• The Journal of Asian Finance, Economics and Business
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• v.7 no.7
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• pp.303-308
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• 2020

Unlike previous studies of overconfidence bias that have been looking for causes of overconfidence bias in human cognitive error or in the desire to view oneself positively, this study presents the cognitive narrowing resulting from the social exclusion experience as the condition of overconfidence bias and investigates the mechanism of cognitive narrowing to overcome the negative emotions from social exclusion, and how overconfidence bias occur due to cognitive narrowing. Current study was performed with 94 undergraduate students. Participants were randomly assigned to social exclusion experience group or non-experience group. We analyzed how the degree of bias of overconfidence differs according to the social exclusion experience. The degree of overconfidence bias of the social exclusion experience group was higher than that of the non-experience group, and the difference was statistically significant. This study extends the concepts of escaping theory and cognitive narrowing to human cognitive bias and confirmed that social exclusion experience increased cognitive narrowing and overconfidence bias. Implications of this research and future research directions were discussed.

• Korean Journal of Child Studies
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• v.23 no.3
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• pp.187-203
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• 2002

This study explored father's proactive socialization beliefs as related to social behaviors of their children. The Subjects were 194 fathers and their 3- to 6-year-old children in Seoul. Instruments included 2 questionnaires : the Social Skills Questionnaire reported by fathers and Child Social Behaviors rated by teachers. Results showed that father's socialization beliefs varied in terms of the importance of social skills, the reasons why parents believe children acquire or don't acquire particular social skills, and the most effective strategies fathers hold for socialization of children. There were significant differences in father's proactive beliefs by sex of child, economic status, and fathers' educational level. Fathers who emphasized child's regulation of negative emotions had children showing low prosocial behaviors.

• The Journal of Society for e-Business Studies
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• v.20 no.3
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• pp.59-77
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• 2015

Social networking sites (SNS), such as Facebook, provide abundant social comparison opportunities. Given the widespread use of SNSs, the purpose of the present study was to examine the impact of exposure to social media-based social comparison on user's negative emotions and discontinuous use intention on SNS. We present evidence that under the use of SNS, social comparison activities diverge into three patterns, with explicit self-evaluation desire made against similar target (lateral comparison), self-defense desire made against less fortunate target (downward comparison), and self-enhancement desire made with more fortunate target (upward comparison). Such social comparison processes frequently arise, as people are increasingly using on SNSs, the downward contacts ameliorating self-esteem with positive emotions, but the upward contacts and standard contacts with lateral status enabling a person to compare his or her situation with others and simultaneously increase negative emotions due to its differences with others. In other words, as people increasingly relying on SNSs for a variety of everyday tasks, they risk overexposure to upward or standard social comparison information that may have a cumulative detrimental impact on future intention on SNS use. This study with survey with 209 SNS users found that these negative emotions lead to negative fatigue (attitude) and then discontinuous use intention (behavior) on SNS. Our findings are among the first to explicitly examine discontinuous use intention on SNS using social comparison theory and our results are consistent with those of past research showing that upward social comparisons can be detrimental.

• Journal of the Korea Society of Computer and Information
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• v.25 no.4
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• pp.133-140
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• 2020

Emotional analysis is an application of opinion mining that analyzes opinions and tendencies of people appearing in unstructured text. Recently, emotional analysis of social media has attracted attention, but social media contains newly-created words and slang, so it is not easy to analyze with existing emotional analysis. In this study, I design a new emotional analysis system to solve these problems. The proposed system is possible to analyze various emotions as well as positive and negative in social media including newly-created words and slang. First, I collect newly-created words and slang related to emotions that appear in social media. Then, expand the existing emotional model and use it to quantify the degree of sentiment in emotional words. Also, a new sentiment dictionary is constructed by reflecting the degree of sentiment. Finally, I design an emotional analysis system that applies an sentiment dictionary that includes newly-created words and an extended emotional model.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.307-324
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• 1999

The present study examined the effect of prosocial discussion on adaptation to school life, relationships with others, and ability to control emotions as represented in unit block activities. Prosocial discussion centered on pictures describing simple conflict situations. In post-discussion observations, the experimental group exhibited more positive change in social skills compared with the control group. Suggestions were made for incorporation of discussion of simple conflict situations into instructional programs.

• Industrial Engineering and Management Systems
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• v.11 no.2
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• pp.142-147
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• 2012

Individuals with autistic spectrum disorders (ASD) have difficulty inferring other people's feelings from their facial expressions and/or from situational cues, and therefore, they are less able to respond with prosocial behavior. We developed a computer-based training program to help teach the connection between facial-based or situation-based emotions and prosocial behavioral responses. An 8-year-old male school child with ASD participated in the study. In this program, he was trained to identify persons in need of help and appropriate prosocial responses using novel photo-based scenarios. When he misidentified emotions from photographs of another's face, the program highlighted those parts of the face which effectively communicate emotion. To increase the likelihood that he would learn a generalized repertoire of emotional understanding, multiple examples of emotional expressions and situations were provided. When he misidentified persons expressing a need for help, or failed to identify appropriate helping behaviors, role playing was used to help him appreciate the state of mind of a person in need of help. The results of the training indicated increases in prosocial behaviors during a laboratory task that required collaborative work. His homeroom teacher, using a behavioral rating scale, reported that he now understood another's emotion or situation better than before training. These findings indicate the effects of the training are not limited to the artificial experiment situation, but also carried over to his school life.

