• Korean Journal of Child Studies
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• v.26 no.6
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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.

• Journal of The Korean Association For Science Education
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• v.11 no.2
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• pp.161-178
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• 1991

This study was designed to investigate the effect of test anxiety, intelligence, and item arrangement order on test performance in Earth Science. The main purposes in this study were to investigate (1) (2) (3) (4) on test performance.: (1) the effect of test anxiety components on test performance in Earth Science. (2) the effect of item arrangement order on test performance in Earth Science. (3) the effect of test anxiety This study was designed to investigate the effect of test anxiety, intelligence, and item arrangement order on test performance in Earth Science. The main purposes in this study were to investigate (1) (2) (3) (4) on test performance.: (1) the effect of test anxiety components on test performance in Earth Science. (2) the effect of item arrangement order on test performance in Earth Science. (3) the effect of test anxiety components on test performance in Earth Science according to learner's intelligence levels. (4) test effect of item arrangement order on learner's intelligence. The hypothesis was that there is difference among test achievements scores according to (1) test anxiety-worry levels. (2) item arrangement orders. (3) item arrangement orders on test anxiety-worry levels. (4) test anxiety-worry levels on intelligence levels. (5) test anxiety-emotionality levels. (6) item arrangement orders on test anxiety-emotionality levels. (7) test anxiety-emotionality levels on intelligence levels. (8) item arrangement orders on intelligence levels. The test items selected for this study were derived from the text Science (part 1) first grade of high school. The subjects of this study were 164 of high school first grade boy students in Pusan. They were assigned to one of the three groups, according to test anxiety levels.: (1) upper 25% of total subjects designated to high group (2) middle 50% (3) low group, lower 25% of total subjects And according to LQ. (1) upper 25% of total subjects designated to high group. (2) middle 50%. (3) low group, lower 25% of total subjects Analysis of variance was used in this study for hypothesis examination. The dependent variable was the achievement scores of Earth Science test and independent variables were test anxiety(worry, emotionality) level, LQ. level, item arrangement orders. The principal findings of the present study are as follows: (1)Test achievement score trend decreases as the test anxiety (worry, emotionality) increases although the result is not statistically significant. (2)There is no significant difference among test achievement scores according to item arrangement orders. (3)The higher the LQ. is, the more effective test anxiety. And the LQ. has significant interaction effect with test anxiety. (4)There is significant interaction effect between the LQ. levels and itemqr arrangement orders.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.3
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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.

• Journal of Korean Academy of Nursing
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• v.44 no.6
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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.

• Journal of Digital Convergence
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• v.20 no.4
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• pp.419-431
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• 2022

This study was conducted to develop and test the effects of an emotional intelligence program for new nurses. The study design was a mixed method research. Participants were 29(intervention group: 15, control group: 14) new nurse. The emotional intelligence improvement program was conducted once a week for a total of 8 weeks (20 hours).The emotional intelligence program was provided for 8 weeks (20 hours). Quantitative data were analyzed using Chi-square, Fisher's exact test, t-test, repeated measure ANOVA with SPSS/WIN 18.0. Qualitative data were analyzed using content analysis. Quantitative results showed that emotional intelligence, Job stress were no significantly better in the experimental group compared to the control group. According to the qualitative results, the new nurse experienced improvement in emotional intelligence, empowerment, a reduction in stress, Changed from 'alone' to 'us', and as well as I dream of my future self after participation in the emotional intelligence program. A study to apply the emotional intelligence improvement program to nurses at various times and to verify its effectivene.

• Journal of the Korea Convergence Society
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• v.11 no.12
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• pp.1-13
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• 2020

With the advent of an intelligent information society, research toward artificial intelligence education was conducted. In previous studies, the subject of research is biased, and studies that analyze attitudes toward artificial intelligence are insufficient. So, in this study developed a test tool to measure the artificial intelligence of high school students and analyze their attitudes toward artificial intelligence. To develop the test tool, 229 high school students completed a preliminary test, of which the results were analyzed via exploratory factor analysis. To analyze the students' attitudes toward artificial intelligence, the resulting test tool was applied to 481 high school students, and their test results were analyzed according to factors. From the study's results, there was no difference according to gender in the students' attitudes toward artificial intelligence, but there was a significant difference per grade. In addition, there was a significant difference in attitudes according to artificial intelligence-related experiences: the high school students who had direct and indirect experience with artificial intelligence, programming, and more frequently used it had more positive attitudes toward artificial intelligence than students without this experience. However, artificial intelligence education experience negatively influenced the students' attitudes toward artificial intelligence. Overall, the higher their interest in artificial intelligence, the more positive the high school students' attitudes toward artificial intelligence.

