• Title, Summary, Keyword: Emotional intelligence program

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Development an Emotional Education Program for Young Children (유아용 감성교육 프로그램 개발 연구)

  • Lee, Seung Eun;Lee, Yeung Suk
    • Korean Journal of Child Studies
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    • v.25 no.6
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    • pp.171-189
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    • 2004
  • Children develop emotional intelligence during the early years of life, and according to experts, emotional intelligence(EI) is a more reliable predictor of academic achievement than IQ. However, nowadays children appear to be low on emotional well-being. This has potentially negative consequences, not only for academic achievement but also for personal relationships. The purpose of this study was to develop emotional education program for young children(EEPYC). In this study, EI is defined to carry out reasoning in regard to emotions and to use emotion for enhancement of thought. Designed to facilitate development of young children's EI. EEPYC is based on the four branch model, which is mental EI model and based on the guiding principle of Collaborative to Advance Social and Emotional Learning. The subgroups(curricular) that compose EEPYC are Emotional Perception, appraisal, and expression, Self-recognition program, Self-esteem program, Emotional Stress Regulation, Emotional problem solving & conflict resolution. EEPYC has the potential of fostering emotional intelligence. Moreover, EEPYC can promote a motivation, prosocial activity, and regulation of stress. This helps young children to develope cognition and emotion in harmonious fashion.

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The Effects of Personality Education Activities Based on Roots of Empathy Program on Young Children's Empathic Ability and Emotional Intelligence (공감의 뿌리 프로그램에 기초한 인성교육활동이 유아의 공감능력 및 정서지능에 미치는 영향)

  • Kim, Nawon;Ryu, Kyunghee;Shim, Seongkyung
    • Korean Journal of Human Ecology
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    • v.23 no.4
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    • pp.613-631
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    • 2014
  • Personality education activities based on the roots of empathy program were designed and practiced in this study to investigate their effects on young children's empathic ability and emotional intelligence. The subjects of this research were 60 five years old of 2 classes in 'W' kindergarten in 'I' city, Jeonra Buk province. We randomly assigned 30 children of one class to the experimental group and 30 children of the other class to the controlled group. The personality education activities based on the roots of empathy program was by the researcher. The results of this study are summarized as follows. First, the personality education activities based on the roots of empathy program improved children's empathic ability. And that effects are shown in all sub-areas of empathic ability(sorrow/burden/joy/fear). Second, the personality education activities based on the roots of empathy program improved children's emotional intelligence. And that effects are shown in all sub-areas of emotional intelligence(recognition and expression of emotion/promotion of thinking by emotion/application of emotional knowledge/emotional reflective control).

The Effects of Brain-Based STEAM Teaching-Learning Program on Creativity and Emotional Intelligence of the Science-Gifted Elementary Students and General Students (뇌 기반 STEAM 교수-학습 프로그램이 초등과학영재와 초등일반학생의 창의성과 정서지능에 미치는 효과)

  • Ryu, Je Jeong;Lee, Kil-Jae
    • Journal of Korean Elementary Science Education
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    • v.32 no.1
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    • pp.36-46
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    • 2013
  • The creative thinking and emotional trainings are very important educational issues in the knowledge-information-based future society. Recently STEAM education is suggested as one of the educational solutions to prepare the future society. The aims of this study are to develop STEAM teaching-learning program and analyze its effects on the creativity and emotional intelligence of science-gifted and general students in elementary school. Four different subject matters based on the 2007-revised curriculum were selected to construct the brain-based STEAM teaching-learning program consisting of 12 class hours. The program was applied to 50 elementary general students and 19 science-gifted elementary students. The findings of this research are as follows. The brain-based STEAM programs is effective to improve the creativity and emotional intelligence of science-gifted and general elementary students after class. The creativity of two groups was not statistically different before the class. However after class, the creativity of gifted-science students is significantly higher than that of general students. The emotional intelligence of gifted-science students was higher than that of general students before the class. Therefore in oder to analyze the different effects of the program on two groups in emotional intelligence, the test results of both group of students were analyzed by ANCOVA after class. This analysis also showed that the program is more effective in gifted-science students to improve the emotional intelligence compared to general students.

