• 아동학회지
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• 제26권1호
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• pp.347-357
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• 2005

The purpose of this study was to investigate the effect of the Nature-friendly program on children's Emotional Intelligence. The subjects of this study were two groups( experimental group and non experimental group). Each group consists of 30(8 years olds) elementary school children in Seoul. Examination of Emotional Intelligence was applied to determine the homogeneity of 2 groups. Experimental group received 10 Nature-friendly programs for 15 weeks from July 2004 to October 2004. After Nature-friendly programs ended, post examination of Emotional Intelligence was applied. The result of this research was as follow. When Nature-friendly programs was applied, there were significant differences in the degree of emotional intelligence in the experimental group. Children who were involved in nature-friendly program increased in emotional intelligence. Nature-friendly program was effective in the sub-factors of self-awareness, self-regulation, other-awareness, other-regulation of emotional intelligence.

• 영재교육연구
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• 제20권3호
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• pp.703-720
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• 2010

본 연구의 목적은 과학 영재를 대상으로 한 정서지능 프로그램의 효과를 알아보고자 하는 것이다. 참가자들은 9개월 동안 20회의 정서지능 프로그램에 참가하였다. 연구 분석 자료로는 20명의 과학 영재 학생의 자기보고 검사지, 프로그램 활동지, 연구자 현장기록 일지, 사전 사후 인터뷰를 사용하였다. 프로그램 수행 결과, 학생들은 정서지능을 이용한 갈등 상황의 긍정적 해결 경험을 통해 정서지능에 대한 재인식과 자기효능감이 상승하였고, 타인과의 관계에 대한 자신감이 형성되었으며 학업과 미래 직업에 대한 기대감을 드러냈다. 그러나 학업 성취에 대한 직접적 영향력은 드러나지 않았다.

• 동서간호학연구지
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• 제19권1호
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• pp.15-22
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• 2013

Purpose: The purpose of this study is to identify the effects of the interpersonal relationship training program based on emotional intelligence on interpersonal relationship, emotional intelligence, and self-esteem of nursing students. Methods: The study adopted a quasi-experimental study with a nonequivalent control group pre-post test. Total participants were 89 nursing students of S and K Universities. They were divided into the control (39 students) and experimental group (50 students). Participants went through the emotional intelligence program 100min which consisted of 100 minutes per session, once a week for total of 8 session from March 3th to April 21th, 2011. The contents were composed with interpersonal relationship training program to promote positive formation of emotional intelligence, interpersonal relationship, and self-esteem. All data were analyzed by SPSS 18.0 program. Results: The experimental group showed a significant increase of emotional intelligence (t=-3.17, p=.002) and interpersonal relationship (t=-3.07, p=.003). Conclusion: The interpersonal relationship training program based on emotional intelligence was effective in improving emotional intelligence and interpersonal relationship.

• 아동학회지
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• 제23권4호
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• pp.215-226
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• 2002

This study examined the effects of the 'Friends of Nature' education program on multiple intelligence(MI) and emotional intelligence(EI or EQ). The 'Friends of Nature' activity was designed as an education program on the basis of the theories of multiple intelligence and emotional intelligence in order to develop MI and EI through real experiences in the nature. The subjects were 5-year-old kindergarten children, the education activities lasted for 7 months. Significant effects were found in the children's multiple and emotional intelligence between the control group and the activity group in some but not all areas of MI and EI. Consequently, the 'Friends of Nature' program can be said to have partially positive effects on the improvement of children's multiple and emotional intelligence.

• 초등상담연구
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• 제5권1호
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• pp.139-158
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• 2006

The purpose of this study was to test the emotional intelligence development program and to verify the effects of the emotional intelligence development program for the increase of emotional intelligence and school life adaptation in elementary school students of single parent family To verify the previous hypotheses, 16 children of single parent family(experimental group I : n=8, control group 1 : n=8) and 16 children of two parent family(experimental group II : n=8, control group II : n=8) were selected at random, which are a total of high-grade students from P elementary school in J city, Jeon-buk province. Disposal about experimental group executed the emotional intelligence development program for the humanity education of Moon - yong - lin(1999) and the emotional intelligence development program which was reconstructed guidance for elementary school children of Her - seung - hee (2004) as the level of elementary school for 50 minutes, 16times, twice a week. In order to verify the effects after experiment, 1 collected materials for estimation by providing the subject children with questionaries about emotional intelligence and the ability of school life adaptation before and after the experiment, and then analyzed the average differences in number of marks between the experiment group and the control group before and after the experiment through and by using One-Way ANOVA, and SPSS WIN 12.0 program. The results of the study were as follows : First, there was significant increase between experimental group and control group received the emotional intelligence development program on emotional intelligence in statistic data(p<.01). Second, there was significant increase between experimental group and control group received the emotional intelligence development program on the school life adaptation in statistic data(p<.001). Third, there was no significant difference between the single parent family's children and the two parent family's children of the experimental group received the emotional Intelligence development program on the emotional intelligence and the ability of school life adaptation(p>.05). But single parent family's children were higher significant increase than two parent family's children on the relationship with teacher(<.01). The results obtained in this study indicated that the emotional intelligence development program was effective on the emotional intelligence and the ability of school life adaptation. Also, these showed that this program helps the school life adaptation and positive relationship with teacher of single parent family's children.

