• Journal of Engineering Education Research
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• v.27 no.1
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• pp.50-62
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• 2024

This study examined how emotion regulation strategies specifically function in the interpersonal conflict coping strategies of engineering students. For this purpose, a interpersonal conflict coping strategies and emotion regulation strategies scale was used for 548 engineering students. Multiple regression analysis was conducted. Among the emotion regulation strategies, the "return to body" strategy was related to understanding, validation, focusing, and the "stop action" strategy. In particular, the "stop action" strategy was closely related only to the "return to body" strategy. Among interpersonal conflict coping strategies, the dominating strategy used both positive emotion regulation strategies, such as high refocus on planning, and negative emotion regulation strategies, such as other-blame. Additionally, among negative conflict coping strategies, it was confirmed that both aggression and negative emotional expression, which seem to have similar attributes, share a common feature of having high difficulty in emotional clarity. However, in the case of negative emotional expression, it is characterized by a lack of putting into perspective and high other-blame. On the other hand, the agression strategy seemed to have different characteristics, such as high self-blame and low return to body. By investigating the relationship between interpersonal conflict coping strategies and specific emotion regulation strategies, this study provides implications for education and intervention on which specific emotion regulation strategies need to be cultivated for engineering students to improve their interpersonal conflict resolution capabilities.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.1
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• pp.183-193
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• 2020

This study presents a more comprehensive approach to investigate how Emotional Intelligence (EI) is associated with performance. Previous research has revealed that EI is related to positive outcomes such as better performance, life satisfaction and career success. However, in most research of EI, this factor has been investigated independently from the effect of contextual factors and other individual characteristics. This study extended the research on the impact of EI on student performance by simultaneously examining the impact of EI, individual factors - (1) Perseverance of Effort, (2) Goal Consistency and (3) Goal Clarity and learning environment factors - Program Fit in one study. The results based on the data collected from 1,117 students in Vietnam largely support the hypothesis that that EI was an important but not the only factor affecting the student performance. MANOVA and post-hoc analysis indicated that both individual and environmental factors better predicted performance than EI could. These results suggest that the impact of EI on individual performance is more complicated than what we have already known. Future study is encouraged to investigate both the mechanism through which EI impact individual performance and the interaction between EI and other factors that moderate the EI - performance relationship.

• The Korean Nurse
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• v.29 no.5
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• pp.54-68
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• 1991

This study was conducted to provide the basic information for nursing intervention in infant teach. ing and feeding situation. The subjects were 30 pairs of mother and her infant(9 month) who were normally delivered at 3 university hospital in Seoul area. The data collection was conducted by observation using videotaperecord from September 27, 1989 to Feburary 26, 1990 in their home. The measulsement tools used by this researcher were Nursing child Assessment Teaching scale (NCATS) and Nursing child Assessment Feeding Scale(NCAFS) which was developed by Barnard. The higher sum of "yes" score means the higher mother-infant interaction level. Mother-Infant interaction behaviors in both sitution were based on 6 subcategories; sensitivity to cue, response to distress, social-emotional growth fostering, cognitive growth 'fostering, clarity of + cues, and responsiveness to parent. The data collected through above method were analyzed by mean and t-test and the results were as follows. 1. The sum of maternal behavior score was 40.2 out of 50.0 in teaching situation and 37.9 out of 50.0 in feeding situation. Out of the 4 subcategories on maternal behavior in both situation, the highest subcategory was shown by response to infant's distress and the lowest subcategory by cegnitive growth fostering. 2. The sum of infant behavior score was 14.7 out of 23 in teaching situation and 17.9 out of 26 in feeding situation. Out of the 2 categories on infant behavior in both situation, the highest sub categroy was shown by the clarity of infant's cue in both situation. 3. There was a statistical significance between father's educational level and mother-infant interaction in teaching situation; college group was higher than high school group, particulary in category of sensitivity to infant's cue and congnitive growth fostering. 4. There was a statistical significance in teaching situation between mother's educational level and mother-infant interaction;college group was higher than high school group, particulary sensitivity to infant cue, social-emotional growth fostering and cognitive fostering. 5. There was no statistical difference in between parent educational level and mother.infant interaction in feeding situation.situation.

