• Clinical Psychopharmacology and Neuroscience
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• 제16권4호
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• pp.391-397
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• 2018

Objective: Meditation can elicit trait-like changes in psychological and social styles, as well as enhancement of emotional regulatory capacity. We investigated the relation between personality traits and emotional intelligence in meditation practitioners. Methods: Seventy-two long-term practitioners of mind-body training (MBT) and 62 healthy comparative individuals participated in the study. The participants completed emotional intelligence questionnaires and the Myers-Briggs Type Indicator (MBTI). Results: The MBT group revealed higher scores on all five emotional intelligence factors than did those in the control group, such as emotional awareness and expression, empathy, emotional thinking, emotional application, and emotional regulation (all $p{\leq}0.001$). MBT practitioners also had higher scores on the intuition of perceiving function (t=-2.635, p=0.010) and on the feeling of the judging function (t=-3.340, p=0.001) of the MBTI compared with those in the control group. Only the MBT group showed a robust relationship with every factor of emotional intelligence and MBTI-defined intuitive styles, indicating that higher scores of emotional intelligence were related to higher scores for intuition. Conclusion: Emotional intelligence of meditation practitioners showed notable relationships with some features of personality trait. In-depth associations between emotional intelligence and personality traits would help to foster psychological functions in meditation practitioners.

• The Journal of Asian Finance, Economics and Business
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• 제9권5호
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• pp.53-61
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• 2022

As society evolves, people are making more of an effort to learn more about human aspects, one of which is emotional intelligence, a topic on which education experts have traditionally concentrated. This is due to the fact that emotional intelligence has a significant impact on how people think and manage their emotions. On the other side, it promotes the development of expressive ability and aids people in better adapting to life. This study explores the relationship between communication skills, leadership skills, stress management, adaptability, and emotional intelligence of FPT University students to determine the factors that affect students' emotional intelligence. To survey 500 FPT University students, this study used a sample size of 500. Previous studies used a 5-point Likert scale to assess the four skill elements. According to the results, students who completed the survey showed adequate communication skills, leadership qualities, stress management, adaptability, and emotional intelligence. Emotional intelligence is influenced by communication skills, leadership abilities, stress management, and flexibility. This suggests that students who master these four skills have higher levels of emotional intelligence. The outcomes of this study reveal that students have been conscious of Emotional Intelligence since a young age. The affirmations in this research paper will benefit students and young people interested in enhancing complimentary soft skills that boost Emotional Intelligence.

• 한국학교ㆍ지역보건교육학회지
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• 제15권2호
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• pp.77-89
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• 2014

Objectives: This study examined the effects of middle school students emotional intelligence on their aggressiveness and interpersonal relationships. Methods: Data were collected by questionnaires from 316 middle school students in Daegu city. To analyze the sample survey data, descriptive statistics, t-test, ANOVA, pearson correlation coefficient and simple regression analysis were performed with SPSS/PC 18.0 program. Results: First, among the general characteristic differences, academic achievement and economic status yielded a significant difference in emotional intelligence. Gender, economic status, and educational background produced a significant difference in aggressiveness, while gender, academic achievement, and economic status showed a significant difference in interpersonal relationships. Second, an examination of the correlation among emotional intelligence, aggressiveness, and interpersonal relationships found that the higher the emotional intelligence, the lower the aggressive, and the higher the interpersonal relationships. Third, general characters and emotional intelligence explain 22% of agressiveness. Gender, age, economic status, and emotional intelligence have a significant influence on agressiveness. Fourth, the general characters and emontional intelligence explain 45,5% of interpersonal relationships. The economic status and emotional intelligence have a significant influence on the interpersonal relationship. Conclusion: Based on the results, the study is of great importance, in that it provides the basis for future studies, which can be used to help school teachers and students' parents understand the importance of adolescents emotional intelligence and promote the students' quality school life.

• 한국초등과학교육학회지:초등과학교육
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• 제32권1호
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• pp.36-46
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• 2013

The creative thinking and emotional trainings are very important educational issues in the knowledge-information-based future society. Recently STEAM education is suggested as one of the educational solutions to prepare the future society. The aims of this study are to develop STEAM teaching-learning program and analyze its effects on the creativity and emotional intelligence of science-gifted and general students in elementary school. Four different subject matters based on the 2007-revised curriculum were selected to construct the brain-based STEAM teaching-learning program consisting of 12 class hours. The program was applied to 50 elementary general students and 19 science-gifted elementary students. The findings of this research are as follows. The brain-based STEAM programs is effective to improve the creativity and emotional intelligence of science-gifted and general elementary students after class. The creativity of two groups was not statistically different before the class. However after class, the creativity of gifted-science students is significantly higher than that of general students. The emotional intelligence of gifted-science students was higher than that of general students before the class. Therefore in oder to analyze the different effects of the program on two groups in emotional intelligence, the test results of both group of students were analyzed by ANCOVA after class. This analysis also showed that the program is more effective in gifted-science students to improve the emotional intelligence compared to general students.

