• 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.

• Research in Community and Public Health Nursing
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• v.15 no.3
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• pp.460-470
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• 2004

Purpose: The purpose of this study is to find which variables among impulsiveness, aggression, and emotional intelligence can predict the game addiction of elementary school students best. Method: We conducted the present study during the period from April 15, 2004 through June 5, 2004. The subjects of this study were elementary school students chosen from three elementary schools in the Daejeon area. The subjects were selected randomly from 4th, 5th, and 6th graders in those schools. The number of subjects selected was 601. The measurement tools used were the general information questionnaire, computer game addiction scales, impulsiveness scales. aggression scales, and emotional intelligence scales. The data was analyzed using the SPSS statistics program. Results: The mean score of the students was 49.94 on the computer game addiction scale. 56.17 on the impulsiveness scale, 141.19 on the aggression scale, while the mean score of the students on the emotional intelligence scale was 162.78. Various factors were significantly different in the levels of computer game addiction: grade (F=7.343. p=.000). sex (t=6.352. p=.000), school record (F=4.263. p=.004), parents' computer use (F=4.097. p= .008), history of playing games (F=10.739. p=.000), frequency of playing games (F=61.254. p=.000). and number of computer game titles (F=61.673. p= .004). The computer game addiction had significant correlations with impulsiveness (r= .401. p=.000), aggression (r=.612. p=.000). and emotional intelligence (r=.536, p=.000). All three factors of impulsiveness, aggression, and emotional intelligence affected the level of game addiction. Among these factors. the aggression affected the level of addiction the most. Conclusion: These results will help the development of a systematic program for the prevention and treatment of computer game addiction by clarifying the effects of the computer game addiction upon the elementary school students' impulsiveness, aggression, and emotional intelligence.

• 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.

• Korean Journal of Human Ecology
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• v.14 no.1
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• pp.15-25
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• 2005

The purpose of this study is to investigate the relationship between emotional competence and social adjustment among Korean children and adolescents. The subjects of this study were 380 children between fifth and sixth grade ages and 579 middle school students. Their emotional competence was assessed by 'Korean Emotional Competence Scale (Kim et al., 2004),' and also their social adjustment by 'Social Adjustment Scale (Lee, 1994).' The data were analyzed by ANOVA, the Pearson's Correlation, and Regression, using SPSS. The results of this study are as follows: (1) Children's and adolescents' emotional competence and social adjustment had a meaningful difference according to SES, gender, and grade. (2) There was a significant, positive relationship between their emotional competence and social adjustment. Their social adjustment was related more strongly to factors, such as Self-expressiveness, Assertion, and Positive thinking, and also their emotional competence more to Self-adjustment and Emotional adjustment. (4) Social adjustment of children and adolescents was predicted best by Self-expressiveness and Assertion, Positive Thinking, Awareness and Understanding of Emotion, and Consideration factors of emotional competence.

• Human Ecology Research
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• v.52 no.5
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• pp.541-549
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• 2014

The purpose of this study was to analyze the effects of preschool children's behavioral and emotional regulation on their peer play behavior, focusing on gender differences. A total of 214 4- and 5-year-old children attending a child care center in South Korea participated in this study. The instruments used in this study were the Child Behavior Rating Scale, Emotion Regulation Checklist, and Penn Interactive Peer Play Scale. The collected data were analyzed using a Student's t -test, Pearson's partial correlation, and multiple regressions with the SPSS software ver. 16.0. The main results of this study are as follows: first, there was a significant gender difference in preschool children's behavioral regulation, emotional control, play interaction, and play disruption. However, there was no gender difference in preschool children's play disconnection. Second, preschool children's emotional control and behavioral regulation had positive effects on their play interaction irrespective of gender. Third, preschool children's emotional instability and emotional control had a positive influence on their play disruption irrespective of gender. Finally, the factors of behavioral regulation and emotional instability significantly predicted the boys' play disconnection, while for the girls, the significant predictor was emotional control. Further, implications for the use of early intervention targeting specific behavioral and emotional regulation problems have been discussed.

• International Journal of Computer Science & Network Security
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• v.24 no.9
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• pp.77-84
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• 2024

Emotional health is important for overall health, and those who are experiencing difficulties should seek professional help. However, the social stigma associated with emotional health, as well as the influence of cultural beliefs, prevent many people from seeking help. This makes early detection difficult, which is critical for such health issues. It would be extremely beneficial if they could assess their emotional state and express their thoughts without prejudices. On the market, there are emotional health apps. However, there was little to no evidence-based information on their quality. Hence, this study was conducted in order to provide evidence-based quality in emotional health mobile apps. Eleven functionality task scenarios were used to assess functional quality, while a System Usability Scale test (n=20) was used to assess usability, customer acceptability, learnability, and satisfaction. The findings show that the app for emotional health management is highly efficient and effective, with a high level of user satisfaction. This contributes to the creation of an app that will be useful and practical for people experiencing early-stage emotional health issues, as well as related stakeholders, in order to manage early-stage emotional health issues.

