• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2000.11a
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• pp.20-25
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• 2000

본 연구는 아동을 대상으로 기녈 정서(기쁨\ulcorner슬픔\ulcorner분노\ulcorner스트레스\ulcorner무료함)를 유발시키는 정서프로토콜을 개발하고 이를 표준화하고자 실시되었다. 음악\ulcorner색깔\ulcorner정서전달도구를 이용하여 각각의 정서를 유발시키는 상황을 구성하였다. 정서평가를 위해서 아동용 정서평가척도를 개발하였다. 아동은 5가지의 정서상황을 경험한 후, 자신의 정서상태를 평가하였다. 정서프로토콜에 대한 평가는 아동의 자기보고와 전문가의 행동관찰분석으로 이루어졌다. 그 결과, 개발된 정서프로토콜은 각각의 기본정서를 효과적으로 유발시킨 것으로 나타났다. 연령별\ulcorner성별 비교에서는, 남아보다는 여아가 무료함을 더 강하게 느꼈으며, 학령이후의 아동은 학령이전의 아동보다 슬픔에 더 민감한 것으로 나타났다.

• The Journal of the Korea Contents Association
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• v.21 no.8
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• pp.507-514
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• 2021

Mindfulness is being used as one of the techniques for emotional regulation. In emotional regulation, mindfulness is considered as an uncontrolled way in that it observes the present experience as it is, rather than attempting to reduce or eliminate negative affective experiences. However, in this study, the purpose of this study is to confirm that mindfulness can affect emotional regulation through perceived control. To confirm this, I verified whether perceived control had a mediating effect on the relationship between mindfulness and difficulty in emotional regulation. For this 366 university students (179 males, 187 females) were surveyed using the scales of mindfulness, perceived control, and difficulty in emotional regulation, and mediation was analysed using Hayes' PROCESS macro. As a result of the analysis, it was found that perceived control had a fully mediating effect in the relationship between mindfulness and emotional regulation difficulties. These results suggest that mindfulness affect emotional regulation through perceived control.

• Korean Journal of Culture and Social Issue
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• v.30 no.2
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• pp.121-157
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• 2024

This study explored the essence of psychological burnout experiences due to emotional contagion using a hermeneutic phenomenological approach. In-depth interviews were conducted on 9 participants who work in fields that are subject to emotional contagion. Data analysis was conducted by using van Manen's methodology, insisting that the pure description of an experience can be enriched by adding interpretation. The emotional contagion experiences were identified through this process and the findings were categorized into 3 core themes, 8 essential themes, and 35 subthemes. The first core theme is "emotions in constant exchange". This theme included two essential themes: 'various channels of emotional contagion' and 'subjective states that change depending on the transmitted emotions'. The second core theme, "filtering the experience of emotional contagion" included the essential themes of 'the characteristics susceptible to the emotions of others', 'attitudes of spreading negative emotions' and 'situations that makes one feel overwhelmed by emotions'. The final core theme, "from burnout by emotional contagion to communication" was categorized into the following essential themes: 'burnout-inducing entangled interactions', 'moving toward communication and connection' and 'recovery after psychological burnout'. Finally, the implications and suggestions for future research were discussed by summarizing the core contents of each themes.

• Science of Emotion and Sensibility
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• v.8 no.2
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• pp.161-167
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• 2005

The study is to examine how facial EMG responses change when children experience a positive emotion(happiness) and a negative emotion(fear). It is to prove that the positive emotion(happiness) could be distinguishable from the negative emotion(fear) by the EMG responses. Audiovisual film clips were used for evoking the positive emotion(happiness) and the negative emotion(fear). 47 children (11-13 years old, 23 boys and 24 girls) participated in the study Facial EMG (right corrugator and orbicularis oris) was measured while children were experiencing the positive or negative emotion. Emotional assessment scale was used for measuring children's psychological responses. It showed more than $85\%$ appropriateness and 3.15, 4.04 effectiveness (5 scale) for happiness and fear, respectively. Facial EMG responses were significantly different between a resting state and a emotional state both in happiness and in fear (p<001). Result suggests that each emotion was distinguishable by corrugator and orbicularis oris responses. Specifically, corrugator was more activated in the positive emotion(happiness) than in the negative emotion(fear), whereas orbicularis oris was more activated in the negative emotion(fear) than in the positive emotion(fear).

• Science of Emotion and Sensibility
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• v.21 no.3
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• pp.103-114
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• 2018

The Scale of Positive and Negative Experience (SPANE) is a newly developed emotional scale to measure well-being that was designed to overcome the limitations of the previous emotional scales (Diener et al., 2010). It comprises 12 items that measure positive and negative emotional experiences, including general (e.g., positive, negative) and specific (e.g., joyful, sad) items. It also reflects all levels of arousal. This study examined the factor structure and gender invariance of the Korean version of the SPANE. For this purpose, responses to the scale of a sample of 551 Korean college students (276 males and 275 females) were analyzed. The results exhibited high internal consistency reliability and construct validity for a Korean population. Furthermore, the configural, metric, and scalar invariance of the SPANE held across gender. These results suggest that the Korean version of the SPANE is a valid scale for measuring the emotional experiences of Korean students, and it is appropriate to use in future studies of gender difference in emotional well-being.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.139-159
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• 2015

