• The Journal of the Korea Contents Association
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• v.21 no.9
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• pp.652-665
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• 2021

The purpose of this study was to verify relative effects of emotion and empathy on altruistic behavior. A survey including psychological well-being, depression, empathic concern, and perspective taking was conducted on 329 undergraduates. Results revealed that altruism was positively correlated with psychological well-being, empathy concern, and perspective taking but negatively correlated with depression. Test for relative effects of positive and negative emotional states on altruism revealed that psychological well-being, but not depression, significantly predicted altruism. Test for relative effects of emotional and cognitive empathy factors on altruism showed that empathic concern, but not perspective taking, significantly predicted altruism. Test for relative effects of all four factors on altruism revealed that the empathic concern was the strongest factor affecting altruism, followed by psychological well-being, while the remaining two factors did not have an effect on altruism. Implications and limitations of this study are also discussed in this study.

• Journal of the Korea Convergence Society
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• v.10 no.5
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• pp.103-110
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• 2019

The present study investigated the effects of AD on stereoscopic vision. Sixty participants (20 AD patients, 20 mild cognitive impairment patients, 20 healthy elderly controls) participated in the study. Two cubes, one on the left and the other on the right of the center of the monitor, appeared at varying distances from the observer with their relative distances controlled in two disparity conditions (absolute vs relative disparity) combined with two disparity directions (crossed vs uncrossed disparity). Participants identified the object that appeared closer to them. Results demonstrated comparable performance with all three groups performing accurately, suggesting that the effect of AD on stereopsis is negligible. Discussion focused on brain pathology affected by AD involving high level visual processing.

• The Journal of Korean Philosophical History
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• no.25
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• pp.99-135
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• 2009

This study is to investigate many kinds of conceptual models of social problem solving approach as well as decision making method, and then describes educational implications, especially for more effective method of teaching problem solving ability in order to reduce children' anti social behaviors and to be able to have their healthy and happy lives. Problem solving ability or decision making skills have been taken to goal of primary school curriculum, but is too cognitive or too centered to morality for student to get that kinds of skill or competency. As a result of new education method is developed on the basis of Socal Emotional Learning(SEL) as well as Emotional Intelligence which put on the importance on the role of emotion in the problem solving. This method have two distinctions. First, It has the background of culture specific views of emotion to be proper this method in our society. Second, It should be integrated into moral education as a part of school curriculum to establish secure and long term intervention.

• Korean Journal of Culture and Social Issue
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• v.24 no.2
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• pp.193-220
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• 2018

This study aims to analyze qualitatively the people's dysfunctional religiosity for well-being. The participants of this study were 6 the clergy and 6 believers (devotes). The clergy included three pastors of Protestant churches, two Buddhist monks (male and females), and one Won-Buddihst monk. Six devotes included two Protestants, two Catholics, and two Buddhist. There were one female in the clergy and three females in devotes. Data gathered from narrative interviews were analyzed with techniques based on Giorgi's phenomenological strategies and procedures. Twenty two topics derived from their assertions and statements, nine main meanings were classified based on those topics. Main meaning were reward-seeking religiosity, authority oriented religiosity, selfish religiosity, blind or unconditional religiosity, asocial religiosity, inactive religiosity, inexperienced religiosity, emotionally problematic religiosity, and cognitively problematic religiosity. Based on derived topics and main meaning, suggestions for further studies, for example the scale development, and information of strategies for promoting well-being of religious persons were discussed.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.377-384
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• 2022

Whether voluntary or involuntary in the field of education, learner participation is a basic premise for all teaching-learning. It is true that behaviorism and cognitive educational psychology have helped the development of teaching-learning theory so far but the reality is that it has not been of great help to provide learner-centered education according to the learner's learning type. We have professional theological knowledge and insight in theological college and having the knowledge to diagnose and solve difficulties and problems in the pastoral field and it is an increasingly difficult reality to educate students to have spiritual leadership that can lead the future society. We know that each student should understand the characteristics of each student and teach according to their learning type but the reason why it is difficult to implement is that each learner has different competencies, conditions, and cultural backgrounds and has particularly diverse learning types. in this respect, in order to increase the learning effect of individuals, individual learning considering the learning type of students is effective.

