• Title, Summary, Keyword: Emotional intelligence program

Search Result 150, Processing Time 0.046 seconds

The Effect of the Nature-Friendly Program on Children's Emotional Intelligence (자연친화적 프로그램이 아동의 정서지능에 미치는 효과)

  • Rho, Sunghyang
    • Korean Journal of Child Studies
    • /
    • v.26 no.1
    • /
    • pp.347-357
    • /
    • 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.

  • PDF

The Qualitative Approach to Effects of the Program Focused on Emotional Intelligence Development for the Science-gifted (과학영재 학생들을 대상으로 한 정서지능 프로그램의 효과에 대한 질적 접근)

  • Park, Eun-I;Hong, Hun-Gi
    • Journal of Gifted/Talented Education
    • /
    • v.20 no.3
    • /
    • pp.703-720
    • /
    • 2010
  • The main purpose of this study is to examine the effects of emotional intelligence development program of science-gifted students. Participants were engaged in 20 emotional intelligence program spanning 9 months. Data were collected before and after the program from 20 science-gifted students using self-reported inventory, worksheets, researcher field note, and pre- and post- interviews. The results of this study showed that this emotional intelligence program was helpful in new understanding of emotional intelligence, improving in self-efficacy as gifted students accumulated positive experiences on resolving the conflict using emotional intelligence. In addition, the program was helpful in enhancement of self-confidence in relationship with other people and expectancy in schoolwork and future career. However, participants did not remark on direct relationship between emotional intelligence and school record.

The Effects of Interpersonal Relationship Training Program Based on Emotional Intelligence in Nursing College Students (감성지능을 중심으로한 간호대학신입생의 대인관계 훈련프로그램의 효과)

  • Oh, Hyun Su;Kim, Hyeon-Young
    • Journal of East-West Nursing Research
    • /
    • v.19 no.1
    • /
    • pp.15-22
    • /
    • 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.

The Effects of 'Friends of Nature' Education Program on Multiple and Emotional Intelligence ('자연의 친구' 교육 프로그램의 효과 연구)

  • Moon, Yong-lin;Cho, Hee Soon;Kwak, Yun Jung
    • Korean Journal of Child Studies
    • /
    • v.23 no.4
    • /
    • pp.215-226
    • /
    • 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.

  • PDF

The effects of Emotional Intelligence Development Program on Children Emotional Intelligence and School Life Adaptation in Single Parent Family (정서지능향상프로그램이 한부모가정 아동의 정서지능과 학교생활적응에 미치는 효과)

  • Jin, So-Yeon
    • The Korean Journal of Elementary Counseling
    • /
    • v.5 no.1
    • /
    • pp.139-158
    • /
    • 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.

  • PDF

Development and Effects of Emotional Intelligence Program for Undergraduate Nursing Students: Mixed Methods Research (간호대학생을 위한 감성지능 향상 프로그램 개발 및 효과검증: 혼합연구 설계 적용)

  • Lee, Oi Sun;Gu, Mee Ock
    • Journal of Korean Academy of Nursing
    • /
    • v.44 no.6
    • /
    • pp.682-696
    • /
    • 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.

Effect of Poetrytherapy Program on Emotional Intelligence of Middle School Students (시치료 프로그램이 중학생의 정서지능에 미치는 효과)

  • Lee, Gye-Sean;Cha, Ta-Soon;Lee, Hee-Yeong
    • Journal of Fisheries and Marine Sciences Education
    • /
    • v.22 no.3
    • /
    • pp.420-430
    • /
    • 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.

The Development and Application of Teaching Program to Utilize Emotional Intelligence Elements in Elementary School Science (초등학교 과학교과에서 정서지능 요소를 활용한 수업 프로그램의 개발과 적용)

  • Park, Jae-Keun;Moon, Bo-Ra
    • Journal of Korean Elementary Science Education
    • /
    • v.33 no.1
    • /
    • pp.82-94
    • /
    • 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.

The Effects of an Integrative Art Program on Young Children's Emotional Intelligence and Their Pro-Social Behaviors (만 4-5세 유아의 감성지능과 친사회적 행동 증진을 위한 유아통합미술활동프로그램의 효과)

  • Oh, Eukyoung;Seo, SoJung
    • Family and Environment Research
    • /
    • v.52 no.2
    • /
    • pp.127-139
    • /
    • 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.

In Search of the Emotional Education Program Design through Storytelling: Literature Review (스토리텔링을 통한 감성교육 프로그램 구안 방향 탐구: 문헌연구를 중심으로)

  • Eom, Myeongl-Ja;Kang, Hyeon-Suk
    • Journal of Fisheries and Marine Sciences Education
    • /
    • v.25 no.1
    • /
    • pp.113-127
    • /
    • 2013
  • This study investigated the direction of program development in emotional education through storytelling without separating intellectual education in current schooling. As the basic research on program development for elementary school students' emotional intelligence, this study examined how storytelling affects program development in emotional education, and the direction of program contents and structures using storytelling. Firstly, current storytelling and existing programs used for emotional education were analyzed and the direction of program development in emotional education was investigated. Secondly, the structures and procedures of programs for emotional education through storytelling were examined. Finally, stressed contents and items by each factor consisting of emotional intelligence related to the curriculum, and more discussions to consider were inquired. For systematic emotional education, there must be efforts made on developing contents of each factor comprising emotional intelligence; and teaching must be done through the interrelatedness among home, society and school. Furthermore, the construction of social system across the country is required. In conclusion, this study suggest the emotional education needs new curricula based on narrative, because it is dependent on personal emotions and situations.