단으로 선정하였다. 조사도구는 청소년용 EQ검사 척도를 활용하였으며(문용린, 1999), 전혀 그렇지않다(0점)부터 매우 그렇다(4점)까지 총 40개 문항으로 구성되었다. 자료수집방법은 실험집단과 비실험집단 학생을 대상으로 사전 및 사후 질문지 120부가 활용되었다. 분석방법으로는 평균, 표준편차, 공분산분석, 독립표본t-검증, 대응표본t-검증이 활용되었다. 적용 체험프로그램은 초등학생을 대상으로 총 9회차로 포도이야기, 참새와 방앗간, 버섯따기 체험, 고구마 캐기, 허브도감만들기 등과 같은 농촌체험프로그램을 실시하였다. 연구결과 실험집단과 비실험집단에 대한 사전 정서지능 측정에서는 실험집단과 비교집단의 정서지능이 차이가 없는 것으로 나타났다. 농촌체험프로그램을 실시한 후 사후검사에서는 실험집단(99.76)이 비교집단(97.79)보다 정서지능이 높게 나타났다. 실험집단의 정서지능의 농촌체험프로그램 사전 및 사후 결과 정서지능이 총점이 평균 7.08 정도 향상된 것으로 나타났으며, 정서지능에 사전 및 사후 결과의 평균을 하위 영역별로 살펴보면 '정서인식'이 1.76, '사고촉진'이 3.32, '정서지식'이 2.40정도 향상되었다. 하지만 비교집단의 정서지능은 사전과 사후간의 유의한 차이가 없어서 정서지능의 변화가 없는 것으로 나타났다. 결론적으로 농촌체험프로그램을 지속적으로 9회 실시한 후 사전 및 사후 정서지능 검사에서 체험집단이 비체험집단보다 6점이나 더 높게 나타나 농촌체험을 통하여 정서지능 향상에 효과 있음이 구명되었다. 이 결과를 토대로 농촌체험은 정서 지능향상에 효과를 주고 있다고 할 수 있다. 앞으로 이러한 결과가 우리 농촌관광마을이나 체험농장에 홍보자료로 활용되었으면 한다.

• Science of Emotion and Sensibility
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• v.9 no.2
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• pp.119-132
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• 2006

The dimensions of affection structure from hand movements was developed for the purpose of understanding relationship between affective words and physical factors to apply it to computing environment. To analyze hand movements, three dimensions -direction, time, weight- were found through reconstructing sub-properties of Laban Movement Analysis. The direction dimension has five freedoms of movement (horizontal, vertical, sagittal, circular, shaking) while the time and weight dimensions both have two sub categories each, (sudden, sustained), (light, strong) respectively. By factorial design using the three dimensions, twenty movement were videotaped. Participants rated a list of fifty korean affective words on each twenty movements. The results were studied by nonlinear principal component analysis. The results suggested that time and weight dimensions are closely related with arousal level dimension of affection. Strong and sudden movements associated with highly aroused affection, while light and sustained movements associated with the opposite affection. The direction sub-dimensions were found to be associated with the kinds of affection. Linear movements like horizontal, vortical and sagittal direction were correlated to highly aroused negative affection. Circular movements were found to correlate closely by fun and delight on the graph, while shaking movements were correlated to anxiety and impatience. These results imply that the dimensions of affection structure and sub-properties of hand movements are closely connected with each other.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.253-270
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• 2023

The purpose of this study was to examine the effect of student-led assessment on achievement emotions and science concept understanding in middle school science classes. For this purpose, 4 of the 7 classes in the third grade of mid- dle school in small and medium-sized cities were selected as the experimental group and conducted student-led assessment, while the comparative group (3 classes) conducted teacher-led assessment. The student-led assessment consisted of 4 stages in which learners took initiative to set learning goals and develop assessment criteria, conduct self assessment and peer assess- ment, and carry out seven assessment activities. Student-led assessment was effective in improving positive achievement emotions and relieving negative achievement emotions and increasing students' science concept understanding in middle school students. Students perform student-led assessment, grasp their reach, and repeatedly go through reflective thinking to compensate for deficiencies in the learning process. Therefore, student-led assessment can be used as a tool to increase science concept understanding by continuously checking the level of science concept understanding.

