• Journal of Preventive Medicine and Public Health
• /
• v.30 no.2 s.57
• /
• pp.413-427
• /
• 1997

This research is based on the Consumption Values Theory proposed by Sheth(1991). The purpose of this research is finding the factors related to the process of hospital choice. The expectation of six hospital outpatients 600 was analyzed by six consumption values categories: functional value, social value, emotional value, rarity value, condition value, health related values. The main results of this research is as following; 1. In the result of factor analysis 22 consumption value factors which affect the hospital preference were extracted; kindness/clearness, service speed, comfort of space, technical competence in functional values, high income/active social life, low income/blue collar unmarried/man, middle aged/big family, woman/married, introvert in social values, high-class, comfort, reliability in emotional value, newness, classiness in rarity value, social relationship, close to residence, social reputation in conditional values, priority on health, health behavior, active sense of value on health in health related values. 2. The difference of consumption values among hospital types were analyzed. The critical factors in reference for corporate hospitals newly established were kindness/clearness, service speed, convenience, classiness, comfort, and newness. University hospitals were preferred by the factors of reliability, and social reputation. In general hospital, convenience and close to residence were critical factor. 3. In logistic regression, age, marital status, education level and income as socio-demographic variables were significantly related to general hospital choice. Also service speed and close to residence were positively and high income/active social life and high class value were negatively related to general hospital choice. On university hospital choice, age and marital status, education show posive relationship whereas income showing negative relationship. Kindness/clearness, service speed, comfort of space, unmarried/man, comfortable feeling, newness and close to residence showed negative relationship with university hospital selection whereas technical competence, reliability in emotional value, classiness in rarity value, social relationship in functional values showed positive relationship. Lastly kindness/clearness, comfort of space, high income/active social life, unmarried/man, high-class, comfort and newness were positively related to corporate hospitals newly established choice in contrast to negative relationship in reliability in emotional value and classiness. In summary, we found that hospital user also choose to hospital in base of various consumption value. Further studies to investigate the hospital consumer behavior will be needed.

• Korean Journal of Childcare and Education
• /
• v.12 no.1
• /
• pp.225-244
• /
• 2016

This study seeks to analyze how children's moral emotions affect their social competence. Moral emotions focus on empathy and sympathy. The purpose of this research is to offer basic data for establishing both amoral and emotional educational program. The subjects of this research involve 182 children(either 4 or 5 year olds) that have lived in Korea. Analysis of the collected data have yielded some interesting results. First, it is found that children's empathy and sympathy are dependent on children's age and their fathers' educational level; as a result, increasing the age of the children and their fathers' educational level are found to increase empathy and sympathy. Secondly, both empathy and sympathy scores are found to have correlation to the scores of positive reciprocity, capability, and interpersonal relation on social competence. Sympathy scores increase with respect to the leadership scores of social competence. Lastly, children's empathy is a factor that affects positive reciprocity, capability, interpersonal relation, and participation on social competence. Their sympathy affects leadership on social competence. The results of this study suggest that strengthening the empathy and sympathy levels of children could partially enhance their social competence.

• Journal of the Korea Society of Computer and Information
• /
• v.19 no.3
• /
• pp.135-145
• /
• 2014

This study aims to draw the implication in improving middle school students' school adjustment and suggest policy methods for their school adjustment depending on the degree of social support. As a result of the research, it was found that middle school students' resilience factors such as self-control ability and interpersonal relationship ability had the influence on their impulse control, self-esteem, communication and self-expansion ability on their social competence. Emotional regulation, impulse control, self-esteem, communication and self-expansion ability had the influence on school adjustment. It was also known that middle school students' social competence had high influence on their school adjustment and their self-expansion ability had the highest influence on social competence. Middle school students' resilience factors such as emotional regulation, empathy and self-expansion ability may be different in their influence on social competence. Impulse control may be different depending on their school adjustment and a degree of social support, and social competence may be different depending on their school adjustment and a degree of social support.

