• Title, Summary, Keyword: Emotional intelligence program

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The Relationship between Computer Game Addiction and the Impulsiveness, Aggression, and Emotional Intelligence of Elementary School Students (초등학생의 컴퓨터 게임 중독과 충동성, 공격성 및 감성지능과의 관계)

  • Kim, Chung-Nam;Kwon, Yun-Hee
    • Journal of Korean Academy of Community Health Nursing
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    • v.15 no.3
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    • pp.460-470
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    • 2004
  • Purpose: The purpose of this study is to find which variables among impulsiveness, aggression, and emotional intelligence can predict the game addiction of elementary school students best. Method: We conducted the present study during the period from April 15, 2004 through June 5, 2004. The subjects of this study were elementary school students chosen from three elementary schools in the Daejeon area. The subjects were selected randomly from 4th, 5th, and 6th graders in those schools. The number of subjects selected was 601. The measurement tools used were the general information questionnaire, computer game addiction scales, impulsiveness scales. aggression scales, and emotional intelligence scales. The data was analyzed using the SPSS statistics program. Results: The mean score of the students was 49.94 on the computer game addiction scale. 56.17 on the impulsiveness scale, 141.19 on the aggression scale, while the mean score of the students on the emotional intelligence scale was 162.78. Various factors were significantly different in the levels of computer game addiction: grade (F=7.343. p=.000). sex (t=6.352. p=.000), school record (F=4.263. p=.004), parents' computer use (F=4.097. p= .008), history of playing games (F=10.739. p=.000), frequency of playing games (F=61.254. p=.000). and number of computer game titles (F=61.673. p= .004). The computer game addiction had significant correlations with impulsiveness (r= .401. p=.000), aggression (r=.612. p=.000). and emotional intelligence (r=.536, p=.000). All three factors of impulsiveness, aggression, and emotional intelligence affected the level of game addiction. Among these factors. the aggression affected the level of addiction the most. Conclusion: These results will help the development of a systematic program for the prevention and treatment of computer game addiction by clarifying the effects of the computer game addiction upon the elementary school students' impulsiveness, aggression, and emotional intelligence.

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The Effects of Humanistic Knowledge and Emotional Intelligence on Communication Skills of Nurses (간호사의 인문학적 소양과 감성지능 및 의사소통능력)

  • Ha, Ju Young;Jeon, So Young
    • The Journal of Korean Academic Society of Nursing Education
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    • v.22 no.3
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    • pp.264-273
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    • 2016
  • Purpose: The purpose of this study was to investigate humanistic knowledge, emotional intelligence, and communication skills among nurses and to identify factors influencing the communication skills of nurses in five hospitals. Methods: Data were collected from 248 nurses in hospitals from August 25 to September 9, 2015. Data were analyzed with descriptive statistics, t-test, ANOVA, Pearson's correlations and enter method regression analysis using the SPSS/Win 22.0 program. Results: There were significant differences in humanistic knowledge according to religion, education, work department, number of night duty, pay level satisfaction, job satisfaction, and job performance. There were significant differences in emotional intelligence according to all general characteristics. There were significant differences in communication skills according to education, position, number of night duty, and job performance. Communication skills showed positive correlations with humanistic knowledge and emotional intelligence. Emotional intelligence correlated positively with humanistic knowledge. Emotional intelligence was a significant predictor and accounted for 32% of variance in the communication skills. Conclusion: To strengthen communication skills, programs need to be complemented in order to promote humanistic knowledge and emotional intelligence for nurses.

A Convergence Study about Effects of Emotional Intelligence Program - Meta analysis (정서지능 향상 프로그램에 대한 융합적 연구 -메타분석의 활용)

  • Kim, Kyung-Hee
    • Journal of Digital Convergence
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    • v.15 no.12
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    • pp.25-33
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    • 2017
  • The purpose of this study was using a meta-analysis to estimate effect size of emotional intelligence program. Using a statistical method, meta-analysis has advantages that prove intervention's amount and direction. Meta-analysis facilitates comprehensive analysis. Through the data collection, 33studies were selected and 92 effect size were calculated as analysis objects. The overall effect size of emotional intelligence program was 0.839. Depend on subordinate scope, the emotional cognition had the largest effect size. Next were the understanding domain, application domain, the regulation domain and the expression domain. Analysis on age of participant, adult group had the largest effect size. Next were the elementary students group and the adolescent group. Based on the findings, implications for future study were discussed.

