• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.2
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• pp.194-202
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• 2013

Purpose: The purpose of this study was to identify the effects of leader's emotional intelligence and nurse's own emotional intelligence on organizational commitment and organizational citizenship behavior. Methods: Data were collected by self-administered questionnaires from 346 clinical nurses, and analysed by the SPSS 18.0 program. Results: The Factors which influence organizational commitment were use of emotion of nurse (${\beta}$=.28), other's emotional appraisal of leader(${\beta}$=.25), regulation of emotion of leader(${\beta}$=.16), other's emotional appraisal of nurse(${\beta}$=14). These factors explained 36.7% of organizational commitment. The Factors which influence organizational citizenship behavior were other's emotional appraisal of nurse(${\beta}$=.25), use of emotion of nurse(${\beta}$=.24), regulation of emotion of nurse(${\beta}$=.23), use of emotion of leader(${\beta}$=.20). These factors explained 43.6% of organizational citizenship behavior. Conclusion: The results of this study can be used to develop hospitals' management strategies for enhancement of nurses' organizational commitment and organizational citizenship behavior.

• Journal of Korean Academy of Nursing
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• v.50 no.3
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• pp.419-430
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• 2020

Purpose: This study aimed to assess the effect of the emotional coaching program for hospital nurses. Methods: The study used a non-equivalent control group pretest-posttest design, and participants included 60 nurses (30 in the experimental group and 30 in the control group) who worked at a general hospital. The experimental group attended four sessions, one per week, with each session lasting two and a half hours. Collected data were analyzed using descriptive statistics, Fisher's exact test, χ² test, t-test, paired t-test, and repeated measures ANOVA using SPSS WIN 23.0 program. Results: Significant differences were shown between the experimental and the control groups regarding emotional labor (F=68.40, p<.001), resilience (F=48.77, p<.001), and self-efficacy (F=15.31, p<.001). Conclusion: The emotional coaching program for nurses is useful for enhancing nurses' emotional labor management, resilience, and self-efficacy. In addition, this program may serve as a basis for providing emotional coaching to nurses in the future.

• The Korean Journal of Health Service Management
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• v.11 no.1
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• pp.55-66
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• 2017

Objectives : The aim of this study was to ascertain the effectiveness of job embeddedness and emotional intelligence on the performance of nurses working in medium and small sized hospitals. Methods : Data were collected from 283 nurses at 6 hospitals in G city. Structured questionnaires were used to assess the status of job embeddedness, emotional intelligence and nursing performance. The relationship and effectiveness between the factors were analyzed using multiple regression analysis. Results : The scores of job embeddedness, emotional intelligence and nursing performance were 3.02, 4.50 and 3.56, respectively. It was shown that the sacrifice of job embeddedness, self-motion appraisal, others emotions appraisal and the of regulation of emotion were positively correlated with nursing performance. The fit of job embeddedness, however, was negatively associated with nursing performance. The results showed that the status of job embeddedness and emotional intelligence explained the nursing performance($R^2=35%$). Conclusions : It has been shown that job embeddedness and emotional intelligence are important factors to enhance nursing performance. Activities to promote job embeddedness and emotional intelligence might be needed to enhance nursing performance.

• Korean Journal of Childcare and Education
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• v.13 no.6
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• pp.21-41
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• 2017

Objective: The purpose of this study was to examine the direct and indirect effects of mothers' and children's emotional instability and maternal affectionate-rational parenting on children's attributional style. Methods: The participants of this study were 253 4th, 5th and 6th grade elementary school students and their mothers in Seoul and Incheon. Data were analyzed by path analysis using AMOS 21.0. Results: The results were as follows: First, children's attributional style for negative and positive events was significantly related to children's emotional instability and maternal affectionate-rational parenting. Also, mothers' and children's emotional instability was significantly associated with affectionate-rational parenting. Second, mothers' emotional instability had indirect effects on children's attributional style for negative and positive events through maternal affectionate-rational parenting. Finally, children's emotional instability had not only significant effects on children's attributional style for positive achievement events, but also indirect effects on children's attributional style for negative and positive events through maternal affectionate-rational parenting. Conclusion/Implications: The results of this study suggest that both environmental and individual factors, including mothers'and children's emotional instability and maternal affectionate-rational parenting, need to be considered to explain children's attributional style. Also, these findings have implications for developing intervention programs for children's attributional style and parental education.

• Human Ecology Research
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• v.51 no.5
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• pp.527-535
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• 2013

The objective of this study was to investigate whether childcare teachers' job satisfaction plays a mediating role between their intention to change jobs and directors' emotional leadership. The participants of this study were 282 childcare teachers in Seoul. The instruments for this study were Director's Emotional Leadership Scale (2 factors with 18 items), Childcare Teacher's Job Satisfaction Scale (K-CTJSS, 6 factors with 40 items), and Childcare Teacher's Intention to Change Jobs Scale (1 factor with 7 items). These instruments were verified by Cronbach's ${\alpha}$ as a reliability and factor analysis as a validity. The data were analysed by Pearson's productive correlation, stepwise multiple regression and path analysis by the SPSS ver. 20.0 and AMOS ver. 20.0. The results were as follows: First, there were significant negative correlations between directors' emotional leadership and childcare teachers' intention to change jobs, and between childcare teachers' job satisfaction and their intention to change jobs, whereas there were significant positive correlations between directors' emotional leadership and childcare teachers' job satisfaction. Second, the directors' emotional leadership was explained by 22% and the childcare teachers' job satisfaction was explained by 9% of their intention to change jobs. Last, the childcare teachers' job satisfaction mediated between the directors' emotional leadership and childcare teachers' intention to change jobs.