• Journal of Global Scholars of Marketing Science
• /
• v.15 no.3
• /
• pp.117-148
• /
• 2005

As this study aimed to examine which influence the nonverbal communication of service provider has upon service performance in terms of service industry, the specific objectives are as follows. First, it tried to examine into the relationship between the nonverbal communication in the service provider, and the emotional attachment. Nonverbal communication is divided into 4 kinds such as physical language, proxemics, paralanguage, and physical appearance. Second, it aimed to examine the relationship between the customer's attachment to the service provider, and the social competence and trust in the service provider. Third, it tried to examine into the relationship of service provider's social competence and trust with the customer satisfaction and with the switching costs. Additionally, it examined the moderating effect in the service type and the service usage period in terms of the model that was presented in this study. Given examining the verified results in these research hypotheses, those are as follows. First, given seeing the relationship between the nonverbal communication and the emotional attachment, it was represented that the physical language, proxemics, and physical appearance, except paralanguage, have significantly positive(+) influence upon emotional attachment. Second, it was indicated that emotional attachment has significantly positive(+) influence upon the social competence and trust in the service provider. Third, the social competence in the service provider had no positive effect(+) on customer satisfaction, and was having significantly positive(+) influence upon the customer's perceived switching barrier. Fourth, it was represented that the customer satisfaction toward the service provider have significantly positive(+) influence upon the switching barrier. Finally, as a result of having verified whether or not the moderating effect in the service type and the service usage period, it was indicated to be produced the difference depending on the service type in the relationships between the physical language and the emotional attachment, between the paralanguage and the emotional attachment, between the emotional attachment and the trust, and between the trust and the switching barrier. Depending on the service usage period, the difference was represented, respectively, in the relationships between the physical language and the emotional attachment and between the physical appearance and the emotional attachment.

• Korean Journal of Child Studies
• /
• v.37 no.4
• /
• pp.57-67
• /
• 2016

Objective: This study examined the relations between maternal meta-emotion philosophy, child interpersonal problem solving, and peer competence among children aged 4-5 and their mothers and teachers. Methods: A total of 54 children from 24 kindergartens were assessed on their interpersonal problem solving and peer competence. Their mothers reported on meta-emotion philosophy. Their teachers were assessed on child peer competence. Results: The major findings of this study were as follows. First, maternal meta-emotion philosophy, child interpersonal problem solving, and child peer competence showed positive correlation patterns. Second, child interpersonal problem solving and peer competence was found to be influenced by maternal child-directed meta-emotion philosophy but not by maternal self-directed meta-emotion philosophy. Conclusion: Findings highlight the importance of maternal meta-emotion philosophy and that their emotion socialization play a significant role in identifying the mechanisms leading to child social cognitive ability and social adjustment. Furthermore, these results could lead to important basic studies in developing parent/teacher education programs.

• Korean Journal of Human Ecology
• /
• v.18 no.1
• /
• pp.29-39
• /
• 2009

The purpose of this study is to investigate children's emotional regulation and social competence in relation with peer friendliness. Specifically, it examined the hypotheses that children's emotion regulation strategies would be different depending on age, gender, and peer friendliness, and that children's emotion regulation strategies would affect their social competences. The subjects were 197 of the second, fourth, and sixth graders in an elementary school located in Gangdong-gu, Seoul. The findings are as follows: first, children's emotion regulation strategies are different according to gender and age. Girls use more 'external response strategy' than boys do. Elder children use more 'internal response strategy' than younger children, and younger children use more 'problem solving strategy' than elder children. Second, children's emotion regulation strategies are different depending on the degree of peer friendliness. Children employ more 'problem solving' and 'internal response' strategies to close friends rather than to just friends. Children used more the strategies as 'request for social support', 'evasion', and 'external response' to just friends rather than to close friends. Finally, children's social competencies are influenced by the strategies of 'problem solving' and 'evasion'.