• Journal of the Korea Society of Computer and Information
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• v.14 no.10
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• pp.93-99
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• 2009

The color harmony in video was no way to know for giving pleasure. By identifying these color harmony, it gives order, clarity, similarity, contrast, etc. Therefore, to identify the color balance is very important. Color Harmony identify the color is whether the harmony by color harmony theory of Munsell, Ostwald, Firren, Moon & Spenser, Itten, Chevreul, and Judd etc. One of these methods, we identify color harmonies of 2 colors, 3 colors, 4 colors, 5 colors and 6 colors using Itten's color balance. Identification is using by Canny edge extraction, labeling and clustering, and color extraction and harmony etc. By identifying this color harmonies, we have laid the foundation of emotional database construction and emotional recognition.

• Journal of Korean Academy of Nursing
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• v.52 no.6
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• pp.608-623
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• 2022

Purpose: This study aimed to evaluate the effects of a combined biofeedback and brief emotion regulation (C-BABER) program for sexually abused adolescents. Methods: This study employed a non-equivalent control group pretest-posttest design. The participants included 26 sexually abused adolescents from eight Sunflower Centers of South Korea-with 13 in the experimental group and 13 in the control group. The experimental group received four sessions of the individual C-BABER program, each lasting 60 minutes. Results: Compared with the control group, sexually abused adolescents in the experimental group exhibited significant score differences in traumatic symptoms, including depression (Z = - 2.24, p = .025), dissociation (Z = - 2.21, p = .027), anxiety (Z = - 2.02, p = .044), and posttraumatic stress (Z = - 2.01 p = .045); and impulsivity, including positive urgency (Z = - 3.35, p = .001) and negative urgency (Z = - 2.28, p = .023). Additionally, the experimental group exhibited significant score differences in meta-mood, including emotional attention (Z = - 2.45, p = .014), emotional clarity (Z = - 2.30, p = .021), and emotional repair (Z = - 2.28, p = .022); and emotional regulation modes, including emotional suppression (Z = - 2.65, p = .008) and cognitive reappraisal (Z = - 1.98, p = .047). Regarding bio-attention, significant changes were identified in the experimental group for the bio-attention rate and attention maintenance time in the posttest compared to the pretest (p = .001). Conclusion: The C-BABER program for sexually abused adolescents is effective in decreasing traumatic symptoms and impulsivity, and in improving meta-mood, emotional regulation mode, and bio-attention. Therefore, we recommend providing sexually abused adolescents the C-BABER program to help them regulate their emotions and effectively adapt to their lives.

• Science of Emotion and Sensibility
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• v.15 no.1
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• pp.121-132
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• 2012

Recently, interest in emotional technology has escalated and its application has extended to many fields, from both an industrial (product) and service (culture, tourism, medical, education, advertising) perspective. Moreover, culture has become a fundamental aspect of modern industry, playing key roles in: gaming, exhibitions, performances, sports, tourism, design, edutainment, as well as various content distribution industries. The prospect of applying emotional technology for cultural content industries makes up for more than half of the 'plan-manufacture-distribution-marketing' process, and thereby also serves as driving force for the growth of a nation. The primary objective of the following research is analyze successful cases from the past through utilization of emotional technology, and to speculate on efficient directions for future research into developing emotional contents. To achieve this, some of the key terms have been defined and elaborated for the sake of clarity. The terms are as follows: emotion, emotion engineering, science of emotion, emotional technology, and emotional contents. Furthermore, studies were conducted based on the six different fields surrounding CT R&D to observe how projects involving emotional technology have succeeded both on a national and global scale. Based on this analysis, this research aims to develop personalized 'Concierge' service-providing contents, contents designed to maximize performance ability of humans, and contents that could be controlled simply via emotion to effectively spread the culture of Korea by focussing on 'fusion' content development. The following research data may hopefully serve as a basic reference to industries navigating towards emotional content development.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.290-302
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• 2017

The purpose of this study was to explore the mediating effect of emotional dysregulation on the relationship between the specific domains of self-esteem and aggression. Three questionnaire were administered to 287 individuals and the multiple regression analyses and Baron and Kenny's hierarchical regression analyses were used. The result shows that social and objective ability and positive character had significant influence on aggression, while impulse control difficulties, lack of emotional clarity and limited access to emotion regulation strategies largely contributed to aggression. Moreover, emotional dysregulation functioned as a significant mediator variable for explaining the link between self-esteem and aggression. Impulse control difficulties have fully mediated positive personality and hostility, limited access to emotion regulation has partially mediated social and objective ability and hostility, respectively.