Development of the Mixed-Age After School Program for Low SES Children: Focused on Facilitation of Emotional Intelligence (저소득층 아동을 위한 혼합연령 방과후 프로그램 개발 연구: 정서지능 발달을 중심으로)

  • Lee, Young Ja;Lee, Jong Sook;Rhee, Ock;Shin, Eun Soo;Lee, Jeong Wuk
    • Korean Journal of Child Studies
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    • v.20 no.4
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    • pp.3-24
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    • 1999
  • The present study researched the development of a mixed-age after school program with a focus on the facilitation of emotional intelligence for low SES children. The model program was based on the Mayer and Salovey (1997) theory of emotional intelligence. Activities for 17 sessions were constructed on the basis of 43 objectives. The program was implemented with 53 children in the after school program classes of one elementary school in Kyuggi Province for 6 months. Participants were from low SES families, grouped into 3 mixed-age (K-3rd grade level) classes. Evaluation of the program showed positive effects on the development of children's emotional intelligence. Validity and appropriateness were discussed.

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The Development of Emotional Intelligence Educational Program for Korean-American Children (재미교포 아동을 위한 정서지능 교육프로그램 개발의 기초 연구)

  • Kwak, Yun Jung
    • Korean Journal of Child Studies
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    • v.28 no.2
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    • pp.235-250
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    • 2007
  • The purpose of this study was to develop Emotional Intelligence(EI) educational program for Korean-American children. This program was developed on the basis of instructional designing theory, and its effctviveness was investigated by empirical research. A total of 100 ten- and thirteen-year-old children attending a Korean school in the state of Minnesota, USA, participated in the research. The treatment consisted of 12 courses carried out over 12 weeks. When the emotional intelligence of the experimental and control group were compared at the end of the application, the experimental group showed significantly higher scores than control group on the EI and emotional regulation scores.

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The Relationships among Emotional Intelligence, Interpersonal Relationship, and Job Satisfaction of Clinical Nurses (임상간호사의 감성지능과 대인관계능력, 직무만족도의 관계)

  • Ko, Hyun Rok;Kim, Jeong-Hee
    • The Journal of Korean Academic Society of Nursing Education
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    • v.20 no.3
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    • pp.413-423
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    • 2014
  • Purpose: The purpose of this study was to investigate the relations among emotional intelligence, interpersonal relationship, and job satisfaction among clinical nurses. Methods: Data were collected from 315 nurses who had worked for more than 6 months at five general hospitals by a self-reported questionnaire. The collected data were analyzed with descriptive statistics, t-test, ANOVA, Scheffe-test, Pearson's correlation, and hierarchial regression using SPSS 18.0 program. Results: The mean score of emotional intelligence was 3.42 and the score of self emotional appraisal was the highest. The mean score of interpersonal relationship was 3.44 and the score of intimacy was the highest. The mean score of job satisfaction was 3.04. Emotional intelligence and interpersonal relationship were positively correlated with the job satisfaction. Hierarchial multiple regression analysis showed that use of emotion was the main factor of affecting job satisfaction, which explained 30.8% of the variance for the nurses' job satisfaction together with intimacy, regulation of emotion, position, and monthly salary. Conclusion: These findings indicated that emotional intelligence and interpersonal relationship, especially use and control of emotion and intimacy contributed to nurses' job satisfaction. It is necessary to develop and implement the program for increasing emotional intelligence and interpersonal relationship for improving job satisfaction.

The Effect of Tea Etiquette Education on Emotional Intelligence of Girls in High School (차생활 예절교육이 여고생의 정서지능에 미치는 영향)

  • Park, Chun-Keun;Cho, Hee-Sun
    • Journal of the Korean Home Economics Association
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    • v.46 no.6
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    • pp.21-32
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    • 2008
  • The purpose of this study is to estimate the effect of the tea etiquette education program on girls in high school who are under the stress of school life and study, and to determine the possibility of changing the emotional intelligence of them positively through the program. In order to achieve the goals, a tea etiquette education program was designed for this study and practiced from January to March 2007. Two sample groups were selected. One is experimental group consisted of 19 students and the other is control group consisted of 38 students. The results of the study come to the conclusions as follows. In short the tea etiquette education program has a positive effect on the emotional intelligence of girls in high school, with respect to the politeness, the ability to control impulsiveness, the consideration of others and the stable relationship. Therefore, to practice the tea etiquette education program will be helpful for heightening the emotional intelligence of teenagers.

