• Journal of Distribution Science
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• v.10 no.10
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• pp.17-24
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• 2012

Purpose - This study aimed to (a) investigate the effects of emotional intelligence on customer orientation, (b) examine the impact of customer orientation on customer relationship management (CRM) performance (including CRM-related variables such as 'relationship commitment,' 'image of corporation,' and 'customer loyalty'), and (c) identify the conceptual framework of emotional intelligence. Research design, data, and methodology - The data were collected using a questionnaire given to a sample of employees of luxury hotels in the metropolitan area. To test the hypotheses, AMOS were conducted for the 271 respondents of the sample using the SPSS Win 17.0 software. The concept of emotional intelligence (EI) has been on the radar of many leaders and managers over the past few decades. Emotional intelligence is generally accepted to be a combination of emotional and interpersonal competencies that influence behavior, thoughts, and interactions with others. Emotional intelligence consists of four factors: understanding the self's emotion, understanding other people's emotions, emotion utilization, and emotion control. Understanding the self's emotion means to understand of my own emotions. Understanding other people's emotions is to understand of the emotions of the people around me and to know how my friends feel based on their behavior. The concept of emotion utilization means to set goals for myself and then try to achieve them, encouraging myself to do my best. The concept of emotion control means I can control my temper, handle difficult situations rationally, and calm down quickly when I am very angry. Results - As a result of the analysis, three factors (understanding the self's emotion, understanding of other people's emotions, and emotion utilization) were shown to have a significant effect on customer orientation. Emotion control had an insignificant effect on customer orientation. Only emotion control makes it difficult to solve customers' problems because it is a passive behavior. In order to solve the customers' problems, hotel employees have to show a positive attitude. Second, customer orientation had a significant effect on customer relationship management performance (customer relationship commitment, corporate image, and customer loyalty). In other words, customer orientation increases commitment to customer relationships. For example, employees who have a customer-orientated perspective provide good service to their customers, while employees who don't have a customer-orientated perspective can't satisfy their customers. Customer orientation can also generate a good image among customers, because they evaluate the image of a hotel through the behavior of hotel employees. So it is very important for employees to show excellent customer orientation. Conclusions - It is very important for hotel CEOs to manage their employees' emotional intelligence. In order to increase their employees' emotional intelligence abilities, CEOs have to manage the overall corporate culture and reward programs to achieve what they want. This is because the system can lead to a customer-orientated mind-set and CRM performance among employees. As a result, the hotel CEO has to pay attention to the emotional intelligence of employees to achieve strong CRM performance. The sentence as originally written was a bit unclear. If this edit does not retain your intended meaning please consider: "Only emotion control does not have a significant impact on customer orientation, and therefore on the ability of an employee to solve customer problems, because it is a passive behavior." Please use the version of the sentence that best captures your original meaning.

• Korean Journal of Child Studies
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• v.30 no.1
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• pp.89-107
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• 2009

This study investigated how peer popularity is linked to children's understanding, moral judgment, and emotional reactions about three different types of lies. Participants were second (n=53) and fourth (n=54) grade children. Results showed that (1) popular children afforded better understanding of white lies than unpopular children; most children understood the definition of an antisocial lie, but not a trick lie. (2) Popular children rated lies more positively than unpopular children. Second graders did not differentiate between the morality of white and trick lies; fourth graders rated white lies as the least serious type of lie. (3) Second graders anticipated greater positive emotional reaction for antisocial lies and greater negative emotional reaction for white lies and trick lies, respectively, than fourth graders.

• Korean Journal of Human Ecology
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• v.17 no.6
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• pp.1079-1091
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• 2008

This study investigated developmental differences of moral evaluation for different lies. The subjects were 170 6-, 8-, and 10-year-olds. Children's understanding of, moral judgment for, and emotional reactions to antisocial lie, white lie, and trick lie were assessed. Major findings were as follows: 1. Children's understanding of lies was increased with age. Children understood well in definition for antisocial lie, whereas they understood poorly in definition for trick lie. 2. There were differences of children's moral judgment for lies according to age and lie types. Six- and 8-year-olds rated trick lie as the least serious lie type, whereas 10-year-olds rated white lie as the least serious lie type. 3. Children anticipated the greatest negative emotional reaction to antisocial lie, and the greatest positive reaction to trick lie by all ages. There was no difference of positive emotional reaction between antisocial lie and white lie for 6- and 8-year-olds. But 10-year-olds anticipated greater positive emotional reaction to white lie than antisocial lie.

• The Korean Journal of Health Service Management
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• v.12 no.2
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• pp.51-62
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• 2018

Objectives : This study investigated the influences of emotional intelligence, self-leadership, and job embeddedness on the work performance of clinical nurses. Methods : A survey was conducted with 258 hospital nurses. Data were analyzed using descriptive statistics, t-tests, ANOVA, Pearson correlation coefficients, and multiple regression with SPSS/WIN 23.0. Results : The mean scores were $4.64{\pm}0.6$ for emotional intelligence, $3.41{\pm}0.42$ for self-leadership, $3.11{\pm}0.52$ for job embeddedness, and $3.49{\pm}0.51$ for nursing work performance respectively. Nursing work performance was positively correlated with emotional intelligence, self-leadership, and job embeddedness. Multiple regression analysis showed that the factors affecting nursing work performance were self-expectation, fit, understanding of self-emotion, links, self-compensation, and age. Conclusions : The results indicate that self-expectation, fit, and understanding of self-emotion are very important factors in nursing work performance. Therefore, nurse managers should enhance nurses self-expectation, fit, and understanding of self-emotion by developing various emotional sensitivity and support programs.

