• 한국초등과학교육학회지:초등과학교육
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• 제35권3호
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• pp.316-325
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• 2016

The purpose of this study was to identify the influence of emotional intelligence and achievement goal orientation on career maturity for elementary scientific gifted students. For this purpose, emotional intelligence test, achievement goal orientation measure and career maturity test were used. Sample of the study was consisted of 107 science gifted students and 98 general students in Y City, Gyeonggi Province. The results of this study were as follows. First, scientific gifted students showed higher score than general students, whereas general students had highest score in type of avoidance goal orientation of achievement goal orientation. Also, scientific gifted students showed highest score in mastery goal orientation of those. Second, the correlation between emotional intelligence and career maturity of scientific gifted students showed significantly positive score in almost all the subelements. As a result of conducting a regression analysis on the influence of emotional intelligence on career maturity of scientific gifted students, job planning and self-understanding of career maturity were impacted by emotional intelligence, whereas independence was low influence by emotional intelligence. Third, for the correlation between achievement goal orientation and career maturity of scientific gifted students, mastery goal orientation of achievement goal orientation had positive relationship in almost all the subelements, whereas mastery avoidance goal orientation and performance-avoidance goal orientation had negative correlation. Also, as a result of conducting a regression analysis on the influence of achievement goal orientation on career maturity of scientific gifted students, achievement goal orientation had influence on all the subelements of career maturity.

• 한국초등과학교육학회지:초등과학교육
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• 제33권1호
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• pp.82-94
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• 2014

The purpose of this study is to develop teaching program which utilizes emotional intelligence elements as a measure to stimulate the motive and scientific attitude of learners and examine the effect of its application. The target unit for this study is 'world of plants' in the fourth grade of elementary school, and the teaching program is composed of 3 stages including I(encounter with myself), S(encounter with science), and U(encounter with friends). The teaching program is organized in the way to reflect 5 emotional intelligence elements including self-awareness, self-regulation, self-motivation, sympathy, and personal relations properly according to each stage of teaching program. The result of applying this program into actual classrooms is as follows. First, it is proven that the teaching program actually helps improving the motive of learners to study science. The emotional intelligence takes a role of positive motive for thinking, and the learners monitor their emotion and behavior patterns by using a mirror notebook to reduce their anxiety about science. Second, it is proven that the teaching program changes the science related attitude of learners positively. The emotional intelligence elements help the learners to create friendly feeling toward science subject and have a friendly attitude toward science and a sense of expectancy to science class. Third, it is proven that the teaching program contributes to the improvement of learners' science study achievement. The emotional intelligence takes an important role in improving the learners' science study achievement through the role of adjusting and controlling the recognition capability. However, emphasizing the emotional intelligence excessively also has a risk to break the balance between emotion and recognition, so it is considered that the balanced approach should be applied.

• 한국간호교육학회지
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• 제17권1호
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• pp.80-89
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• 2011

Purpose: The purpose of this study was to discover the effect of emotional intelligence on organizational performance in clinical nurses regarding anger expression, job satisfaction, job commitment, and turnover intention. Methods: Data were collected by self-administered questionnaires from 162 clinical nurses in three university hospitals in 2008, and analyzed by the SPSS 14.0 Window program, using descriptive statistics, pearson correlation, and stepwise multiple regression. Results: Emotional intelligence showed a statistically significant association with each of anger expression-in, anger expression-control, job satisfaction, job commitment, turnover intention, and organizational performance. The multiple regression analysis also showed that organizational performance was statistically significant with job satisfaction, job commitment, and emotional intelligence respectively. 38.0% of the variation of organizational performance was explained by these variables. Conclusion: Emotional intelligence significantly affected organizational performance together with job satisfaction and job commitment. From this result, it could be concluded that nursing interventions for emotional intelligence have a positive effect on improving organizational performance. Further studies are needed to develop nursing intervention programs for emotional intelligence and test its effects on organizational performance.

• 한국간호교육학회지
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• 제19권4호
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• pp.656-662
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• 2013

Purpose: This study was to investigate the effects of a family nursing practicum using role play on emotional intelligence, communication ability, and family nursing performance of nursing students. Methods: Role play training was provided to nursing students who took a community health nursing practicum (family nursing practicum). During the course for 2 weeks, participants were given role play practice for four times and a final test using role play at the end of the course. Data were collected from 52 nursing students before and after the family nurse practicum who agreed to participate in this study. Results: The scores of emotional intelligence, communication ability, and family nursing performance at post test were enhanced significantly compared to the scores at pre test. Conclusion: Nursing educators in family nursing can consider role play to improve emotional intelligence and communication ability as well as family nursing performance.

• 한국생활과학회지
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• 제13권2호
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• pp.237-250
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• 2004

This study explored the effects of emotional intelligence and sense of humor in institutionalized and at-home children on their aggressive behavior by using a path model. The participants in this study were 62 institutionalized children and 98 children reared at home, residing in an undisclosed city. The institutionalized children had a lower level of emotional intelligence and sense of humor than children at home. Also, the institutionalized children had a higher level of aggressive behavior than at-home children. Effects of emotional intelligence and sense of humor on the aggressive behavior were significantly different between institutionalized and at-home children.