• 한국노년학
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• v.25 no.2
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• pp.211-227
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• 2005

The purpose of this study was to investigate the characteristics of emotional life across the life span and to examine the affective optimization theory emphasized positive aspect of aging. Three age groups(young group N=238. middle group N=495, old group N=283) were participated in this study. As a result, there were no age differences between the old and the middle group in the frequency of positive emotion experiences, but the old group experience more negative emotions than the middle group. However, generally they experienced positive emotions more often than negative emotions. Also, there were age differences in choosing social goals. The older group took the goals that related to emotional regulation and personal relationship more important than the goals related to learn something new or approve their ability. Interestingly, there were no age differences among three age groups in subjective well-being even though there existed differences in experiences of frequency of positive and negative emotions. Finally, the importance of role of the affective optimization in subjective well-being and adaptation in later life was discussed.

• Science of Emotion and Sensibility
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• v.12 no.3
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• pp.317-324
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• 2009

The aim of this study was to determine whether or not cardiovascular reactivity parameters serve as good indicators in identifying differential emotion in children. The study particularly focused on five emotions(i.e., happiness, sadness, anger, stress, and boredom), thus, study participants were introduced to a combination of music, color, stories, and dolls to induce complex emotions. During the experiment, corresponding cardiovascular reactivity in response to the conditioned stimuli were recorded on physiological parameters including HR, RSA, HRV, HF HRV, LF HRV, and FPV. After the cardiovascular reactivity responses were measured, participants rated on the types and intensity of emotions they had experienced during the emotional stimuli exposure. Results on psychological response show that four emotions except for stress were appropriately and effectively induced participants by emotional stimuli. Findings of physiological responses suggest that, except for RSA, all of the physiological indicators show significant differences among five emotions. This indicates that children' emotions can be measured and differentiated by cardiovascular reactivity, or in other words, emotion specific responses have the ability to distinguish different emotions in children.

• Korean Journal of Culture and Social Issue
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• v.30 no.2
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• pp.121-157
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• 2024

This study explored the essence of psychological burnout experiences due to emotional contagion using a hermeneutic phenomenological approach. In-depth interviews were conducted on 9 participants who work in fields that are subject to emotional contagion. Data analysis was conducted by using van Manen's methodology, insisting that the pure description of an experience can be enriched by adding interpretation. The emotional contagion experiences were identified through this process and the findings were categorized into 3 core themes, 8 essential themes, and 35 subthemes. The first core theme is "emotions in constant exchange". This theme included two essential themes: 'various channels of emotional contagion' and 'subjective states that change depending on the transmitted emotions'. The second core theme, "filtering the experience of emotional contagion" included the essential themes of 'the characteristics susceptible to the emotions of others', 'attitudes of spreading negative emotions' and 'situations that makes one feel overwhelmed by emotions'. The final core theme, "from burnout by emotional contagion to communication" was categorized into the following essential themes: 'burnout-inducing entangled interactions', 'moving toward communication and connection' and 'recovery after psychological burnout'. Finally, the implications and suggestions for future research were discussed by summarizing the core contents of each themes.

• Journal of Families and Better Life
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• v.30 no.3
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• pp.179-192
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• 2012

The purpose of this study is to investigate the variable factors influencing children's interpersonal relationship skills and analyze the effects of marital perspective-taking ability, managing responses of young children and emotional intelligence on the interpersonal relationship skills of children. The study subjects were young children aged from four to seven attending private kindergartens or public day care centers in Seoul or Kyeongki-do and their mothers. The results are as follows : 1) First, marital perspective-taking abilities were indicated higher on boys than girls, children in a full-day program than those in a half-day program, university graduates or higher degree holders than collage graduates, single-income families than double-income families. In case of managing responses of young children, boys showed high avoidance of offensive disposition and girls showed high emotions dissipation. Also, young children in a full-day program showed non-responses on managing responses but high responses on emotions dissipation, and children of mothers with bachelor's degree or higher education showed support and children from double-income family showed no responses in high. Moreover, emotional intelligence of young children in a full-day program was higher than that of children in a half-day program, interpersonal relationship skills were showed higher on girls than boys, half-day children than full-day ones, children from single-income family than those from double-income family. 2) Meaningful relationships were indicated between these variables; managing responses of young children, emotional intelligence and interpersonal relationship skills by partly showing correlations. 3) Children in a half-day program with low in emotions dissipation, non-responses, offensive dispositional managing responses but high on Avoid, emotional intelligence showed high interpersonal relationship skills.