• (The) Korean Journal of Educational Psychology
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• v.32 no.3
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• pp.571-596
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• 2018

Objectives: This study investigated the challenges of young cross-cultural individuals (CCIs) through the cultural homelessness (CH) framework. Methods: Through a survey of 151 CCIs, the study empirically examined the relationship between CH and psychological well-being (PWB), as well as the moderating role of emotional clarity (EC). Results: Results indicated that CH was significantly and negatively associated with PWB, especially on the Positive Relations with Others and Environmental Mastery dimensions. Individuals with high CH tended to have less satisfactory relationships and a reduced sense of control over daily life situations, regardless of their EC level. A significant interaction effect between CH and EC was found, specifically in Positive Relations with Others (PR) and Personal Growth (PG). For individuals with high CH, however, satisfactory relationships were dependent on their EC level; they reported more positive relationships with others when their EC levels were high. Interestingly, individuals with high CH were likely to report a high desire for personal growth regardless of their EC level, indicating that they may appear ambitious but may be experiencing unclear emotions. Conclusions: These findings suggest that CH and EC are issues that need to be dealt with simultaneously. As individuals' PWB depends not only on their CH level, but also on their EC, reducing the level of CH should not be the only goal in promoting the well-being of CCIs. Increasing individuals' EC would be just as important, as high EC, along with low CH, predicts important dimensions of PWB.

• Journal of Music and Human Behavior
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• v.10 no.1
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• pp.67-83
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• 2013

Assessment in music therapy is a vital part for both the therapist and client in the process of therapy. Based on what is assessed, objectives are identified to formulate specific action procedures and strategies. The existing assessment tools involve lists of skills and behaviors in developmental domains without the music assessment protocol. In this study, the authors attempted to develop an assessment protocol using rhythm production for assessing skills in cognitive and emotional-behavior domain, namely Music Therapy Assessment for Cognitive and Emotional Behaviors (MACEB). The test items of the MACEB-Rhythm were developed using rhythmic patterns varying in terms of item difficulty, which are based on the various degree of clarity in the grouping/gestalt, saliency in part-whole relationship, and complexity in repetition vs. variability. Also the developed tool purported to examine one's level of emotional behavior trait by analyzing performance of musical parameters such as tempo, pacing, and loudness in the reproduced output. In order to verify the logical sequencing of test items, firstly 61 subjects participated in verifying the item difficulty for the selected 15 pilot items. The test items were revised and re-sequenced based on the gathered scores of item difficulty. In the second procedure, seven experts in the fields of music education, music therapy and music psychology whose research interest lie in music cognition revised the developed rhythm protocol items focusing on learning sequence, cognitive process and feasibility for skills assessment. The study attempted to provide foundations for using rhythm as an assessment protocol prior to its verification of assessment validity and reliability.

• Korean Journal of Occupational Health Nursing
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• v.22 no.3
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• pp.228-239
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• 2013

Purpose: This study aims to assess the effects of psychosocial work environment and self-efficacy on stress, depression, and burn-out among office workers. Methods: Survey data were collected from 331 office workers who worked in one workplace from April 10 to 30, 2012. The impact of psychosocial work environment and self-efficacy on stress, depression, and burn-out was analyzed with hierarchical multiple regression using SAS version 9.3. Results: Work-family conflicts and emotional demands were identified as main factors influencing mental health. Other work environment factors influencing mental health were role clarity for stress, possibilities for development, meaning-of work, social support-from supervisors and job insecurity for depression, and social community at work for burn-out. Self-efficacy was correlated with most psychosocial work environment and factor with independent influence on stress and depression. The final models including general characteristics, psychosocial work environment, and self-efficacy accounted for 34%, 44%, and 36% for stress, depression, and burn-out respectively. Conclusion: To promote mental health in office workers, there is a need to decrease work-family conflicts and emotional demands and to improve work organization and job contents, social support, and self-efficacy.