• Korean Journal of Child Studies
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• v.26 no.6
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• pp.29-43
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• 2005

Emotional intelligence is a relatively new concept and little research to date has examined age differences. In order to examine developmental patterns in emotional intelligence(En, the Emotional Intelligence Test for Children(EITC, Lee, 2003) was administered to 367 children, 4- to 8-years of age. Data were analyzed by Multivariate Analysis of Variance(MANOVA) and post hoc univariate analyses of variables. Results showed significant differences by age in total and sub-total scores of EITC. When the means of test scores were presented graphically as developmental curves, EI totals and sub-scores showed the increases in EI that occurred with increased maturity. Additional research is needed to verify developmental models of EI and to explore which factors have an effect on EI.

• Korean Journal of Child Studies
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• v.23 no.4
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• pp.215-226
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• 2002

This study examined the effects of the 'Friends of Nature' education program on multiple intelligence(MI) and emotional intelligence(EI or EQ). The 'Friends of Nature' activity was designed as an education program on the basis of the theories of multiple intelligence and emotional intelligence in order to develop MI and EI through real experiences in the nature. The subjects were 5-year-old kindergarten children, the education activities lasted for 7 months. Significant effects were found in the children's multiple and emotional intelligence between the control group and the activity group in some but not all areas of MI and EI. Consequently, the 'Friends of Nature' program can be said to have partially positive effects on the improvement of children's multiple and emotional intelligence.

• East Asian Journal of Business Economics (EAJBE)
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• v.11 no.2
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• pp.1-13
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• 2023

Purpose - The purpose of this study is to identify emotional intelligence (EI) profiles according to the sub-factors of the ability EI model, namely, self-emotional appraisal, others' emotional appraisal, regulation of emotion, and use of emotion. In addition, this study aims to reveal whether there is a difference in job satisfaction, affective commitment, and turnover intention depending on the profile. Research design, data, and methodology - For the study, 536 survey responses were analyzed using SPSS 22 and MPlus 8.4. Result - The analysis identified four EI profiles. These were 1) middle-low generalized EI (all sub-factors of EI were slightly lower than the average level), 2) middle-high generalized EI (all sub-factors of EI were slightly higher than the average), 3) low generalized EI (all EI sub-factors were much lower than the average), and 4) high generalized EI (all EI sub-factors were much higher than average). Furthermore, significant differences were found in job satisfaction, affective commitment, and turnover intention according to each profile. Conclusion - This study expands the EI theory by revealing the profile of EI. In addition, this study investigated the impact of EI profile on job satisfaction, affective commitment, and turnover intention.

• Korean Journal of Child Studies
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• v.23 no.1
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• pp.17-35
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• 2002

The relationship between parent's attitude toward children's emotional expressiveness and children's emotional intelligence(EI) was investigated with the Parent Attitude toward Children's Expressiveness Scale(Saarni, 1990), and children's EI was assessed by a teacher rating scale developed by Kim(1999). The subjects were 121 triads of 3- to 6-year-old children and their mothers and fathers. Data were analyzed by frequencies, percentiles, means, standard deviations, Cronbach's ${\alpha}$, two-way ANOVAs, Pearson's correlations, and multiple regression. Results indicated differences in level of EI as a function of gender and age; differences in both mother's and father's attitudes toward children's expressiveness as a function of children's gender and age; and positive correlation between mother's and father's attitudes toward emotional expressiveness and children's EI. Children's age and parental attitude toward children's emotional expressiveness explained 46.7% of children's EI.

• 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.

• Management & Information Systems Review
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• v.29 no.2
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• pp.119-151
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• 2010

This study focuses on the workplaces of two distinct nations, the United States and Korea, to ascertain the impact of culture on emotional intelligence (EI). This paper examines if EI is dependant on culture by finding significant variances of emotional responses under a given situation. The results suggest that EI is significantly impacted by national culture. In addition, this study investigates the relationship between cultural distance and EI by using the secondary data of 19,402 participants across 13 nations. The results demonstrate that only power distance among Hofstede's dimensions has significant effect on EI.

• Korean Journal of Child Studies
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• v.28 no.4
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• pp.127-144
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• 2007

Mothers of 101 5- to 6-year-old children were administered the Parenting Efficacy Test (Shin & Jung, 1998; Ann & Park 2002) and the Parenting Stress Index (Lee, Yeom, & Shin, 2000). Children's emotional intelligence (EI) was measured by the Emotional Intelligence Test for Children (Lee & Lee, 2004b). Data were analyzed by correlation and multivariate analysis of variance (MANOVA). Correlation analysis demonstrated a relationship of parenting efficacy and stress with child's EI. MANOVA revealed that children, whose maternal parenting efficacy was in the upper thirty percent, showed higher EI than parenting efficacy in the lower thirty percent : children whose maternal parenting stress was in the upper thirty percent, showed lower EI than those with stress in the lower thirty percent.

• Culinary science and hospitality research
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• v.21 no.1
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• pp.58-76
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• 2015

This study explores the influence of social intelligence (SI) and emotional intelligence (EI) on employees' job engagement and organizational commitment in deluxe (five-star) hotels in Korea, and seeks to analyze the mediating effects of employees' job engagement on the relationship between SI, EI, and employees' commitment. The sample for the survey was collected from 419 F & B employees. The results of structural equation modeling show that employees' SI had a positive effect on job engagement and organizational commitment. EI also had a positive effect on job engagement but not on organizational commitment. In addition, the findings demonstrate that employees' job engagement mediated the effect of EI on organizational commitment. SI and EI are crucial requirements among hotel employees who depend on cooperation between colleagues.

• Journal of Korean Academy of Nursing Administration
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• v.16 no.4
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• pp.466-474
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• 2010

Purpose: This study was done to identify the relationship between emotional intelligence (EI) and job stress of clinical nurses in small to medium-sized hospitals. Methods: Data were collected from a convenience sample of 152 nurses working in 4 local public hospitals in one district. EI was measured with the scale developed by Law, Wong, & Song (2004), and job stress with the scale by Choi, Kang, & Woo (2006). Data were analyzed with PASW (SPSS) 18.0, using descriptive statistics, t-test, ANOVA, Scheffe' test, Pearson correlation coefficients, and multiple regression. Results: There were significant differences in EI according to work time, in self-emotional appraisal according to salary, in regulation of emotion according to marital status, age, work time, and salary. There were also significant differences in job stress including somatization, depression and anger according to marital status, work time, and salary. Correlation between EI and job stress was negative. EI explained 17.3% of variance in job stress. Conclusion: The findings indicate that to decrease job stress, nursing managers need to develop EI, especially self-emotional appraisal and regulation of emotion for nurses in their twenties and for unmarried nurses.

• Journal of Families and Better Life
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• v.19 no.5
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• pp.221-238
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• 2001

The purpose of this study was to investigate the relationships between parental childreating behaviors and parental personality, and children’s emotional intelligence. The subjects included 223 children from kindergarten to 6th grade and their parents. The results were as follows: Firstly, children’s Emotional Intelligence(EI) showed sex difference and age difference between two grade-groups(kindergarten~3rd grade, 4th~6th grade). the age-differences being more distinct in other-related EI than in the self-related : Secondly, parental personality explained parental childrearing behaviors better in higher-grade groups than in lower-grade groups, maternal personality predicting maternal childreating behaviors better than paternal personality predicting the paternal childreaing behaviors; Thirdly, childrearing behaviors explained childern’s self-relate EI better than the other-related : Finally, parental personality revealed greater predictive power of children’s EI in higher-grade groups than in lower-grade groups, better explaining sel-related EI than the other-related. Several suggestions were made concerning future EI studies.