• Journal of the Korean Home Economics Association
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• v.45 no.4
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• pp.87-96
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• 2007

The purpose of this study was to investigate the relationship between the father's emotional expressiveness and verbal controls, and his children's social competency depending on gender. Subjects were 156 five-year-old children and their fathers in 4 private kindergarten in Gyeongi province. The data obtained were analyzed by frequencies, percentiles, means, standard deviations, Cronbach's alpha, t-test, and Pearson's correlations. The major findings of this study were as follows: 1) A significant difference was found between the children's gender in terms of children's external behavioral problems in social competency. 2) There was a negative correlation between the fathers' negative emotional expressiveness and their male children's social competency. 3) There was a negative correlation between the fathers' imperative control under verbal controls and their male children's social competency.

• Journal of East-West Nursing Research
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• v.28 no.2
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• pp.179-189
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• 2022

Purpose: Based on the results of Grandey's Emotion Regulation Process Model and previous studies, this study was conducted to identify the relationship between emotional labor, communication competency, emotional intelligence, social support, and burnout, and to identify factors affecting burnout of nurses in outpatient department. Method: The participants were 190 nurses with more than six months of experience working at the outpatient department of a general hospital in Seoul. Data were collected from April 5 to May 28, 2021, and analyzed using SPSS/WIN 25.0. Results: Significant variables affecting burnout were emotional labor, communication competency, emotional intelligence, education, and total clinical experience. Social support showed a statistically significant negative correlation with burnout, but did not affect burnout. Burnout showed a statistically significant a positive correlation with emotional labor, and showed a negative correlation with communication competency, emotional intelligence and social support. We found a negative correlation between burnout and subjective health status. Emotional labor had a positive effect on burnout. Emotional intelligence, clinical experience for more than 10 years, communication competency, and education for masters or higher negatively affected burnout, respectively. They accounted for 49.2% of the total variance of burnout. Conclusion: Based on the results of this study, it is necessary to reduce emotional labor, one of the major predictors of burnout for outpatient care. In order to prevent emotional labor that results in burnout, an integrated program that improves emotional intelligence and communication competency should be developed.

• Journal of Information Technology Services
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• v.10 no.4
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• pp.133-147
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• 2011

This study explores the applicability of social capital theory in IT project management. Specifically, an empirical model is developed using different types of leadership competencies (emotional, cognitive, and social) as independent constructs impacting IT project performance. Social capital shared among team members are measured and placed as a mediating construct between leadership competencies and performance. Using PLS analysis of 120 data points collected through a survey of IT project participants in two large electronic manufacturers, direct and indirect impacts of leadership competencies are explicated. Research results reveal that emotional leadership competency seems to directly influence the project performance but not through team social capital, while social leadership competency seems to indirectly influence the project performance through team social capital but not directly onto the project performance. Cognitive leadership competency is the only leadership competency that maintains direct and indirect influence on project performance. Total effect of cognitive competency on project performance is almost two times larger than the total effect of emotional leadership competency and six times larger than the total effect of social leadership competency. Implications of findings are discussed at the end, and further studies are suggested.

• Korean Journal of Child Studies
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• v.18 no.2
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• pp.311-331
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• 1997

This study investigated the relationship between preschool children's social competence and perceived social support. The subjects were 85 children enrolled in 10 kindergartens and nurseries located in Seoul. Social support was assessed by children themselves with a social support dialogue Cask, "My Family and Friends," developed by Reid, Lamdegman, and Jaccard (1989). This task consists of 12 dialogues based on Vygotskian principles. Social competency was assessed by teachers with a slightly modified version of Song's Iowa Social Competency Scale (ISCS). The data were analyzed by frequencies percentiles, mean, one-way ANOVAs, and Pearson's correlations. Results showed that (1) Children perceived parents to be the best multi-purpose social providers: mothers for emotional support and fathers for instrumental support. (2) Children with unemployed mothers perceived higher maternal emotional, informational, and instrumental support than children with employed mothers. (3) Middle-class children perceived higher friendship support than upper-or lower-class children. (4) Friendship support was the one variable most significantly related to children's social competence.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.4
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• pp.369-380
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• 2021

