• Korean Journal of Child Studies
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• v.28 no.3
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• pp.187-199
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• 2007

The relation of parents' emotion socialization to emotionality in their 5-year-old children was studied in 106 mothers and 105 fathers. They reported on their own family-related emotional expressiveness and on their children's negative emotions by questionnaires; mothers rated children on both positive and negative emotionality. Results showed that mothers expressed positive and negative emotions more frequently, and mothers showed more distress, expressive encouragement, and problem-focused reactions to children's negative emotions than fathers. Mothers' emotional expressiveness was related to children's emotionality, whereas only fathers' negative emotional expressiveness was related to children's negative emotionality. Mothers' distress and punitive reactions were associated with children's positive and negative emotionality. Mothers' problem-focused and emotion-focused and fathers' problem-focused reactions were associated with children's positive emotionality.

• The Korean Journal of Health Service Management
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• v.8 no.2
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• pp.73-87
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• 2014

The purpose of this study was to investigate the effects of a Action Learning(AL) program in terms of problem solving, communication skills, emotional creativity and innovation behaviors. Design for this was a nonequivalent control group quasi-experimental study. The participants were C-hospital staff nurses in G city (Experimental group=29, Control group=30). The AL program was composed of fourteen sessions in eight weeks. Data were collected and the program was conducted from May. 26 to July. 18, 2008. Data were analyzed with ${\chi}^2$-test, Fisher's exact test, t-test and ANCOVA, and utilized the SPSS win 20.0 program. There were significant increases in problem solving skills, communication skills and emotional creativity in the experimental group compared to the control group. Considering the above results, AL program has proven to be an effective educational program for improving the problem solving, communication skills and emotional creativity of nurses.

• Korean Journal of Health Education and Promotion
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• v.20 no.3
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• pp.109-124
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• 2003

This study conducted multiple logistic regression to investigate what factors and how much they influence problem drinking. In this study, problem drinking was defined by AUDIT and NAST. Most of the studies on problem drinking focused on socio-demographic factors even though problem drinking is caused by bio-psycho- socio-cultural factors. The current study tried to estimate a logistric regression models including socio-demographic, environmental, psychological, economical, emotional, values, and MMPI factors. The best fit model suggested that problem drinking, which was determined by AUDIT, of college students were related to sociodemographic, environmental, psychological, and emotional factors. Students who were male, whose father, brother or sister had been abused alcohol or drug, students thought that his/her mother had not trusted him/her, who worried about his/her health, smokers, who had strong impulsivity, who had three or more feelings among the sorts of feelings, such as sadness, loneliness, boring making him/her feel to drink alcohol were more likely to had drinking problem. Students who were indulgers-who could not help buying things immediately after they saw goods they like, who were smokers, who had low ego-control, who had three or more feelings among the sorts of feelings, such as become excited, anxiousness, healthy were more likely to be dependent on alcohol. The study suggested intervention programs for college students to prevent problem alcohol drinking and alcohol dependency.

• Journal of Digital Convergence
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• v.15 no.12
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• pp.349-358
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• 2017

This study was done to identify the relationship between emotional intelligence, critical thinking disposition professional self-concept and problem solving skills of nursing students. Subjects were 212 associate nursing students associate nursing students(3rd and 4th grade) in Korea. The data were collected using self -report questionnaire from February 20 to March 30, 2017. Data were analyzed by frequencies, t-test, ANOVA, Pearson's correlation using SPSS Win 18.0. The score for emotional intelligence was 3.59, critical thinking disposition scoring 3.47, professional Self-Concept scoring 3.45 and problem solving skills scoring 3.45. Problem solving skills were significantly strong positive correlation with emotional intelligence(r=.68, p<.001), critical thinking disposition(r=.77, p<.001), Professional Self-Concept(r=.66, p<.001) in nursing students. Emotional intelligence, critical thinking disposition and professional self-concept explained 65.1% of total variance of problem solving skills of nursing students. Therefore, To increase problem solving skills of nursing students, it is necessary to develop and test the program for increase emotional intelligence, critical thinking disposition and professional self-concept of nursing students.