• 한국융합학회논문지
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• 제9권7호
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• pp.163-175
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• 2018

4차 산업혁명시대의 주요한 변화 동인인 혁신적 테크놀러지와 인공지능의 발전은 상대적으로 인간의 감성적 영역에 대한 관심을 증대시키고 있다. 그리고 이에 대한 교육적 대안으로서 디자인씽킹 프로세스를 활용한 메이커교육에 주목하고 있다. 이는 만들기 활동 과정과 결과로서 경험하게 되는 여러 감성적 측면(타인/사용자의 이해와 공감, 협력활동을 통한 소통, 개방, 공유의 정신, 논리적 사고를 넘어선 직관적 사고의 수용)을 감성지능의 함양이란 가능성과 연결시킬 수 있기 때문이다. 이에 본 연구에서는 대학교 학부생 37명을 대상으로 한 교양과목에서 '디자인씽킹 프로세스 기반의 메이커교육' 프로그램을 개발 및 적용한 뒤 그 결과로서 학생들의 감성지능에 어떤 변화가 이루어지는지 감성지능 검사지를 이용한 양적분석과 면담, 성찰일지와 같은 질적자료분석을 통해 알아보았다. 그 결과로 디자인씽킹기반의 메이커교육 프로그램은 감성지능의 대부분 영역에서 긍정적 영향이 있음을 확인 할 수 있었다.

• 아동학회지
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• 제27권3호
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• pp.53-66
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• 2006

An experimental group consisting of 15 boys and 13 girls, and a control group of 12 boys and 18 girls comprised the 58 five-year-old kindergarten sample of this study. Teachers measured children's emotional intelligence with the Emotional Intelligence Rating Scale(Kim, 1998); educational activities for the emotions focusing on self-awareness, self-management, self-motivation, empathy, and social skills were carried out with the experimental group. ANCOVA confirmed effectiveness of the educational activities; the experimental group had higher scores than the control group on self-awareness and expression of emotion, emotional regulation, and awareness of others' emotion. Children of the experimental group also showed higher interpersonal abilities in teacher and in peer relationships than the control group.

• 수산해양교육연구
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• 제23권2호
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• pp.290-301
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• 2011

The purposes of this study were to test differences in conflict-resolving strategies and emotional intelligence based on children's peer status, and to verify the discriminance of conflict-resolving strategies and emotional intelligence for peer status. 58 popular children and 52 rejected children from 4 elementary school were selected, and the data were analyzed with independent sample t-test and discriminant analysis. The research findings are as follows: First, negotiation- and cooperation-strategies (sub-factors of conflict-resolving strategy) and emotional intelligence showed statistically significant differences between popular children and rejected children, while other sub-factors of conflict-resolving strategy and sub-factors of emotional intelligence showed indifference between them. Second, negotiation- and cooperation-strategies among 4 sub-factors of conflict-resolving strategy and 5 sub-factors of emotional intelligence were the most discriminant predictors for children's peer status. The results suggest systematic teacher training and program for the rejected children's improvement of negotiation- and cooperation-strategies in their peer relations.

• 한국간호교육학회지
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• 제22권4호
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• pp.504-513
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• 2016

Purpose: The purpose of this study was to identify the mediating effect of self-efficacy in the relationship between emotional intelligence and clinical performance in nursing students. Methods: Data were collected through structured questionnaires between March 1 and March 25, 2016. Study participants were 223 fourth year nursing students in B and K metropolitan city. Data were analyzed using t-test, ANOVA, Scheffe' test, Pearson's correlation coefficients, and hierarchical multiple regression with SPSS WIN v 18.0. Results: The mean scores of emotional intelligence was $3.85{\pm}0.43$, self-efficacy was $3.25{\pm}0.40$, and clinical performance was $3.63{\pm}0.51$. There were significant positive correlations between emotional intelligence, self-efficacy and clinical performance. There were partial mediating effect of self-efficacy in the relationship between emotional intelligence and clinical performance. Conclusion: In order to enhance nursing students' clinical performance, strategies for intervention development such as stimulating emotional intelligence and motivation by self-efficacy are necessary.

• 한국간호교육학회지
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• 제20권4호
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• pp.502-512
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• 2014

Purpose: The purpose of this study is to identify differences in stress levels and stress coping strategies according to the degree of emotional intelligence in nursing students. Method: Study participants included 367 nursing students from three universities in Gyeonggi and Chungnam provinces. Data were collected through a self-administered questionnaire in December 2012 and subsequently analyzed via the IBM SPSS 20.0 program with descriptive statistics, independent t-tests, one-way ANOVA and Scheffe tests. Results: The emotional intelligence of nursing students was slightly higher than average. Perceived stress and clinical practice stress among nursing students were high and nursing students used more problem-focused compared to emotion-focused coping strategies. Nursing students who had a higher level of emotional intelligence exhibited lower levels of perceived stress (t=2.26, p=.025) and clinical practice stress (t=9.37, p<.001) and more used problem-focused coping strategies (t=-7.56, p<.001) than those who had a lower level of emotional intelligence. Conclusion: These results suggest that nursing interventions to improve the emotional intelligence of nursing students are necessary to manage stress more effectively.

• 한국보육지원학회지
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• 제12권2호
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• pp.183-200
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• 2016

This study examined the mediating effect of emotional labor in the relations between teachers' emotional intelligence and teacher-child interaction of novice early childhood teachers. The sample consisted of 248 novice early childhood teachers in Gyeonggi Province. The structural equation modeling was conducted using AMOS to test the fit of a hypothesized structural model. The mediating effect of emotional labor was verified by the bootstrapping approach. The results were as follows: First, teacher-child interaction was positively associated with teachers' emotional intelligence and deep acting in emotional labor was negatively associated with surface acting in emotional labor. Next, surface acting in emotional labor had a mediating effect on the relations between emotional intelligence and teacher-child interaction. Finally, deep acting of emotional labor had a partial mediating effect on the relationship between emotional intelligence and teacher-child interaction. Based on these findings, ways to enhance teachers' emotional intelligence in relation to the novice teachers' emotional characteristics, and to improve recognition on emotional labor were discussed.