Purpose: The objectives of this research are to verify the development and effectiveness of a nursing student emotional competency promotion program that is important in professional nursing strategies for strengthening the psychological well-being of patients. Methods: This research was done by developing an emotional competency promotion program for nursing students according to the analysis, design, development, implementation, evaluation (ADDIE) model. Apply the program to students and evaluate their effects on their self-awareness, self-management, social awareness, relationship management and self-efficacy using a nonequivalent control group pretest-posttest design. The subjects of this research were 48 nursing students enrolled in the department of nursing of D College; 24 students were placed in the experimental group and 24 students were in the control group. The experimental group participated in the developed program from December 18, 2017 to January 12, 2018, for a total of 8 sessions. Each session was 120 minutes long. For data collection, a pretest, posttest 1 and 2 were performed using an independent t-test and repeated measure ANOVA using SPSS/WIN 22.0. Results: The experimental group who participated in the emotional competency promotion program showed higher self awareness (F=5.65, p=.005), self management (F=11.12, p<.001), social awareness (F=5.02, p=.009), relationship management (F=11.22, p<.001) and self-efficacy (F=14.24, p<.001) than the control group. These results were supported by a statistically meaningful difference in the time period and the interaction between the time period and the two groups. Conclusion: The study's findings indicate that the emotional competency promotion program developed through this study is effective at increasing the self-awareness, self-management, social awareness, relationship management and self-efficacy of nursing students.

• Educational Technology International
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• v.22 no.1
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• pp.87-109
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• 2021

The purpose of this study was to understand the influence of the level of social emotional competence of college students on their achievement emotion, life satisfaction, and academic achievement. To this end, a survey was conducted with 301 college students in the Busan and Gyeongnam areas of Korea in 2019. The students were divided into high, medium, and low levels according to social emotional competence. Then, on the basis of these divisions, their achievement emotion, life satisfaction, and academic achievement were compared with oneway ANOVA. The results indicated that students with high social emotional competence had higher average scores in positive achievement emotion: enthusiasm, hope, and pride; lower average scores in negative achievement emotion: anger, anxiety, shame, frustration, and boredom; and higher average scores in life satisfaction, and academic achievement compared to the group with middle and low social emotional competence. Based on the results, this article discusses considerations and recommendations for follow-on studies. It also highlights the need for social emotional competence education in Korea against the backdrop of intense pressure on students to perform well academically and a culture where emotion is not freely expressed.

• 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.

• Journal of the Korean Home Economics Association
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• v.35 no.3
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• pp.31-45
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• 1997

The main purpose of the study was to examine relationships of child development with maternal social networks and maternal perceptions of parenting difficulty. Subjects were 90 children, ages 4 and 5, with their mothers. Child development was measured by School Readiness Test, peer nomination, and social competency ratings by teachers. Mothers responded to a questionnaire regarding social networks and parenting difficulty. The major findings of the study include: 1) Employed mothers reported receiving less emotional support and listed more in-laws and work colleagues in their social network than unemloyed mothers. 2) Mothers who perceived receiving more emotional support from networks reported less difficulty in parenting, especially in providing cognitive stimulation and daily routine care to their children. 3) Children's age and maternal perceptions of easiness in providing cognitive stimulation were the most contributing factors for predicting children's learning readiness and social competency.

• Journal of Korean Academy of Nursing Administration
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• v.21 no.1
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• pp.32-42
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• 2015

Purpose: This study was done to elicit basic data for effective human resource management by identifying the relationships among job embeddedness, emotional intelligence, social support, and the turnover intention of Nurses. Methods: Research design was to build a hypothetical causal model between variables and to verify its fitness. The sample for this study was 283 nurses with careers of more than 6 months in one hospital of more than 800 beds located in Seoul. They agreed in writing and this study was approved by the Institutional Review Board. Data were analyzed using SPSS 18.0 and AMOS 18.0 program. Results: Differences in general characteristics for the variables were significant for age, marital status, education, work experience, job title, income, and department. Job embeddedness, emotional intelligence and social support were significantly correlated to turnover intention. Job embeddedness to emotional intelligence and social support showed positive effects and a negative effect to turnover intention. Emotional intelligence to turnover intention showed a positive effect, but social support was not significant. Conclusion: Organizations should provide ways to minimize voluntary turnover of a competent workforce and demonstrate their competency. Also it should develop training and management programs to effectively utilize emotional intelligence.

• The Journal of Korean Philosophical History
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• no.25
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• pp.7-40
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• 2009

The aim of this paper is to establish the theoretical foundation on "the integrative study of the character education for the promotion of social and emotional competencies of children.". Based on the social and emotional learning(SEL), this paper is tried to find out the effective ways to develop children's good character. According to SEL, social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. And it is also the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions. Five key competencies such as self-awareness, social awareness, responsible decision making, self-management, relationship skills are taught, practiced, and reinforced through SEL programming. Both the social and emotional learning movement and the character education share in common the idea that much of human character can be modified for the better through learning. While character educators engage in developing civic virtue and moral character in our youth for more compassionate and responsible society, SEL educators engage in educating for a safe, secure, caring society. To effectively teach social and emotional competencies, the teachers themselves must embrace a teaching and learning philosophy that models the attitudes, feelings, and behaviors we aim to teach.