• KSII Transactions on Internet and Information Systems (TIIS)
• /
• v.16 no.8
• /
• pp.2720-2735
• /
• 2022

This study proposes an internet design framework for users to improve their positive emotions when they are in a negative mood. First, the literature review focuses on the definition of emotion, positive emotional design in internet experiences, and emotion regulation. Second, in order to construct an internet design framework that improves positive emotion, this paper adopts a qualitative analysis method to analyze 70 collected studies in the area of regulating emotion and stimulating positive emotions. Additionally, bibliometrics and statistics are conducted to summarize the framework and strategies. Third, two cases of internet design are presented: (a) Internet design that improves users' positive emotions is examined under the background of extreme rainstorm as an example; an applet service design is provided by case study; (b) in the context of COVID-19, we developed an Internet of things interactive design that improves users' positive emotions. Fourth, the internet design framework and the results of the case studies are analyzed and discussed. Finally, an internet design framework is proposed to improve users' positive emotions when they are in a negative mood, which includes the Detachment-empathy framework, External-protection framework, Ability-strengthen framework, Perspective-transformation framework, and Macro-cognitive framework. The framework can help designers to generate design ideas accurately and quickly when users are in a negative mood, to improve subjective well-being, and contribute to the development of internet experience design.

• Journal of Distribution Science
• /
• v.16 no.6
• /
• pp.85-96
• /
• 2018

Purpose - There are many antecedences and consequences of the positive emotions of customers. The purpose of this research is to examine how Chinese service companies improve not only the positive emotions of customers but also the quality of life through effective verbal and nonverbal communication. Furthermore, we tried to analyze the moderating role of negative expectancy disconfirmation perceived by customers in those causal relationships among the variables. Research design, data, and methodology - The eight hypotheses were proposed and we tested them empirically in this research. Four hypotheses were about the relationship among communication, positive emotion, trust and quality of life. The other four hypotheses were about the moderating effect of negative expectancy disconfirmation in the causal relationships among four variables such as communication, positive emotion, trust and quality of life. A total of 356 samples who had visited the service companies in China were surveyed and 8 hypotheses were tested by empirical analysis using SPSS and AMOS. Results - The results of this research are as follows. First, positive verbal communication and nonverbal communication of employees in the service company have a positive effects on the positive emotions of customers. Second, positive emotion has a positive effect on the overall quality of life on the customer side as well as the trust on the corporate side. Third, negative expectancy disconfirmation perceived by customers has negative moderating effect in the causal relationship between employees' positive verbal communication and customers' positive emotion, and it also has a negative moderating role in the causal relationship between customers' positive emotion and overall quality of life. Conclusions - Based on these results, there can be such implications as follows. First, managers and employees of service companies can induce positive emotion of customers through effective communication. Second, service companies should try to improve not only the corporate-side performance like trust but also the customer-side performance like quality of life. Third, it will be significant for them to lower the level of negative expectancy disconfirmation for the purpose of improving not only the positive emotions of customers but also the quality of customers' life.

• Korean Journal of Child Studies
• /
• v.32 no.5
• /
• pp.13-28
• /
• 2011

This study explored the relationship between parental reaction to children's negative emotions, child's self-regulation and stress-coping behaviors. This study also examined the mediating effect of a child's self-regulation between parental reactions to children's negative emotions and a child's stress-coping behaviors. The sample included 407 elementary school 5th-6th grades and their parents (comprising 407 couples) in Seoul. The research results are summarized as follows. First, parental reactions to children's negative emotions were significantly related to the child's self-regulation and stress-coping behaviors. Secondly, it was also found that parental reactions to children's negative emotion were both partially and indirectly related to a child's stress-coping behaviors through the child's use of self-regulation.

• Journal of Korean Elementary Science Education
• /
• v.38 no.4
• /
• pp.496-509
• /
• 2019

This study explores the types of epistemic emotions that elementary-school students experience in science classes and the cognitive appraisal factors that affect these emotions. Thirty-two fourth-grade students of an elementary school in Gyeonggi-do, South Korea, participated in 20 science periods and wrote emotional diaries at the end of each class. In addition, the researcher conducted follow-up interviews to investigate the types of cognitive appraisal factors that caused the students to experience specific epistemic emotions that were recorded in their emotional diaries. The emotional diaries and interview data were analyzed using the constant comparative method of qualitative analysis. As a result, it was found that students experienced various positive and negative epistemic emotions. In addition, the cognitive appraisal factors experienced by the students were categorized into curriculum knowledge, experimental materials, experimental content, students, teachers, themselves, and integrated factors. We discussed that students' epistemic emotions are constructed cognitively and socially and that students inevitably experience negative epistemic emotions during science classes.

• Women's Health Nursing
• /
• v.5 no.3
• /
• pp.287-298
• /
• 1999

The purpose of this study was to determine the relationship between emotion related to Pap smear and continuous participation in Pap smear screening by married women. The subjects for this study were 209 married women who had at least one previous Pap smear. The data were collected using a self reported survey questionnaire which was developed by the researchers. It's Cronbach's alpha score ranged from .8799 to .9118. Data analysis was done by descriptive statistics. ANOVA, t-test and Pearson correlation using the SPSS Win program. The results are as follows: 1. The mean for continuous participation in Pap smear screening over the past three years was 1.95. 2. The mean score for negative emotions related to Pap smear screening was 3.2. 3. The mean score for positive emotions related to Pap smear screening was 3.9 4. Positive correlations were found between positive emotion and continuous participation in Pap smear screening (r=.417, p<.05). A weak negative correlation was found between negative emotion and continuous participation in Pap smear screening (r=-.213, p<.05). In conclusion, negative and positive emotions had a significant effect on continuous participation in the Pap smear screening among married women. This suggests that reducing negative emotions and activating messages which relate to positive emotions may be an effective strategy for increasing continuous participation in Pap smear screening.