• 디지털융복합연구
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• 제20권4호
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• pp.419-431
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• 2022

본 연구는 신규간호사를 대상으로 감성지능 향상프로그램을 적용 후 감성지능 및 직무스트레스에 미치는 효과를 파악하고자 시도 되었다. 혼합연구설계이며 연구대상자는 신규간호사 29명(실험군 15명, 대조군 14명)을 대상으로 감성지능 향상프로그램을 주 1회 총 8주(20시간) 실시하였다. 양적연구는 SPSS/WIN 18.0을 이용하여 Chi-square, Fisher's exact test, t-test, repeated measure ANOVA로 분석하였고 질적연구는 내용분석을 하였다. 실험군의 감성지능과 직무스트레스가 대조군에 비해 통계적으로 유의한 효과가 없었다. 질적내용 분석결과 감성지능이 향상됨 임파워링 됨, 스트레스가 줄어듬, 나에서 우리로 변함, 미래의 나를 꿈꾸게 됨으로 나타났다. 다양한 시기의 간호사를 대상으로 감성지능 향상프로그램을 적용하고 그 효과를 검증하는 연구를 제언한다.

• 대한간호학회지
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• 제44권6호
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• pp.682-696
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• 2014

Purpose: This study was conducted to develop and test the effects of an emotional intelligence program for undergraduate nursing students. Methods: The study design was a mixed method research. Participants were 36 nursing students (intervention group: 17, control group: 19). The emotional intelligence program was provided for 4 weeks (8 sessions, 20 hours). Data were collected between August 6 and October 4, 2013. Quantitative data were analyzed using Chi-square, Fisher's exact test, t-test, repeated measure ANOVA, and paired t-test with SPSS/WIN 18.0. Qualitative data were analyzed using content analysis. Results: Quantitative results showed that emotional intelligence, communication skills, resilience, stress coping strategy, and clinical competence were significantly better in the experimental group compared to the control group. According to the qualitative results, the nursing students experienced improvement in emotional intelligence, interpersonal relationships, and empowerment, as well as a reduction in clinical practice stress after participation in the emotional intelligence program. Conclusion: Study findings indicate that the emotional intelligence program for undergraduate nursing students is effective and can be recommended as an intervention for improving the clinical competence of undergraduate students in a nursing curriculum.

• Human Ecology Research
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• 제52권2호
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• pp.127-139
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• 2014

This study was aimed to develop an integrative art program that incorporates both emotional and pro-social components for young children (age, 4-5 years). Furthermore, the effectiveness of this integrative program was examined with 39 young children who were divided into the experimental group and the control group of this study. To the experimental group, the integrative art program of interest in this study was provided over 8 weeks. The children of the control group were provided a similar program during the same period. To measure the levels of young children's emotional intelligence and those of their pro-social behavior were assessed by using the emotional intelligence questionnaire and the children's pro-social behavior assessment scale to collect the data. The analysis of covariance by SPSS 18.0 indicated that the young children from the experimental group exhibited higher total scores for emotional intelligence and pro-social behaviors than their counterparts from the control group. The results indicate that the integrative art program of interest in this study improved the young children's emotional intelligence and their pro-social behaviors. Along with main results of this study, implications for research and practice were discussed.

• 수산해양교육연구
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• 제22권3호
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• pp.420-430
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• 2010

The purpose of this study was to develop poetrytherapy program and to test it's effect on emotional intelligence of middle school students. Sixty-six(male 33, female 33) middle school students participated in this study. Thirty-three students were assigned to experimental group and control group respectively. The program which is composed of 14 sessions was applied to experimental group for 16 weeks. Subjects completed Emotional Intelligence Test. Collected data were analyzed using t-test and ANCOVA. The results of statistical analyses showed that there were statistically significant differences in emotional intelligence test scores between experimental group and control group. Based upon these results, it is concluded that poetrytherapy program was effective in improving emotional intelligence of middle school students.

• 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.