• Korean Journal of School Psychology
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• v.16 no.3
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• pp.381-400
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• 2019

This study investigated how abuse and neglect experience by parents affect self-respect, relationship with teachers and variance of emotional problem. Also we verified whether self-respect and relationship with teachers mediates relation between abuse and neglect experience and variance of emotional problem. The results of this study are as follows. First, adolescents who experienced abuse and neglect appear to have emotional problems such as depression, social withdrawal, and somatic symptoms. Furthermore, youth who have abuse and neglect experience have difficulties in self-respect and relation with teachers. Second, self-respect and relationship with teachers have significant indirect effect on relation between abuse and neglect experience and variance of emotional problem. Third, although relation between abuse and neglect experience and relationship with teachers represent positive correlation, the regression coefficients in the direct path are significant in the opposite direction, resulting in a suppression effect. Finally, implications for interventions, limitations of the study, and suggestions for future research were discussed.

• Journal of Korean Academy of Nursing
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• v.33 no.3
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• pp.433-439
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• 2003

Purpose: The purpose of this study was to examine the relationship among subjective symptoms, depression, and stress coping behavior of university students. Method: The survey was carried out on a convenience sample of 298 university students. The questionnaire consisted of each scale for symptoms, depression, and stress coping behaviors. Data analysis procedure included the factor analysis for stress coping behaviors, and the correlation analysis describing a relationship among symptoms, depression, and stress coping behaviors. Result: There were significant correlations between depression and the three types of symptoms: general, psychological, and somatic symptom. Subjects using the negative-emotional-response coping and the self-control coping showed a more severe depression, and those using the problem-solvingㆍreappraisal coping and the positive-emotional-response coping showed a milder depression. Subjects using the negative-emotional-response coping complained of all 3 types of symptoms severely, and those using the positive-emotional-response coping complained of general symptoms mildly. Of five stress coping methods, the negative-emotional-response and the positive-emotional-response coping methods were related to both symptoms and depression significantly. Conclusion: This study suggests that the emotional-oriented coping method has more important role for university student’s depression and their subjective symptoms than the problem-oriented coping or social supports seeking coping. Further study needs to be conducted to help students effective coping mechanism for good mental health. Also it is necessary for university students to recognize that their symptoms are associated with depression.

• Journal of the Korean Society of Food Culture
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• v.33 no.1
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• pp.11-17
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• 2018

This study examined the relationship between coping style for stress and emotional eating behavior focused on gender difference. A total of 475 college students(males, 244; females, 231) participated in this study. The results were as follows. First, there were significant gender difference in coping style for stress. The scores of male students were significantly higher than those of female students in the problem-focused and self-comforting coping styles, whereas scores of female students were significantly higher than male students in social support pursuit and emotion-focused coping styles. Second, there were significant gender difference in emotional eating behavior. Female students reported higher emotional eating behavior than male students. Third, male students preferred a problem-focused coping style, whereas female students preferred a social support pursuit coping style the most. Fourth, the interaction of gender and coping style for stress were not related to the emotional eating behavior. Both of male and female students who preferred an emotion focused coping style reported the highest score in emotional eating behavior. The limitations of the present study and suggestions for future research were discussed.

• 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.

• Korean Journal of Human Ecology
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• v.14 no.3
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• pp.365-378
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• 2005

The purpose of this study is to investigate the relationship among mothers' parenting stress, children's emotional-behavioral problems, and development of children's play patterns. For this study, we observed 81 5-year-old children attending a kindergarten in Southern Chungcheong province. The results of this study are as follows: First, as the mothers felt more parenting stress, the children showed more emotional-behavioral problems. This means that there exists a positive relationship between two factors. Second, aggression, oppositional defiance, and attention deficit among the children's emotional-behavioral problems had a significant, negative influence on the frequency of non-play and parallel play, while they had a significant, affirmative effect on the frequency of group play. Consequently, this study found that mother's parenting stress and child's emotional-behavioral problems affect the development of child's play patterns both directly and indirectly.

• Journal of the Korean Home Economics Association
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• v.41 no.5
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• pp.41-58
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• 2003

The purpose of this study is to develop and evaluate a social competence enrichment program for institutionalized children in early childhood. The program was developed to enhance institutionalized children's social competence. The program consists of sixteen 30-minute sessions. 19 institutionalized children (11 boys and 8 girls) participated in this program. The effect of this program was evaluated by institutionalized preschool children's emotional knowledge and interpersonal problem solving strategy. Assessment of emotional knowledge consists of identification and situation task. Interpersonal problem solving strategy includes forceful, prosocial, and manipulative strategy. Results showed that there was a significant experimental effect for emotional knowledge. Experimental children showed higher scores of emotional knowledge than control children. Also, there was a significant experimental effect for prosocial and forceful strategy. Experimental children showed higher ratio of prosocial strategy and lower ratio of forceful strategy than control children. The results of program evaluation revealed that this program was helpful for promoting institutionalized children's social competence.