• Journal of Oriental Neuropsychiatry
• /
• v.32 no.3
• /
• pp.155-166
• /
• 2021

Objectives: To analyze correlation between CSEI-S and MMPI-2 subscales to provide evidence for clinical application of the CSEI-S. Methods: Survey data of CSEI-S and MMPI-2 from 109 university students were analyzed. Demographic characteristics were subjected to descriptive analysis. Mann-Whitney U test and Pearson's correlation analysis were performed for CSEI-S and MMPI-2 scores. Results: The CSEI-S scale Joy (喜) showed a negative correlation with MMPI-2 clinical scales Hs, D, Hy, Pd, Pa, Pt, Sc, and Si. Six negative emotion scales of the CSEI-S showed positive correlations with MMPI-2 clinical scales except Mf and Ma. The CSEI-S scale Joy (喜) showed negative correlations with MMPI-2 restructured clinical scales RCd, RC1, RC2, and RC7. Six negative emotion scales of the CSEI-S showed positive correlations with restructured MMPI-2 clinical scales. The 60T-and-over group of MMPI-2 clinical scales D, Pd, Pa, Pt, Sc, Si, and Si showed significantly higher negative emotions than other groups. The 60T-and-over group of MMPI-2 scales D, Pt, Sc, and Si showed significantly lower Joy (喜) score than other groups. The 60T-and-over group of MMPI-2 restructured clinical scales RCd, RC2, RC3, RC6, RC7, RC8, and RC9 showed significantly higher negative emotions than other groups. The 60T-and-over group of MMPI-2 scales RCd, RC6, and RC7 showed significantly lower Joy (喜) scores than others. Conclusions: The CSEI-S showed consistent results with the original CSEI and MMPI-2 subscales. Thus, is a useful diagnostic tool in clinical practice.

• Journal of Korea Multimedia Society
• /
• v.24 no.11
• /
• pp.1580-1587
• /
• 2021

Currently, the development and sale of various emoticons has given users a wider range of choices, but a systematic and specific approach to the recognition and use of emoticons by actual users is lacking. Therefore, this study tried to investigate the subjective perception and visual attention concentration of actual users on negative emotional expression emoticons through a survey and eye tracking experiment. First, as a result of subjective recognition analysis, it was found that emoticons are frequently used because their appearance is important, and they can express various emotions in a fun and interesting way. In particular, it was found that emoticons that express negative emotions are often used because they can indirectly express negative emotions through various and concretely expressed visual elements. Next, as a result of the eye tracking experiment, it was found that the negative emotional expression emoticons focused on the large elements that visually emphasized or emphasized the emotional expression elements, and it was found that the focus was not only on the facial expression but also on the physical behavioral responses and language of expression of emotions. These results will be used as basic data to understand users' perceptions and utilization of the diversified emoticons. In addition, for the long-term growth and activation of the emoticon industry market in the future, continuous research should be conducted to understand the various emotions of real users and to develop differentiated emoticons that can maximize the empathy effect appropriate to the situation.

• Educational Technology International
• /
• v.17 no.2
• /
• pp.151-174
• /
• 2016

This study examined the effects of simulation game-based learning on academic emotions (positive, negative) and achievement (factual, conceptual, procedural knowledge acquisition). Sixty-three students from a high school located in South Korea were chosen for the study. The students were assigned to either an experimental group for simulation game-based learning or a comparison group for instructor-led lectures. The results demonstrated that there was a significant difference between the comparison and experimental groups in both positive and negative academic emotions. However, there was no significant difference in factual, conceptual and procedural knowledge acquisition. The results indicate that simulation game-based learning generates more positive emotions than instructor-led lectures.

• International Journal of Advanced Culture Technology
• /
• v.12 no.2
• /
• pp.190-195
• /
• 2024

This study aimed to investigate types of emotional experiences that college students undergo, particularly those affecting learning motivation and academic performance. To this end, six college students residing in Seoul, South Korea participated in a series of 'focus-group interview (FGI)' sessions in which in-depths discussions took place. The researcher attempted to draw the participant students' opinions and ideas as they made interactions with each other. Three participants were placed in each of two groups, and each group had approximately 90-minutes-long sessions. The results showed that positive emotions, such as joy and enthusiasm, can increase learning motivation and academic achievement, while negative emotions such as anxiety and stress can hinder them. The findings also highlight that students actively employ coping strategies to manage negative emotions. Moreover, the study underscores students' desire for improved emotional support from instructors, indicating a gap between their expectations and the actual emotional care provided in educational settings. Relevant issues are discussed for future suggestions.

• Culinary science and hospitality research
• /
• v.16 no.2
• /
• pp.110-135
• /
• 2010

The purpose of this study was to examine the effects of a mileage program on consumers' negative emotions and behavior when the program failed. To accomplish the purpose of this study, the failures in mileage programs were classified into three types(refusal, delay, reduced advantages) with two types of customers' commitment(affective and calculative), and an experimental design was used to verify the effect of customers' negative emotions on their negative behavior when the programs fail. A total of 600 university students in Seoul and Pusan areas were surveyed from 1st of Sept. to 30th in 2009. The result suggests that both consumers with affective commitment and those with calculative commitment felt negative emotions(regret, disappointment) when a mileage program failed. Consumers with affective commitment to a company are expected to give negative words of mouth to others. Also, consumers with calculative commitment to a company are expected to complain and give negative words of mouth to others.