• The Journal of the Korea Contents Association
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• v.20 no.12
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• pp.426-440
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• 2020

This study was conducted to confirm the mediating effect of the teacher's trust in the relationship between the classroom teacher's transformative leadership and the students' emotional stability from the organizational perspective. For this, the data from 290 middle school students in Seoul were collected and analyzed. As a result of the study, the transformative leadership of the homeroom teacher had a positive (+) effect on the trust of the leader. In addition, the teacher's trust in the leader had a positive (+) effect on the learner's emotional stability. In addition, it was confirmed that the teacher's transformational leadership had a positive (+) effect on the learner's emotional stability. Finally, in the relationship between the homeroom teacher's transformative leadership and the learner's emotional stability, teacher trust has a partial mediating effect. This study is meaningful in that it has objectively verified what kind of leadership the homeroom teacher should aim for in order to operate the classroom as the peripheral unit of the school organization, and what emotional and psychological effects such leadership can have on students who are members of the organization.

• Journal of Digital Convergence
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• v.16 no.2
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• pp.385-402
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• 2018

This study was to examine how Art Therapy affected improving Self-Esteem and Ego-Resiliency, Emotional Stability of Sexual Victimized Adolescent. The subject was the middle school student girl, 3th grades(15year old). She was suffered from sexual assault she was lack of self-confidence and suffered difficulty in daily life. Individual Art Therapy was performed once a week for 60 minutes and for 20 periods. Emotional Stability, Self-Resilience, Self-Esteem were performed pre-post test to verify the effectiveness of the program. The results obtained after Art Therapy were as follows. Firstly, The Self-Esteem score improved to post- 35 points from pre-16points. The Ego-Resiliency score improved to post-133points from pre- 63 points. The Emotional Stability score changed to a post-ex-post 96 score with a score of 110 as a positive effect. Secondly, the subject in the whole process of Art Therapy were formed intimacy with the researchers, able to heal painful scars while expressing inner feelings in a stable psychological state. Through the creative activities, she became confident and had positive thoughts about his future. Even though, this program focused to prevent PTSD. So the subjects needs to participate follow up program to treat depression, anxiety, nerveless be caused by sexual assault.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.239-245
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• 2021

In order to analyze the educational effect of learning mentoring conducted for 4 weeks by the Korea Educational Broadcasting System(EBS) for elementary school students, the changes in self-directed learning skills and emotional stability were analyzed through pre-test and post-test for 27 students who participated in the EBS learning mentoring. As a result, it was found that students' self-directed learning ability and emotional stability were both improved. In addition, the students showed high satisfaction with the mentor who guided their learning and taught them. Therefore, in order to reduce the learning gap of underprivileged students in the distance learning situation, the EBS learning mentoring project should be continuously promoted, and the mentoring period and the number of students and teachers participating in mentoring should be significantly increased.

• Korean Journal of Community Nutrition
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• v.5 no.4
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• pp.775-775
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• 2000

• Proceedings of the KSCN Conference
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• 2000.11a
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• pp.95-95
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• 2000

• Journal of The Korean Association of Information Education
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• v.26 no.4
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• pp.239-248
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• 2022

The purpose of this study is to analyze the educational effect of learning mentoring conducted by EBS for elementary and middle school students, the changes in self-directed learning skills, emotional stability and learning effect were analyzed for 425 students who participated in the EBS learning mentoring. As a result, There was no statistically significant difference in the educational effect according to the mentoring service period, method, and frequency, and there was a statistically significant difference in self-directed learning ability according to the mentoring time. As a result of analyzing the effect of the perception of the mentor on the educational effect, the more positive the mentor and the more positive the mentor role, the higher the self-directed learning ability and emotional stability. As for the learning effect, mentoring satisfaction had the greatest influence on the learning effect of Korean, English, and mathematics. The mentor role was affecting the Korean language and mathematics. Therefore, in order to reduce the learning gap of underprivileged students in the distance learning situation, the EBS learning mentoring project should be continuously promoted, and the mentoring period and the number of students and teachers participating in mentoring should be significantly increased.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.73-96
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• 2017