• Journal of the Korean Home Economics Association
• /
• v.46 no.5
• /
• pp.97-109
• /
• 2008

Atopic dermatitis is the fastest growing skin disorder among children from infancy to adolescence in Korea. The side-effects of atopic dermatitis not only include physical discomfort, but also psychological trauma which ultimately affects the developmental growth of children. This study was conducted in order to investigate the behavioral characteristics of an atopic dermatitis sufferer. As part of this research, the relative influence of behavioral problems and, self-perceived competence were analyzed in relation to the social competence of an atopic child. In total, 301 atopic and non-atopic children, between 2 and 6 years of age, and their mothers and teachers participated in the study. From this number, 109 children had atopic dermatitis, while 192 children did not. Mothers were asked to complete a parent-report questionnaire that required information on parental stress, according to the scale parenting methodology of Abbdin(1990) and Cho(1999). Teachers were subjected to teacher-report questionnaires which included topics on social competence, socia-emotional assessment and behavioral problems of an atopic child. Furthermore, children also completed questionnaires on self-perceived competence. According to analysis on K-CBCL, ITSEA, social competence, self-perceived competence and parental stress, children with atopic dermatitis showed higher scores in depression/anxiety and depression/withdrawal, compared to children in the normal control group. In relation to parental stress, daily stress, parental role stress, and stress related disease, mothers with atopic dermatitis children exhibited higher scores. In establishing relationships among the related variables, atopic children who demonstrated more social competence were more likely to suffer less from withdrawal, attention problems, and depression/anxiety. Stress related disease in mothers with atopic children was positively related to attention problems of the child. In terms of relative influences, behavioral problems was the most significant variable, accounting for 23% of variance. Lower behavioral problems was positively related to more social competence. In summation, this study investigated the general characteristics of atopic children. In conclusion, atopic children and their mothers had difficulty in dealing with this disease. It is our belief that an atopic child would not only require physical treatment, but also need appropriate psychological care.

• The Journal of Asian Finance, Economics and Business
• /
• v.8 no.8
• /
• pp.513-524
• /
• 2021

Many organizations have realized that to stand out in today's competitive business world, they need not only academic skills but also emotional intelligence (EI). This study aims to investigate the relationship between EI and the organizational performance of university teachers. The convenient sampling technique has been used to select 200 respondents from 25 universities, and a self-administered research instrument has been employed to collect data from the respondents. The reliability test of items is confirmed by Cronbach's Alpha test using SPSS. Factor analysis has been used to find out the significant constructs of EI, which influence organizational performance. Likert scale and multivariate regression analysis have been used for measuring questionnaire items and testing hypotheses. The key outcomes of this study suggest that interpersonal competence, job performance, effective leadership, motivation and creativity, and social competence have a vital influence on organizational performance. The study also reveals that a decision-making system should be developed and the policymakers and concerned authorities should give more emphasis on key variables of EI that are affecting the advancement of higher education. Further investigation is encouraged to identify the mediating and moderating effects of EI on the relationship between employee work engagement and job performance in the organization.

• Journal of Families and Better Life
• /
• v.21 no.6
• /
• pp.15-26
• /
• 2003

This study compared institutionalized children with at home children regarding characteristics of emotional intelligence and self-esteem, and the relationship between the two. The participants of this study were 62 institutionalized children and 98 children reared at home, residing in an undisclosed city. Major findings of this study were as follows. First, the institutionalized children had a lower level of self-esteem and emotional intelligence than children at home. Second, the relationship between self-esteem and emotional intelligence was significantly different between institutionalized and at-home children. Third, in case of institutionalized children, ‘other-regulation and self-expression’ among the emotional intelligence factors was the strongest predictor of ‘scholastic competence’ among self-esteem factors. In contrast, for the at-home children, ‘other-regulation and self-expression’ among the emotional intelligence factors was the strongest predictor of ‘social acceptance’ among self-esteem factors.

• The Journal of Korean Philosophical History
• /
• no.25
• /
• pp.7-40
• /
• 2009

The aim of this paper is to establish the theoretical foundation on "the integrative study of the character education for the promotion of social and emotional competencies of children.". Based on the social and emotional learning(SEL), this paper is tried to find out the effective ways to develop children's good character. According to SEL, social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. And it is also the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions. Five key competencies such as self-awareness, social awareness, responsible decision making, self-management, relationship skills are taught, practiced, and reinforced through SEL programming. Both the social and emotional learning movement and the character education share in common the idea that much of human character can be modified for the better through learning. While character educators engage in developing civic virtue and moral character in our youth for more compassionate and responsible society, SEL educators engage in educating for a safe, secure, caring society. To effectively teach social and emotional competencies, the teachers themselves must embrace a teaching and learning philosophy that models the attitudes, feelings, and behaviors we aim to teach.