• 아동학회지
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• 제36권3호
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• pp.1-18
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• 2015

This study tested the relationship between mothers' beliefs about their children's emotions and the children's emotional regulation, using the mothers' positive and negative emotional expressiveness as mediators. The participants comprised 511 mothers with children whose ages ranged from 3 to 5 years, from 11 early childhood educational institutions located in Seoul and Gyeonggi Province. The survey data were analyzed using the SPSS 21.0, AMOS 21.0 and Mplus 6.12 programs. The main results were as follows. First, there were significant correlations among the three variables (i.e., mothers' beliefs about their children's emotions, the children's emotional regulation, and the mothers' emotional expressiveness). Second, both the mothers' beliefs about their children's emotions and the mothers' emotional expressiveness predicted in a significant manner the children's degree of emotional regulation. Third, the mediating effects of the mothers' emotional expressiveness were found to be significant. This indicated that the mothers' emotional expressiveness can be one means by which their children's emotional regulation can be increased, and this needs to be taken into account when designing educational and counseling programs.

• 아동학회지
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• 제34권5호
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• pp.61-77
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• 2013

This study examined the influence of cognitive-emotional regulation, emotional self-disclosure and maternal psychological control on adolescent depression. The participants in this study consisted of 280 middle school students and 287 high school students in Gyung Gi Province, Korea. The results of this study were as follows. First, the high school students exhibited higher scores on depression than middle school students while there were no meaningful differences in maternal psychological control, cognitive-emotional regulation and emotional self-disclosure. Second, both middle and high school students' depression levels were positively associated with maternal psychological control and maladaptive cognitive-emotional regulation. Both middle and high school students' depression was negatively associated with emotional self-disclosure. Third, maladaptive cognitive-emotional regulation and maternal psychological control had a significant effect on both middle and high school students' depression levels, while emotional self-disclosure had a significant effect on high school students' depression only. In both age groups there was an interactive effect of maladaptive cognitive-emotional regulation and maternal psychological control on depression.

• 아동학회지
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• 제38권2호
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• pp.51-66
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• 2017

Objective: This study aimed to examine the dual mediating effects of preschoolers' emotional temperament and emotion regulation in the relationship between maternal emotional expression and preschoolers' behavior problems. Methods: The participants included 167 preschoolers and their mothers from Daegu city and Gyeonsang province. The mothers completed questionnaires regarding their own emotional expression, children's temperament, emotion regulation, and behavior problems. Results: The primary results of this study were as follows. First, there were significant correlations among maternal emotional expression, preschoolers' emotional temperament, emotion regulation, and problem behaviors. Second, maternal emotional expression had an indirect effect on preschoolers' behavior problems through preschoolers' emotional temperament and emotion regulation. Conclusion: This study revealed that maternal negative emotional expression and preschoolers' temperament and emotion regulation need to be considered simultaneously to explain the level of preschoolers' behavior problems. More specifically, the results highlight the dual mediating effects of preschoolers' temperament and emotion regulation in the relationship between maternal negative emotional expression and preschoolers' behavior problems.

• 대한가정학회지
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• 제44권1호
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• pp.75-85
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• 2006

Emotional expressiveness is a pathway by which parents affect the emotional competence of their children. This study examined how the emotional expressiveness of parents is influenced by the emotional reactions of their children and demographic characteristics within a family context. Data for the present study were from 200 parents in 100 two-parent families who completed self-report questionnaires for emotional expressiveness, children's emotional reactions to stressful situations, and demographics. In preliminary analyses, mothers expressed emotions more frequently than fathers did, and mothers with high expressiveness of positive emotions were more educated and had higher family income. Although fathers' emotional expressiveness was closely related to mothers' expressiveness, none of the demographic factors were related to fathers' expressiveness. When all predictors were considered in hierarchical multiple regressions, family income was the significant predictor for mothers' positive expressiveness, whereas mothers' negative expressiveness were explained by children's emotional reactions, mother education, child sex, the number of siblings, fathers' education, and mothers' time spent with children. When controlled for mothers' expressiveness, fathers' time spent with children was the only significant predictor for fathers' negative expressiveness. The results of this study suggested that parents' emotional expressiveness varied with socioeconomic status. The discussion also examines the gender differences between mothers and fathers in emotional expressiveness, and their relations to children's sex.

• 수산해양교육연구
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• 제25권1호
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• pp.113-127
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• 2013

This study investigated the direction of program development in emotional education through storytelling without separating intellectual education in current schooling. As the basic research on program development for elementary school students' emotional intelligence, this study examined how storytelling affects program development in emotional education, and the direction of program contents and structures using storytelling. Firstly, current storytelling and existing programs used for emotional education were analyzed and the direction of program development in emotional education was investigated. Secondly, the structures and procedures of programs for emotional education through storytelling were examined. Finally, stressed contents and items by each factor consisting of emotional intelligence related to the curriculum, and more discussions to consider were inquired. For systematic emotional education, there must be efforts made on developing contents of each factor comprising emotional intelligence; and teaching must be done through the interrelatedness among home, society and school. Furthermore, the construction of social system across the country is required. In conclusion, this study suggest the emotional education needs new curricula based on narrative, because it is dependent on personal emotions and situations.