• Korean Journal of Biological Psychiatry
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• v.20 no.3
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• pp.74-79
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• 2013

Objectives This paper aims to understand the emotional-biological pathogenesis of eating disorders, and translate the understanding into new brain directed treatments. Methods The first part of the review sets the eating behavior into the context of what is now understood about the central control of appetite and molecular biology. The second part of the review sees how emotion relates to the brain circuit involving eating disorders. Results In general, patients with anorexia nervosa restricting type were less sensitive to reward, whereas patients with bulimia nervosa and anorexia nervosa binge purging type were more sensitive to it. The emotional life of people with eating disorders centers on food, weight, and shape. The abnormalities in social and emotional functioning both precede and persist outside of eating disorders. Conclusions Research into understanding the biological framework of the brain in eating disorders suggests that abnormalities may exist in emotional and information processing. This aspect can be translated into novel brain-directed treatments, particularly in anorexia nervosa.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.293-310
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• 2015

The purpose of this study is to investigate the differences that appeared in the episodes in understandings of the emotional display rules according to the types of emotions and subjects for expressing emotions. In addition, the interaction effects of intention reasoning types and gender on children's understandings of the real emotions and emotional display rules are explored. 144 4-5 year old children in Chungbuk province participated in the experimental interviews. The results are as follows. First, children comprehended the emotional display rules more clearly in a relationship with peers than adults. In terms of a type of emotion, it was the negative emotions rather than positives ones that those children understood better for real emotions and emotional display rules. Second, the main effect of the intention reasoning types on children's understanding of the emotional display rules appeared significant in all episodes. Especially, in negative emotion-peer episode, children with different types of intention reasoning showed a different level of understanding emotional display rules depending on gender of the children.

• Journal of Science Education
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• v.41 no.3
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• pp.297-317
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• 2017

The purpose of this study was to investigate the possibility of Science Social and Emotional Learning(SSEL). The factors of SSEL were suggested, and by utilizing them, the contents of middle school's science and Chemistry 1 textbook were analyzed. The factors are as follow: numeracy, information and communication technology, critical thinking, creative thinking, personal and social capability, ethical understanding, and intercultural understanding. The results showed that the 60~70% of textbooks put emphasis on numeracy, information and communication technology, critical thinking, creative thinking while some factors were limited in th contents, which were personal and social capability, ethical understanding, and intercultural understanding. Therefore, teacher should try to reconstruct the teaching and learning materials and fill in the deficiencies of SSEL factors through class activities. In addition, it is suggested to study specific application methods such as science activities or experiment activities in detail to meet social and emotional learning.

• International Journal of Advanced Culture Technology
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• v.12 no.2
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• pp.375-385
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• 2024

In the context of contemporary digital media, virtual influencers have become an increasingly important form of socialization and entertainment, in which emotional expression is a key factor in attracting viewers. In this study, we take Luo Tianyi, a Chinese virtual influencer, as an example to explore how emotions are expressed and perceived through facial expressions in different types of videos. Using Paul Ekman's Facial Action Coding System (FACS) and six basic emotion classifications, the study systematically analyzes Luo Tianyi's emotional expressions in three types of videos, namely Music show, Festivals and Brand Cooperation. During the study, Luo Tianyi's facial expressions and emotional expressions were analyzed through rigorous coding and categorization, as well as matching the context of the video content. The results show that Enjoyment is the most frequently expressed emotion by Luo Tianyi, reflecting the centrality of positive emotions in content creation. Meanwhile, the presence of other emotion types reveals the virtual influencer's efforts to create emotionally rich and authentic experiences. The frequency and variety of emotions expressed in different video genres indicate Luo Tianyi's diverse strategies for communicating and connecting with viewers in different contexts. The study provides an empirical basis for understanding and utilizing virtual influencers' emotional expressions, and offers valuable insights for digital media content creators to design emotional expression strategies. Overall, this study is valuable for understanding the complexity of virtual influencer emotional expression and its importance in digital media strategy.

• Journal of the Korean Home Economics Association
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• v.44 no.5 s.219
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• pp.49-58
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• 2006

The purposes of this study were to investigate emotional display rules and intentions of preschool children, any gender differences and the emotional intentions according to levels of understanding of emotional display rules and positive vs. negative situations. The subjects were 58 six-year-old preschoolers who were individually interviewed using 7 hypothetical scenarios that assessed emotional display rules and intentions. The children showed more self-protective intention than other intentions, although there were no gender differences in using emotional display intentions. Children with high scores of emotional display rules frequently tended to use prosocial and self-protective intentions and also used different emotional intentions on positive vs. negative emotional situations.

• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.163-170
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• 2022

This study investigated and analyzed the social and emotional learning components of middle school science, and high school integrated science and science inquiry experiments, which are common subjects that all students must complete. The subjects of analysis were 139 achievement standards of science and curriculum and 496 activities included in textbooks. The research results are as follows. In the case of curriculum achievement standards, 'cultural understanding' was hardly included among the seven science and social-emotional learning elements, 'numeracy' and 'creative thinking' appeared high in middle school, 'critical thinking', 'social technology' and 'ethical understanding' were included with high frequency in high school. And in the case of textbook activity, the tendency of social-emotional learning elements in middle school and high school was similar. 'critical thinking', 'creative thinking', and 'social skills' were mainly provided, while 'ethical understanding' and 'cultural understanding' were reflected in a limited way. In order to cultivate the elements of overall social-emotional learning, it is necessary to specify the achievement standards of the curriculum or to supplement the textbook activities and teaching-learning process.