• The Journal of Korean Academy of Sensory Integration
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• v.21 no.3
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• pp.13-26
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• 2023

Objective : The purpose of this study is to examine the impact of maternal risk factors for adverse childhood experiences on children's emotional and physical abuse and neglect as well as parenting stress. Methods : This is a secondary data analysis study utilizing raw data from the 2017 National Survey of Child and Family Life Experiences. A total of 1,937 mothers with at least one adverse childhood experience were categorized into low-risk (1-3), moderate-risk (4-6), and high-risk (7 or more) groups to examine the differences in children's emotional and physical abuse and neglect and parenting stress and identify the influencing factors through regression analysis. Results : Maternal adverse childhood experiences were 50.4% in the low-risk group, 39.8% in the medium-risk group, and 9.7% in the high-risk group. Child emotional abuse was 45.0%, child physical abuse was 13.2%, child neglect was 3.5%, and parenting stress was 2.13 (±0.61) on average. Adverse childhood experiences were significantly more likely to be associated with emotional and physical abuse, neglect, and parenting stress in the medium- and high-risk groups than in the low-risk group. The regression analysis showed that the model explained 35% of child emotional abuse, 25% of child physical abuse, 19% of child neglect, and 16% of parenting stress. Conclusion : The higher the risk of adverse childhood experiences of parents, the more their children experience emotional abuse, physical abuse, child neglect, and parenting stress.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.943-966
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• 2012

The purpose of this research was to compare the leadership characteristics and emotional intelligence between scientifically gifted middle school students and general students and to investigate the emotional intelligence's effects on leadership characteristics. For this study, 150 scientifically gifted middle school students and 130 general students were participated. The results obtained from this study were as follows. First, the total score of leadership characteristic and sub-domains of leadership characteristic showed significant difference. The leadership characteristic of the gifted students turned out to be significantly higher than that of general students. Investigating gender difference, it showed that the score of girls significantly higher than that of boys in some sub-domain both gifted and general students. Second, the total score of emotional intelligence and sub-domains of emotional intelligence showed significant difference. There were significant differences between the two groups in 'thinking-acceleration ability by emotion' and 'ability of utilizing emotional knowledge'. Investigating gender difference, it showed that the score of girls significantly higher than that of boys in some sub-domain both gifted and general students. Third, it proved to be significantly positive correlation between leadership characteristic and emotional intelligence of gifted middle school students. Forth, the gifted students' emotional intelligence affected leadership characteristic significantly by multiple regression analysis.

• Science of Emotion and Sensibility
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• v.20 no.4
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• pp.41-54
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• 2017

Physical activity has positive effects on cognitive functions by aging. However, it is rare to find research that have scientifically investigated the effects on the affective-cognitive function. Thus, this study aims to brain-scientifically research its effects of physical activity on the affective-cognitive function of adults in adolescence and senescence. As subjects of this study, a total of 60 males adults in D region were selected, and then equally divided into four groups of young exercise group(25~35y/o), young non-exercise group(26~35y/o), old exercise group(60~70y/o), and old non-exercise group(60~70y/o). As experiment tools, the EEG measuring equipment and International Affective Picture System(IAPS) were used. The experiment of this study used an affective-cognitive task where subjects pressed a button depending on emotional valence(positive, neutral, negative) shown in the pictures. During the task, EEG measured eight areas(Fp1, Fp2, Fz, C3, C4, Cz, T3, T4) out of brain areas in accordance with the international 10-20 electrode system, EEG was measured. For statistical analysis, a three-way ANOVA on $4(group){\times}3(stimulus){\times}8(area)$ was conducted. The results showed main effects of group in both reaction time and accuracy, and also in the latency of P3. And there was an interaction between group and stimulus the amplitude of P3. In conclusion, Physical activity has positive effects on the affective-cognitive function of people in adolescence and senescence.