This study aims to investigate the primary teachers' perception of social emotional learning (SEL) in Malawi. To achieve this purpose, total 78 questionnaires were gathered from 9 primary schools in rural area. The data was analyzed with independent-samples t-test, correlation analysis, and multiple regression analysis. The results of this study are follows. First, the sub-factors of the Malawian primary teachers' perception of SEL shows that Comfort is 4.10, Commitment is 4.59, and Culture is 3.78. Second, there was a significant difference in the Malawian primary teachers' perception by age, years of teaching, and participation to in-service training about SEL among the individual characteristics. Third, the Malawian primary teachers' degree of implementation of SEL in school was 4.01, and there was a significant difference by years of teaching. Forth, among the sub-factors of teachers' perception of SEL, Comfort had a positive effect on the degree of implementation of SEL. This result implied that the reason why Malawian primary teachers had difficulty in implementing SEL in the school might be not a lack of individual competence but feel uncomfortable with implementation. Therefore, in order to implement SEL in the Malawi school, it is necessary to support teachers so they have confidence and comfort psychologically.

• Journal of Industrial Convergence
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• v.20 no.8
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• pp.127-136
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• 2022

This study was conducted using a multiple regression model to empirically analyze the impact of personal emotions and social change perceptions of pandemic experienced by Korean people in the COVID-19 situation on the perception of disaster response after the endemic. For this end, we used the survey data with 996 respondents on 「Daily Changes of the People After COVID-19」conducted by the Korea Press Promotion Foundation. The results showed that COVID-19 positive emotions and social change perception factors had a positive (+) effect on disaster response perception, while the sense of community had a moderating effect that alleviated COVID-19 negative emotions which had a negative (-) effect. The most influential factors on disaster response perception after the endemic were COVID-19 positive emotions and community sense that had pride and stability in Korean society during disaster situations. Therefore, this study suggests that systematic disaster response manuals and control towers that give the public pride and stability are more strongly requested for the government's prior and follow-up measures performed in the post-endemic disaster situation, and that the people are asked to have the community sense to overcome disasters together rather than to respond with personal actions and judgments.

• Science of Emotion and Sensibility
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• v.25 no.3
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• pp.47-62
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• 2022

Previous emotion studies revealed the two core affective dimensions of valence and arousal using affect-eliciting stimuli, such as pictures, music, and videos. Autonomous sensory meridian response (ASMR), a type of stimuli that has emerged recently, produces a sense of psychological stability and calmness. We explored whether ASMR could be represented on the core affect dimensions. In this study, we used three affective types ASMR (negative, neutral, and positive) as stimuli. Auditory ASMR videos were used in Study 1, while auditory and audiovisual ASMR videos were used in Study 2. Participants were asked to rate how they felt about the ten adjectives using five-point Likert scales. Multidimensional scaling (MDS) and classification analyses were performed. The results of the MDS showed that distinctions between auditory and audiovisual ASMR videos were represented well in the valence dimension. Additionally, the results of the classification showed that affective conditions within and across individuals for within- and cross-modalities. Thus, we confirmed that the affective representations for individuals could be predicted and that the affective representations were consistent between individuals. These results suggest that ASMR videos, including other affect-eliciting videos, were also located in the core affect dimension space, supporting the core affect theory (Russell, 1980).

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.311-332
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• 2015

The present study employed a pretest-posttest quasi-experimental design to evaluate the effectiveness of a teacher education program for child care teachers. Twenty-seven teachers were randomly assigned to intervention and control groups with 12 and 17 teachers in each group. Teachers in the intervention group participated in the program. After termination of the program, differences between pre- and post-tests were examined in regards to teachers' emotional regulation, efficacy, parent-teacher communication and job satisfaction. There were four major findings. First, self-reported teachers'emotional regulation, teachers'efficacy and job satisfaction were significantly improved in the intervention group, but not in the control group. Second, parent-teacher communication difficulty was significantly reduced in the intervention group, but not in the control group. These findings emphasize the importance of the teachers' positive characteristics in improving the outcome of preschoolers.