• Journal of Korean Academy of Nursing Administration
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• v.21 no.1
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• pp.133-141
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• 2015

Purpose: The purpose of this study was to identify the mediating effect of head nurses' emotional leadership as perceived by nurses in the relationship between nurses' job stress and job satisfaction. Methods: Study participants were 278 staff nurses currently working at two university hospitals in Busan, Korea. SPSS/WIN 21.0 program was used for data analysis to analyze descriptive statistics, t-test, correlation, and stepwise multiple regression. The significance level was set at p<.05. Results: Nurses' job satisfaction had a significant correlation with job stress (r=-.31, p<.001) and emotional leadership of nurse managers as perceived by nurses (r=.53, p<.001). Also, head nurses' emotional leadership experienced by nurses had a partial mediating effect in the relationship between nurses' job stress and job satisfaction. Conclusion: The results of this study show that the nurse managers' emotional leadership has an important influence on nurses' job stress and job satisfaction. Therefore, head nurses' emotional leadership is very important for effective human resource management and the hospital should offer education and training to booster head nurses' leadership by developing emotional intelligence to promote staff job satisfaction.

• Korean Journal of Childcare and Education
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• v.14 no.3
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• pp.59-76
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• 2018

Objective: The purpose of this study was to examine the relationships among teachers' resilience, difficulty in emotional regulation, and teaching strategies for behavior problems of children. Methods: A total of 200 day care and kindergarten teachers were surveyed. The collected data were analyzed by Pearson's correlation and multiple regression. Results: First, teachers' resilience, difficulty in emotional regulation and teaching strategies for children with behavior problems were significantly related. Teachers' resilience showed a positive correlation with teachers' positive prevention and reaction strategies but showed a negative correlation with teachers' negative reaction strategies. Among the teachers' difficulty in emotional regulation, the factor of difficulty for impulsive control and lack of attention showed negative correlations with teachers' prevention and positive reaction strategies. Second, teachers' resilience and difficulty in emotional regulation significantly explained the teaching strategies for children with behavior problems. Teachers' resilience was found to be the most important variable explaining teaching strategies for children with behavior problems. Conclusion/Implications: This study revealed that teachers' resilience and difficulties in emotional regulation were important psychological and emotional characteristics for teachers when teaching children with behavior problems.

• Journal of Families and Better Life
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• v.24 no.2 s.80
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• pp.15-26
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• 2006

The purposes of this study were (1) to investigate children's personalized inferences of characters emotional reactions depending on character's personality trait, emotional situation, children's age and gender, (2) to investigate children's personalized inferences of character's behavioral reactions depending on character's personality trait, emotional situation, children's age and gender, (3) to investigate differences between children's personalized inferences of character's emotional reaction and that of character's behavioral reactions. The subjects were 103 children from three age groups (thirty-four 3-year-olds, thirty-three 5-year-olds and thirty-six 7-year-olds). The statistical methods adopted for the data analysis were frequency, percentile, mean, standard deviation, repeated measure ANOVA and paired t-test. The result showed that there were significant differences in children's personalized inferences of character's emotional reaction depending on character's personality trait, emotional situation and their age. There were significant differences in children's personalized inferences of character's behavioral reaction depending on children's age and gender. There were significant differences between personalized inferences of character's emotional reaction and behavioral reactions.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.21 no.4
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• pp.466-474
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• 2014

Purpose: The purpose of this study was to identify the relationship between emotional intelligence and stress coping of nurses in hospitals. Method: The study was a descriptive-correlational study with a convenience sample of 298 nurses. Descriptive statistics t-test, Mann-Whitney U, One-way ANOVA and Pearson correlation coefficients were used for data analysis. Results: The results of this study were as follows; Emotional intelligence was higher in married nurses than unmarried nurses (t=-2.90, p=.004). Nurses with a clinical career of 4~7 years had better stress coping than nurses with shorter careers (F=5.60, p=.004). Ward nurses better stress coping than nurses in emergency rooms and Intensive care units (F=4.43, p=.013). Fixed shift nurses had better stress coping than nurses on rotation shifts (t=-2.37, p=.019). There was a significant positive correlation between emotional intelligence and stress coping(r=.29, p<.001). Conclusion: The results indicate that stress coping is better in nurses with higher emotional intelligence, 4~7 year clinical experience, working on ward a as well as having a fixed shift. However further development and application of programs which can improve nurses' emotional intelligence are needed.

• Korean Journal of Occupational Health Nursing
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• v.26 no.1
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• pp.40-46
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• 2017

Purpose: The purpose of this study was to investigate the mediating effect of resilience on the relationship between emotional labor and happiness of clinical nurses. Methods: A descriptive, cross-sectional study was conducted with 224 clinical nurses who had one or more years of clinical experiences from four general hospitals in D city in Korea. Data collected from the survey using self-reported questionnaires were analyzed by t-test, one-way ANOVA, Pearson's correlation coefficients, and multiple regression analysis using IBM SPSS statistics 21.0 program. Results: There were statistically significant correlations among variables; a negative correlation between happiness and emotional labor, a positive correlation between happiness and resilience, and a negative correlation between emotional labor and resilience. Meanwhile, resilience had a partial mediating effect on the relationship between emotional labor and happiness. That is, resilience can play an important role between emotional labor and happiness of clinical nurses as a mediator. Conclusion: Considering the findings of this study, developing programs that can improve resilience of clinical nurses who experience emotional labor are needed to increase their level of happiness.