• 동서간호학연구지
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• 제28권2호
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• pp.179-189
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• 2022

Purpose: Based on the results of Grandey's Emotion Regulation Process Model and previous studies, this study was conducted to identify the relationship between emotional labor, communication competency, emotional intelligence, social support, and burnout, and to identify factors affecting burnout of nurses in outpatient department. Method: The participants were 190 nurses with more than six months of experience working at the outpatient department of a general hospital in Seoul. Data were collected from April 5 to May 28, 2021, and analyzed using SPSS/WIN 25.0. Results: Significant variables affecting burnout were emotional labor, communication competency, emotional intelligence, education, and total clinical experience. Social support showed a statistically significant negative correlation with burnout, but did not affect burnout. Burnout showed a statistically significant a positive correlation with emotional labor, and showed a negative correlation with communication competency, emotional intelligence and social support. We found a negative correlation between burnout and subjective health status. Emotional labor had a positive effect on burnout. Emotional intelligence, clinical experience for more than 10 years, communication competency, and education for masters or higher negatively affected burnout, respectively. They accounted for 49.2% of the total variance of burnout. Conclusion: Based on the results of this study, it is necessary to reduce emotional labor, one of the major predictors of burnout for outpatient care. In order to prevent emotional labor that results in burnout, an integrated program that improves emotional intelligence and communication competency should be developed.

• 한국콘텐츠학회논문지
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• 제14권7호
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• pp.291-301
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• 2014

본 연구는 신입간호사의 정서지능, 자아탄력성, 핵심자기평가가 간호업무수행에 미치는 영향을 파악하는 서술적 조사연구이다. 대상자는 경기도에 소재한 800병상 이상의 종합병원 2곳에서 근무하는 12개월 미만의 신입간호사 114명이었다. 자료 수집은 2013년 7월부터 11월까지 간호업무수행, 정서지능, 자아탄력성, 핵심자기평가에 대해 구조화된 설문지를 이용하여 측정하였다. 연구의 결과, 신입간호사의 교육 정도, 직무만족도, 근무부서 업무만족도에 따라 간호업무수행 정도의 차이가 있었으며, 정서지능, 자아탄력성, 핵심자기평가가 높을수록 간호업무수행 정도는 높았다. 정서지능, 교육수준, 핵심자기평가와 직무만족도는 간호업무수행 정도를 잘 예측하는 변수로 확인되었고, 간호업무수행 정도를 33% 설명하는 것으로 나타났다. 따라서 신입간호사의 교육 정도와 직무만족도를 고려하여 신입간호사 오리엔테이션부터 간호업무수행 외에 정서지능과 핵심자기평가를 포함한 실제적인 실무적응 훈련교육이 필요하다.

• 아동학회지
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• 제26권6호
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• pp.29-43
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• 2005

Emotional intelligence is a relatively new concept and little research to date has examined age differences. In order to examine developmental patterns in emotional intelligence(En, the Emotional Intelligence Test for Children(EITC, Lee, 2003) was administered to 367 children, 4- to 8-years of age. Data were analyzed by Multivariate Analysis of Variance(MANOVA) and post hoc univariate analyses of variables. Results showed significant differences by age in total and sub-total scores of EITC. When the means of test scores were presented graphically as developmental curves, EI totals and sub-scores showed the increases in EI that occurred with increased maturity. Additional research is needed to verify developmental models of EI and to explore which factors have an effect on EI.

• 아태비즈니스연구
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• 제11권2호
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• pp.99-118
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• 2020

Purpose - The purpose of this study analyzes the effect of emotional intelligence on entrepreneurship mediated by personal creativity, and an effective. Design/methodology/approach - A questionnaire was administered to approximately 141 students. Collected data were analyzed using SPSS 26.0 and AMOS statistical package. Findings - First, emotional intelligence had a positive effect on personal creativity. Second, Personal creativity was found to have a partial mediating effect on the relationship between emotional intelligence and entrepreneurship. Specifically, personal creativity mediated the relationship between emotional expression intelligence and entrepreneurship, but did not mediate the relationship between entrepreneurship and the facilitation of cognitive intelligence. Lastly, prospective entrepreneur's emotional intelligence is seen to have a positive effect on entrepreneurship, and personal creativity plays a role in mediating between emotional intelligence and entrepreneurship. Therefore, supplementary measures are needed to place more importance on emotional intelligence in entrepreneurship education related to starting a business, which had not been appropriately addressed until now. Research implications or Originality - The implications of this study are that policies are needed to develop entrepreneurship skills in those who are interested in starting a business, and that follow-up studies on entrepreneurship are needed.

• 아동학회지
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• 제37권5호
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• pp.101-116
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• 2016

Objective: This study aimed to investigate how the eco-centered early childhood education by seasonal divisions influences the child's nature-friendly attitude and emotional intelligence. Methods: Forty 5-year-olds from 2 preschools in Gyeonggi were selected through convenience sampling and were divided into the experimental group (21) and the comparative group (19). The experimental group received eco-centered childhood education by seasonal divisions 2 or 3 times a week (33 in total). Pre-post data were collected on both groups and analyzed via t-test and ANCOVAs. Results: The key result was as follows: eco-centered childhood education by seasonal divisions influenced positively the nature-friendly attitude and emotional intelligence of children. Conclusion: Based on the result, it is recommended that eco-centered early childhood education be applied in childhood education and that relevant program be developed. Eco-centered education by seasonal divisions is meaningful in early childhood so that children can be harmonious with the nature. Furthermore, the study should be continued for the development of qualified eco-centered education.