• The Korean Journal of Woman Psychology
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• v.14 no.1
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• pp.1-22
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• 2009

This study examined a model in which the relation between perceived contextual support and career indecision was expected to be mediated by coping self-efficacy and outcome expectancy for a sample of engineering students (N = 672). Structural equation analyses revealed that the link between contextual support and career indecision was fully mediated by coping self-efficacy and outcome expectancy. Statistically significant paths were found from contextual support to coping self-efficacy and outcome expectancy. Statistically significant paths were also found from self-efficacy and outcome expectancy to career indecision. In addition, there were significant gender differences in the mean scores of the variables and model fits. Implications for research and practice are discussed.

• Korean Journal of Culture and Social Issue
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• v.24 no.4
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• pp.637-655
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• 2018

The purpose of this study was to examine the mediating effects of paranoid tendency and social isolation in relationship between covert narcissism and Tajin Kyofusho(TKS). We administered self-report questionnaires to 334(163 male, 171 female) undergraduate students. Path analysis conducted using structural equation modeling. Path analysis indicated that the overall model fitted the data well. Analysis showed that paranoid tendency and social isolation sequentially mediated relationship between covert narcissism and TKS. The finding suggest that we could focus on covert narcissistic personality, paranoid cognitive process, and behavioral social isolation to understand and intervene TKS.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.187-221
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• 2008

Although academic interest, the intersection of cognition, emotion, and motivation, is a primary goal of learning and mediates the effects of learning, the present learning environment is full of impeding factors which undermine learner's interests in learning situation. The purpose of this study is to examine current state of academic interests of Korean students and to identify several potential causes of developmental declines in academic interests. It has been consistently found that academic interests in various school subjects decrease with age and grade in school. Three potentially contributing factors to the observed loss of academic interests are mainly discussed: deprived autonomy, severe competition, and normative evaluation. Based on theories on interest and motivation, and empirical findings, various prescriptions are also suggested for designing an interest-based learning environment in order to trigger and enhance learner's academic interests.

• Korean Journal of Health Psychology
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• v.14 no.2
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• pp.277-292
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• 2009

This study investigated the responses of the autonomic nervous system of individuals with Type D personality during an acute stressful situation. Twenty-three female students of Type D personality and 23 female students with non-Type D personality. Stroop Color-Word Task was used to induce a stressful situation, heart rate variability (HRV) was used to measure the responses of the autonomic nervous system during the baseline, acute stress, recovery periods. To analyze the data, the repeated measures analysis of variance was used to compare the autonomic nervous system of the Type D group to that of the non-Type D group. Regression analysis is used to determine if the Type D scale and stress vulnerability predicted the activities of the autonomic nervous system during the baseline period. The results of this study demonstrated that the Type D group's normalized low frequency (LF norm) and ratio of low frequency to high frequency (LF/HF ratio) were higher than those for the non-Type D group, while its normalized high frequency (HF norm) was lower than that for the non-Type D group in all three periods. There were no statistically significant differences among the three periods in terms of LF norm, HF norm, and LF/HF ratio in the Type D group. The study demonstrated that the total scores of the Type DS-14 and scores of social inhibition and negative affect were independent predictors of LF norm and HF norm during the baseline. The Type D group showed increased activation of the sympathetic nervous system and/or decreased activation of the parasympathetic nervous system. These results support the hypothesis that the Type D personality is vulnerable to the stress. Also, the highly activated sympathetic and/or lowly activated parasympathetic nervous systems, which were observed in the Type D group during the baseline, indicated that the Type D individual is susceptible to psychosomatic disorders.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.109-115
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• 2020

The purpose of this study is to verify influences of a cinema psychotherapy class containing a discussion on improving the emotional intelligence and empathic ability of university students. The research subjects were divided into a test group and a control group, with 106 students in each group. For a semester, the test group attended a practice-centered course including cinema psychotherapy, while the control group attended a discussion on personality psychology theory. The test group was shown 6 films in 12 weeks and answered structural questions between the researcher and subjects, and nonstructural questions between subjects. The results were as follows: The test group showed significant increases in self and other emotion appraisals in the emotional intelligence field. On the other hand, there was no significant change in emotional intelligence among the control group. With respect to empathic ability, the test group showed a significant increase in cognitive empathy, perspective taking, fantasy, and emphatic concern, while the control group didn't show significant change in empathic ability. In post-test, the test group demonstrated a significantly higher ability in cognitive empathy and perspective taking compared to the control group. This study verified that an interactive cinema psychotherapy class can increase emotional intelligence and emphatic ability. This study also demonstrated the effectiveness and necessity of a cinema psychotherapy class. As the class improves, more factors of emotional intelligence and empathic ability can be addressed.