The Effects of an Emotional Intelligence Development Program on the Stress Recognition and the Stress Coping of Elementary School Children (정서지능 향상 프로그램이 아동의 스트레스 인식과 스트레스 대처에 미치는 영향)

  • Kim, Kwang-Soo;Kim, Mi-Seon
    • The Korean Journal of Elementary Counseling
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    • v.7 no.2
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    • pp.141-158
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    • 2008
  • The purpose of study was to examine the effects of an emotional intelligence development program on the stress recognition and stress coping of elementary school children. The subjects of this study are 24 fourth grade students who were selected based on the level of their emotional intelligence and stress recognition(level under the mean). They were divided into an experimental group and a control group, and each group had 12 students. The quantitative results of this study are as follows: First, the experimental-group increased in the level of emotional intelligence and showed a significant increase in the sub-areas of emotional intelligence(emotional recognition and expression, thought promotion) than the control group. Second, the experimental group decreased in the level of stress recognition and showed a significant decrease in the sub-areas of stress recognition(parents, family environment, friends, schoolworks) than the control group. Third, the experimental group improved in stress coping and showed a significant improvement in the sub-areas of stress coping(active coping, passive/avoidant coping, and social support seeking coping) than the control group. This study shows that emotional intelligence development program can be an effective tool for the change of stress recognition and stress coping of elementary school children.

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The Effects of Emotional Intelligence of Adolescents on Their Aggressiveness and Interpersonal Relationships (청소년의 정서지능이 공격성과 대인관계에 미치는 영향)

  • Lee, Jae-Moon;Jo, Yeong-Gu;Lee, Eun-Mo
    • The Journal of Korean Society for School & Community Health Education
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    • v.15 no.2
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    • pp.77-89
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    • 2014
  • Objectives: This study examined the effects of middle school students emotional intelligence on their aggressiveness and interpersonal relationships. Methods: Data were collected by questionnaires from 316 middle school students in Daegu city. To analyze the sample survey data, descriptive statistics, t-test, ANOVA, pearson correlation coefficient and simple regression analysis were performed with SPSS/PC 18.0 program. Results: First, among the general characteristic differences, academic achievement and economic status yielded a significant difference in emotional intelligence. Gender, economic status, and educational background produced a significant difference in aggressiveness, while gender, academic achievement, and economic status showed a significant difference in interpersonal relationships. Second, an examination of the correlation among emotional intelligence, aggressiveness, and interpersonal relationships found that the higher the emotional intelligence, the lower the aggressive, and the higher the interpersonal relationships. Third, general characters and emotional intelligence explain 22% of agressiveness. Gender, age, economic status, and emotional intelligence have a significant influence on agressiveness. Fourth, the general characters and emontional intelligence explain 45,5% of interpersonal relationships. The economic status and emotional intelligence have a significant influence on the interpersonal relationship. Conclusion: Based on the results, the study is of great importance, in that it provides the basis for future studies, which can be used to help school teachers and students' parents understand the importance of adolescents emotional intelligence and promote the students' quality school life.

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A Study on the Effect of Emotional Intelligence on Organizational Commitment and Work Performance of Non-regular Hotel Culinary Staff (비정규직 호텔 조리종사원의 감성지능이 조직몰입, 업무성과에 미치는 영향에 관한 연구)

  • Kim, Dong-Gyu;Lee, Yeon-Jung
    • Culinary science and hospitality research
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    • v.23 no.4
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    • pp.43-55
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    • 2017
  • The purpose of the study is to provide data for an efficient human resources management of hotel corporation by examining if the emotional intelligence with affective involvement and continuous involvement could impact work performance. For the field test and verification, the non-regular hotel staffs from November $1^{st}$ to $30^{th}$, 2016 were selected as the research objects. The research result is summarized as follows. First, the emotional intelligence of non-regular hotel staff impacted positively on affective involvement and continuous involvement. Second, the continuous involvement had a positive influence on work performance. Lastly, the emotional intelligence of non-regular hotel staff appeared to have a positive effect on the work performance. With this research, it may have an opportunity to utilize this study result as an educational material to enhance emotional intelligence of hotel corporation. In conclusion, it may need to introduce an emotional intelligence enhancement program in the hotel corporation. Also, in order to improve work performance, intensive efforts in organizational level would be required by enabling employees to make an affective involvement. Finally, to cope with rapidly changing circumstances, additional empirical study should be conducted that the affective involvement of non-regular hotel staff impacts the work performance.