• 대한공업교육학회지
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• v.30 no.1
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• pp.37-45
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• 2005

The purpose of this study is to find out the relationship between the Multiple Intelligence and the technological problem solving and the differences between the two. There were a group of 200 third grade middle school students that were comprised of 100 boys and 100 girls and what the difference is exited between the boys and the girls. To measure the students' Multiple Intelligence, MI(Multiple Intelligent)Test designed by Youngrin, Moon was used. As the testing instrument of the Technological problem Solving, we use the test developed by National Center for Research on Evaluation, Standards, and Students Testing(CRESST). The results were; First, In comparison with the boys and girls' multiple intelligence part, there were individual differences in musical intelligence, bodily-kinesthetic intelligence, logical-mathematical intelligence, and naturalistic intelligence of multiple intelligence. Second, In comparison to the technological problem solving part, there were individual differences in self-regulation and there was a mild difference in understanding of the contents. Third, The multiple intelligence related with the self-regulation is continuous with logical-mathematical intelligence, intra-personal intelligence and linguistic intelligence. Fourth, The multiple intelligence related with the technological problem solving strategy is continuous with logical-mathematical intelligence and musical intelligence. Fifth, The multiple intelligence related with the understanding of the contents is continuous with the logical-mathematical intelligence and naturalistic intelligence. To improve the students' technological problem solving ability, it is required the development of the curriculum which focus on the improvement of logical-mathematical intelligence, musical intelligence, intra-personal intelligence, linguistic intelligence and naturalistic intelligence of the students.

• Journal of Korean society of Dental Hygiene
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• v.16 no.6
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• pp.919-929
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• 2016

The purpose of the study was to investigate the influence of college life adjustment on emotional intelligence in dental hygiene students. Methods: A self-reported questionnaire was completed by 550 dental hygiene students in Daegu from May to June, 2016. The questionnaire consisted of general characteristics of the subjects, emotional intelligence scale, and student adaptation to college questionnaire using Likert 5 point scale. Data were analyzed by t-test, one way ANOVA, post hoc $Scheff{\acute{e}}$ test, Pearson's correlation test, and multiple regression test. Results: The mean scores of emotional intelligence 3.40 points and college life adjustment 3.14 points were above average. Every sub-field of emotional intelligence had static correlation, and there was a close correlation between college life adjustment and every specific field. The academic adjustment (r=0.515) and institutional adjustment (r=0.458) showed strong correlation with the emotional intelligence. The higher the emotional intelligence score was, the higher the college life adjustment was. Variables having statistically significant influence on college life adjustment included economic status, major satisfaction, self-emotional, use of emotional and emotional control (37.7%, p<0.001). Conclusions: Emotional intelligence played a significant role in dental hygiene students to adapt well with the demands of college life. The college should provide the efficient programs in the curriculum that helps enhance emotional intelligence of the students.

• Journal of Korean society of Dental Hygiene
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• v.15 no.4
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• pp.623-629
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• 2015

Objectives: The purpose of the study is to investigate the relationships between multiple intelligence, academic self-efficacy, satisfaction with major in dental hygiene students. Methods: A self-reported questionnaire was filled out by 490 dental hygiene students in Jeonbuk from March to April, 2015. The questionnaire consisted of 119 questions of multiple intelligences, 28 questions of academic self-efficacy, 5 questions of satisfaction with major by Likert 5 scale. Data were analyzed by descriptive statistics, Pearson's correlation test, and stepwise multiple regression test using SPSS 18.0 program. Results: The students had the highest score in interpersonal intelligence(3.57) and the lowest in naturalist intelligence(2.66). There was a positive correlation between the multiple intelligences, academic self-efficacy and satisfaction with major(p<0.05). The impact of multiple intelligences on academic self-efficacy was influenced by logical-mathematical intelligence, intrapersonal intelligence, musical intelligence, bodily-kinesthetic intelligence, and linguistic intelligence(p<0.05). The variables that had an impact on multiple intelligences and satisfaction with major were interpersonal intelligence and intrapersonal intelligence(p<0.01). Conclusions: The development of multiple intelligences can enhance the satisfaction with the major, quality of education, academic self-efficacy in the dental hygiene students.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.4
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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.