In this study, achievement emotions were compared between the gifted and regular students. The significant differences for each group were shown in all eight elements respectively in lesson situation, learning situation and test situation. Among various achievement emotions, it was also found that the gifted students showed higher level of positive achiecement emotions. Furthermore, positive achievement emotions can have positive effects in increasing the achievement level in science subject. On the other hand, the negative achievement emotions were higher for ordinary students that could have negative effets. The influential factors were recognizing the values of Science, Science experiments, positive evaluation experiences, aggressive learning attitudes, interests and knowledge, positive self-perceptions, career relationships, and teachers' recognitions. These factors influenced in imcreasing students' positive achievement emotions and decreasing negative achievement emotions. By conducting in-depth advanced conversations with students based on the above results could increase students' interest and positive achievement emotions.

• Journal of Korea Entertainment Industry Association
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• v.13 no.7
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• pp.385-395
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• 2019

The purpose of this study is to cultivate the attitudes of preservice early childhood teacher's commitment by analyzing the effects of education practicum, teacher efficacy, and emotional intelligence on teacher's education commitment and analyzing the relationship between them. To this purpose, a total of 150 questionnaires were distributed to 75 preservice early childhood teachers of the metropolitan area from November 1, 2018 to March 2019. The results of the study were as follows: First, education commitment of preservice early childhood teachers was positively correlated with teachers' efficacy, emotional intelligence, and education practicum experiences. Second, education commitment increased when the emotional intelligence increased before the education practicum experience, and education commitment increased when the teacher's efficacy increased after education practicum experience. In light of these, It suggests that programs or content education that can strengthen emotional intelligence are effective before education practicum. and that programs or content education that enhance teacher efficacy capacity are more effective after education practicum.

• Korean Journal of Social Welfare
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• v.62 no.4
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• pp.193-222
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• 2010

This questionnaire study examined the processes linking complexity of self-construal to self-positivity conceptualized as taking multiple perspectives, self-acceptance and self-regulation that, in turn, affect psychological well-being among people with an experience of life-crisis during adulthood due to physical disability or divorce. Data were drawn from 359 adult Koreans residing in Seoul metropolitan area, including the physically disabled, the divorced, and their counterparts without a life-crisis experience during adulthood for comparison. On average, the life-crisis experience group(LEG) had a higher independent selfconstrual and a lower interdependent self-construal than the comparison group(CG). As predicted, complexity of self-construal contributed to taking multiple perspectives that helps searching for meaning, and this, in turn, was found to foster self-acceptance and self-regulation. Through these variables except self-regulation, complex self-construal contributed to psychological well-being as manifested by a higher level of positive emotion and a lower level of depression. As expected, while taking multiple perspectives fostered positive emotion both directly and indirectly through self-acceptance among LEG and CG, only in LEG it directly reduced depression. The comparative approach employed in this study enabled to discern that taking multiple perspectives promotes psychological well-being in LEG by contributing to both meaning making and positive attitude, whereas it promotes psychological well-being in CG primarily by fostering positive attitude. Finally implications for this study were discussed and directions for future research were suggested.

• Journal of the Korea Society of Computer and Information
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• v.18 no.12
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• pp.207-215
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• 2013

The general opinion about the notion of cyberbullying hasn't existed yet, but in related laws it is defined as the entire behavior causing the counterpart to suffer the pain by continuously and repeatedly psychologic offending toward specific students with information and telecommunication products such as the Internet and mobile phones, and spreading the private information or false facts related with specific students. Recently a number of accidents related with abuse of cyberbullying are being broadcast on a variety of mass media, and the argument about the severity and countermeasures against cyberbullying is moving onward. This study has a purpose as suggesting the practical alternatives to prevent cyberbullying victim of middle school students by arguing cyberbullying of middle school students and analyzing the relationship between the general features such as victimized experience and frequency and the emotional behaviors according to victimized experience. As the result of this study, cyberbullying victimized experience has a significant effect on the emotional behavior such as depression, aggression, and academic stress. As political implication, this study suggests the practical alternatives to prevent cyberbullying of middle school students based on the analysis result.

• Journal of Convergence for Information Technology
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• v.9 no.8
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• pp.53-62
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• 2019

This study is a descriptive study to investigate the relationship between verbal violence type, emotional response and coping in the operating room nurse. The subjects of the study were 400 nurses working in 20 general hospitals and 372 nurses in the operating room. As a result of the analysis, it was found that the perpetrators of the verbal violence experienced by the subject were physicians, direct supervisors, and more than half of the subjects were considering the transition. The most frequent cases of language violence were when the equipment was inoperable or not used during surgery, There were significant differences in verbal violence experience according to marriage, clinical career, and work style. Language violence emotional response showed significant difference with gender, position and coping, age, academic background, clinical career, and position. There was a significant correlation between experience of verbal violence and emotional response, emotional response and coping. Therefore, the results of this study will contribute to the development of coping strategies and prevention education programs.