Discriminant Analysis of Children's Peer Status based on their Conflict-Resolving Strategies and Emotional Intelligence (갈등해결전략과 정서지능에 의한 아동의 또래지위 판별)

  • Jung, Hye-Young;Kim, Ji-Hyun;Lee, Kyeong-Hwa
    • Journal of Fisheries and Marine Sciences Education
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    • v.23 no.2
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    • pp.290-301
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    • 2011
  • The purposes of this study were to test differences in conflict-resolving strategies and emotional intelligence based on children's peer status, and to verify the discriminance of conflict-resolving strategies and emotional intelligence for peer status. 58 popular children and 52 rejected children from 4 elementary school were selected, and the data were analyzed with independent sample t-test and discriminant analysis. The research findings are as follows: First, negotiation- and cooperation-strategies (sub-factors of conflict-resolving strategy) and emotional intelligence showed statistically significant differences between popular children and rejected children, while other sub-factors of conflict-resolving strategy and sub-factors of emotional intelligence showed indifference between them. Second, negotiation- and cooperation-strategies among 4 sub-factors of conflict-resolving strategy and 5 sub-factors of emotional intelligence were the most discriminant predictors for children's peer status. The results suggest systematic teacher training and program for the rejected children's improvement of negotiation- and cooperation-strategies in their peer relations.

Structural Relationships among Job Embeddedness, Emotional Intelligence, Social Support and Turnover Intention of Nurses (간호사의 직무 배태성, 감성지능, 사회적지지, 이직의도 간의 구조적 관계)

  • Lee, So-Jung;Woo, Hye-Jong
    • Journal of Korean Academy of Nursing Administration
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    • v.21 no.1
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    • pp.32-42
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    • 2015
  • Purpose: This study was done to elicit basic data for effective human resource management by identifying the relationships among job embeddedness, emotional intelligence, social support, and the turnover intention of Nurses. Methods: Research design was to build a hypothetical causal model between variables and to verify its fitness. The sample for this study was 283 nurses with careers of more than 6 months in one hospital of more than 800 beds located in Seoul. They agreed in writing and this study was approved by the Institutional Review Board. Data were analyzed using SPSS 18.0 and AMOS 18.0 program. Results: Differences in general characteristics for the variables were significant for age, marital status, education, work experience, job title, income, and department. Job embeddedness, emotional intelligence and social support were significantly correlated to turnover intention. Job embeddedness to emotional intelligence and social support showed positive effects and a negative effect to turnover intention. Emotional intelligence to turnover intention showed a positive effect, but social support was not significant. Conclusion: Organizations should provide ways to minimize voluntary turnover of a competent workforce and demonstrate their competency. Also it should develop training and management programs to effectively utilize emotional intelligence.

Differences in Stress and Stress Coping Strategies according to Emotional Intelligence in Nursing Students (간호대학생의 감성지능 수준에 따른 스트레스 정도 및 스트레스 대처방식의 차이)

  • Song, Ju Eun;Chae, Hyun Ju
    • The Journal of Korean Academic Society of Nursing Education
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    • v.20 no.4
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    • pp.502-512
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    • 2014
  • Purpose: The purpose of this study is to identify differences in stress levels and stress coping strategies according to the degree of emotional intelligence in nursing students. Method: Study participants included 367 nursing students from three universities in Gyeonggi and Chungnam provinces. Data were collected through a self-administered questionnaire in December 2012 and subsequently analyzed via the IBM SPSS 20.0 program with descriptive statistics, independent t-tests, one-way ANOVA and Scheffe tests. Results: The emotional intelligence of nursing students was slightly higher than average. Perceived stress and clinical practice stress among nursing students were high and nursing students used more problem-focused compared to emotion-focused coping strategies. Nursing students who had a higher level of emotional intelligence exhibited lower levels of perceived stress (t=2.26, p=.025) and clinical practice stress (t=9.37, p<.001) and more used problem-focused coping strategies (t=-7.56, p<.001) than those who had a lower level of emotional intelligence. Conclusion: These results suggest that nursing interventions to improve the emotional intelligence of nursing students are necessary to manage stress more effectively.

The Effect of Emotional Intelligence on Organization Communication Satisfaction and Job Satisfaction (간호사의 감성지능이 조직커뮤니케이션 만족과 직무만족도에 미치는 영향)

  • Han, Sang-Young;Lee, Young-Mee
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.12 no.12
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    • pp.5493-5499
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    • 2011
  • The purpose of this study was to investigate the relationship among emotional intelligence, organizational communication satisfaction and job satisfaction. The subjects were 150 nurses who work for a university hospital in Seoul. The data were collected using self-report questionnaire and analyzed using the SPSS Win 17.0 program. In result, The degree of emotional intelligence was order to regulation of emotion, use of emotion, other's emotion appraisal, self emotion appraisal. Job satisfaction were significantly correlation between emotional intelligence and organizational communication satisfaction. And The higher job satisfaction was showed the higher emotional intelligence and organizational communication satisfaction. Therefore, To increase job satisfaction will be work out a strategy highly emotional intelligence and organizational communication satisfaction. It is need to improve the nurse's organizational satisfaction and base on the program development.