• Journal of the Korean Home Economics Association
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• v.42 no.8
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• pp.33-48
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• 2004

This study investigated the quality of after-school programs focused on artistic-physical activities, children's emotional regulation and social competence. The subjects were 224 elementary school children (1st through 6th grades) and 41 teachers. The measures were questionnaire(after-school activities), Assessment Profile for Early Childhood Programs(school-age), the Emotional Regulation Scale. and the Social Competency Scale. The data were analyzed by Cronbach's a, frequency, percentile, mean, and t-test. The results indicated that emotional regulation and, social competence were significantly different according to the quality of after-school programs： Children in a higher group of curriculum quality and interaction with teacher had better emotional regulation than did children in a lower group. Children in a higher group of curriculum quality and scheduling had better social competence(leadership and competence) than did children in a lower group.

• Korean Journal of Human Ecology
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• v.14 no.1
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• pp.27-34
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• 2005

The purpose of this study is to investigate the relationship between emotional competence and social anxiety among Korean children and adolescents. The subjects of this study were 385 children between fifth and sixth grade ages and 579 middle school students. Their emotional competence was assessed by 'Korean Emotional Competence scale (Kim et al., 2004),' and also their social adjustment was assessed by 'Social Anxiety Scale (Moon & Oh, 2002).' The data were analyzed by ANOVA, the Pearson's correlation, and regression, using SPSS. The results of this study are as follows: (1) Children's and adolescents' emotional competence and social anxiety were relatively high. (2) Their emotional competence had a meaningful difference according to SES, gender, and birth order. (3) Their social anxiety had a meaningful difference according to SES, gender, and birth order. (4) There was a significant relationship between their emotional competence and social anxiety. (5) A regression analysis result of children's and adolescents' social anxiety showed that approximately 11.3% variance could be explained by four emotional competence variables: 'self-expressiveness and assertion,' 'awareness and understanding of emotion,' 'positive acceptance,' and 'collective consciousness.'

• The Journal of the Korea Contents Association
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• v.15 no.6
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• pp.370-378
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• 2015

The purpose of this study aimed to find the effect of emotional intelligence and self-efficacy on clinical competence of the Korean nursing students. A total of 199 nursing students participated in this study. Data collection was conducted through the use of questionnaires constructed to include Wong & Law Emotional Intelligence Scale (WLEIS), General Self-efficacy Scale, and the Clinical Competence Scale. As a result, emotional intelligence, self-efficacy, and clinical competency of the Korean nursing students were found to be at moderate levels(Emotional intelligence: M=4.7, SD=0.81; Self-efficacy: M=3.2, SD=0.34; Clinical competency: M=3.4, SD=0.56). Also, the nursing students with higher grades and satisfaction on clinical practice were found to have significantly higher emotional intelligence, self-efficacy, and clinical competence. Moreover, there were significant positive correlations between emotional intelligence and clinical competency(r=.566, p<.001), self-efficacy and clinical competency(r=.440, p<.001). The factors affecting clinical competency were emotional intelligence, self-efficacy, and gender. They amounted to 49.3% in clinical competency. These results indicate a need to develop effective teaching methods and learning strategies to promote clinical competency of the nursing students.

• Journal of Families and Better Life
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• v.27 no.5
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• pp.195-206
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• 2009

The main purpose of this study was to examine the effects of maternal achievement pressure and emotional support on adolescents' achievement motivation. A total of 241 adolescents in the second grade of two middle schools in Seoul and their mothers participated in the study, and completed questionnaires on mothers' achievement pressure and emotional support. Adolescents also answered a questionnaire on achievement motivation. Sohn's(1997) Achievement Pressure Scale, Sung's(1993) Social Support Scale and Hermans'(1970) Prestatie Motivatie Scale were used for this survey. Data were analyzed by Pearson's correlation coefficients, t-tests, regressions, and one-way ANOVA with Duncan's multiple range tests. Results showed that maternal achievement pressure and emotional support and adolescents' achievement motivation did not vary as a function of sex. Maternal achievement pressure and emotional support had positive effects on achievement motivation of adolescents, and maternal achievement pressure played a more influential role on the motivation of adolescents than emotional support. Among four groups divided by the level of maternal achievement pressure and emotional support, high/high, high/low, low/high, and low/low, adolescents in the high/high group were perceived to have the highest achievement motivation. Findings suggest that both maternal achievement pressure and emotional support are important in improving adolescents' achievement motivation.