• 아동학회지
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• 제25권6호
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• pp.171-189
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• 2004

Children develop emotional intelligence during the early years of life, and according to experts, emotional intelligence(EI) is a more reliable predictor of academic achievement than IQ. However, nowadays children appear to be low on emotional well-being. This has potentially negative consequences, not only for academic achievement but also for personal relationships. The purpose of this study was to develop emotional education program for young children(EEPYC). In this study, EI is defined to carry out reasoning in regard to emotions and to use emotion for enhancement of thought. Designed to facilitate development of young children's EI. EEPYC is based on the four branch model, which is mental EI model and based on the guiding principle of Collaborative to Advance Social and Emotional Learning. The subgroups(curricular) that compose EEPYC are Emotional Perception, appraisal, and expression, Self-recognition program, Self-esteem program, Emotional Stress Regulation, Emotional problem solving & conflict resolution. EEPYC has the potential of fostering emotional intelligence. Moreover, EEPYC can promote a motivation, prosocial activity, and regulation of stress. This helps young children to develope cognition and emotion in harmonious fashion.

• 대한간호학회지
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• 제49권3호
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• pp.307-316
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• 2019

Purpose: This study was conducted to investigate the influence of emotional expressivity, emotional intelligence, affectivity, job autonomy, social support, and emotional labor on clinical nurses' individual well-being and to provide guidelines for interventions and strategies for its improvement. Methods: The sample consisted of 207 nurses recruited from a general hospital in Korea. The participants completed a structured self-report questionnaire comprising measures of emotional expressivity, emotional intelligence, positive affectivity, negative affectivity, job autonomy, supervisor support, coworker support, deep acting, surface acting, emotional exhaustion, and job satisfaction. Data were analyzed using SPSS statistics 22.0 and AMOS 22.0. Results: The final model was a good fit for the data based on the model fit indices. In the path analysis, surface acting, negative affectivity, supervisor support, and coworker support had statistically significant effects on emotional exhaustion, explaining 29.0% of the variance. Deep acting, emotional exhaustion, positive affectivity, and emotional intelligence had statistically significant effects on job satisfaction, explaining 43.0% of the variance. Conclusion: Effective strategies to improve clinical nurses' individual well-being should focus on surface acting, deep acting, affectivity, social support, and emotional intelligence. The results of this study can be utilized as base data to manage emotional labor and improve clinical nurses' individual well-being.

• 한국간호교육학회지
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• 제25권2호
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• pp.263-272
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• 2019

Purpose: The purpose of this study was to identify the moderating effect of interpersonal skills on the relationship between childhood emotional trauma and depression. Methods: From June to July, 2017, a convenience sample of 226 nursing students was recruited. Research data were collected through self-report questionnaires and analyzed using SPSS version 22.0. Results: 68.1% (154) respondents experienced emotional abuse, and 48.1% (110) emotional neglect in childhood emotional trauma. The average depression score was 10.76. There were 54.4% (123), 34.5% (78), 12.8% (29), and 7.1% (16) of respondents with mild, moderate, and severe depression, respectively. The average interpersonal skills score was 3.59. There was a significant correlation between childhood emotional trauma (emotional abuse, emotional neglect), interpersonal skills and depression. And the moderating effect of interpersonal skills on the relationship between childhood emotional neglect and depression was significant. Conclusion: Interpersonal skills play a role as a moderating variable influencing the relationship between emotional neglect of childhood emotional trauma and depression, and also reduce the effects of childhood emotional trauma on depression. When developing a depression prevention program for nursing college students, such programs should consider strategies to reduce the negative effects of childhood emotional trauma and to improve interpersonal skills.

• 웰빙융합연구
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• 제4권1호
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• pp.1-10
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• 2021

Purpose: The study sought to uncover the effect of emotional labour strategies (surface acting and deep acting) on job satisfaction and emotional exhaustion. The study also purposed to analyse the moderating effect of organisational support (supervisory support and co-worker support) and the role of gender on emotional labour connotations. Research design, data and methodology: A conceptual framework was developed using extant literature which led to the examination of deep acting and surface acting, which are the two main strategies of emotional labour. The outcome variables were emotional exhaustion and job satisfaction. Data was collected from front line employees of banks and was analysed using SEM-AMOS version 21. Results: It was revealed, in this study, that surface acting is inversely related to job satisfaction and positively related to emotional exhaustion, whereas deep acting was positively related to job satisfaction and inversely related to emotional exhaustion. The roles of gender and organisational support were also confirmed. Conclusions: The study therefore concluded that deep acting is the most ideal strategy of emotional labour as it leads to job satisfaction and reduced emotional exhaustion. Surface acting is a harmful emotional labour strategy.

• 한국컴퓨터정보학회논문지
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• 제18권9호
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• pp.131-138
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• 2013

본 논문에서는 등장인물이 대사에서사용한감정어를 이용하여 등장인물의 감정 유형을 분류하는 방법을 제안하고 성능을 평가한다. 감정 유형은 긍정, 부정, 중립의 3 종류로 분류하며, 등장인물이 사용한 감정어를 누적하여 3 종류의 감정 유형 중에 어디에 속하는지를 파악한다. 대사로부터 감정어를 추출하기 위해 WordNet 기반의 감정어 추출 방법을 제안하고 감정어가 가진 감정 성분을 벡터로 표현하는 방식을 제안한다. WordNet은 영어 단어 간에 상위어와 하위어, 유사어 등의 관계로 연결된 네트워크 구조의 사전이다. 이 네트워크 구조에서 최상위의 감정항목과의 거리를 계산하여 단어별감정량을 계산하여 대사를 30 차원의 감정벡터로 표현한다. 등장인물별로 추출된 감정 벡터 성분들을 긍정, 부정, 중립의 3가지 차원으로 축소하여 표현한 후, 등장인물의 감정 성향이 어떻게 나타나는지를 추출한다. 또한 감정 성향의 추출 성능에 대해 헐리우드 영화 4개의 영화에서 12명의 등장인물을 선정하여 평가하여 제안한 방법의 효율성을 측정하였다. 대사는 영어로 이루어진 대사만을 사용하였다. 추출된 감정 성향 판단 성능은 75%의 정확도로 우수한 추출 성능을 나타내었다.