Effectiveness of the Long-term Group-Counseling Program to Improve Emotional Intelligence and Prosocial Behavior in Preschooler (학령전기아동의 정서지능 및 친사회적 행동 증진을 위한 장기집단상담프로그램 효과연구)

  • Lee, Jung-Sook;Yoo, Jung-Seon
    • Journal of Korean Home Management Association
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    • v.25 no.1
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    • pp.29-43
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    • 2007
  • Effectiveness of Long-term Group-counseling in Improving Emotional Intelligence and Prosocial Behavior in Preschooler The purpose of this study was to assess the effectiveness of long-term group-counseling in preventing children's maladjustment at school. for this study, six children were selected for an experimental group and another six for a control group. They were tested using the Emotional Intelligence Rating System and the Prosocial Behavior Skill Situations Measure for Preschool Level. In addition to quantitative analysis, a qualitative analysis was conducted to examine group processes and changes in each child. The experimental group participated insocio-drama, group art therapy, and game play therapy whereas the control group did not receive any treatment. In order to examine the impact of the intervention, pre-program tests and post-program tests were conducted. The results were as follows. First, the children's emotional intelligence was improved with group counseling. There was a significant difference in emotional intelligence between the experimental and the control groups. Second, children's prosocial behavior ability alsoimproved. There was a significant difference in social ability between the experimental and the control groups.

The Mediating Effect of Emotional Intelligence on the Relationship between Emotional Labor and Psychological Well-being of Clinical Nurses (임상간호사의 감정노동과 심리적 안녕감의 관계에서 감성지능의 매개효과)

  • Kang, Su-Mi;Bae, Sun Hyoung
    • Journal of muscle and joint health
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    • v.22 no.3
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    • pp.185-194
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    • 2015
  • Purpose: The purpose of this study is to determine the mediator or moderator effect of clinical nurses' emotional intelligence on the relationship between the emotional labor and psychological well-being. Methods: Data was collected from 240 nurses in tertiary hospitals located in B city using structured questionnaires. Data was analyzed with descriptive statistics, Pearson's correlation coefficient and hierarchical multiple regression using the SPSS program. Results: Clinical nurses' emotional intelligence had a significant correlation with emotional labor (r=-.13, p=.039) and psychological well-being (r=.52, p<.001). Also, clinical nurses' emotional intelligence showed mediating effects between the emotional labor and psychological well-being. However, emotional intelligence did not show moderating effects. Conclusion: The results of this study show that the clinical nurses' emotional intelligence has an important influence on nurses' emotional labor and psychological well-being. This finding points to the importance of emotional intelligence to increase psychological well-being and suggests that the hospital should develop education and training programs to enhance nurses' emotional intelligence and promote clinical nurses' psychological well-being.

The Effect of Korean Traditional Outdoor Play on Children's Emotional Intelligence (실외 전래놀이가 유아의 정서지능에 미치는 영향)

  • Kim, Yeong-Joo;Lee, Jin-Sook;Oh, Mi-Sook
    • Korean Journal of Human Ecology
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    • v.12 no.5
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    • pp.635-645
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    • 2003
  • To examine the effect of traditional outdoor play on children's emotional intelligence, the effectiveness of the traditional outdoor play program was evaluated in the kindergarten. Participants were 44 kindergartners randomly divided into two groups: experimental group and control group. The activities of traditional outdoor play were carried out twice in a week in the experimental group, and only the regular activities of kindergarten program in the control group for 12 consecutive weeks. The data were analyzed by paired t-test, independent t-test. Major findings are as follows: First, the program affected on the children's emotional recognition and expression about the self identity and importance, while there were no significant differences in the children's emotional regulation and self-motivation. Second, traditional outdoor play program affected on the children's emotional recognition and empathy in others, relationship and social skill significantly. These results showed that educational and funny traditional outdoor play contributes to children's emotional intelligence and development.

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