Foundations of Emotional Research and Its Application

Richard P. Bagozzi 한국마케팅학회 2020 마케팅연구 Vol.35 No.4

The first and last comprehensive review of research into emotions in marketing appeared more than 20 years ago and has received nearly 4,000 Google Scholar citations (Bagozzi, Gopinath, & Nyer, 1999). At that time, knowledge about emotions was in early stages of development, and little research could be found in marketing investigating emotions. Many advances in emotional theories and findings have occurred in psychology over the past two decades, and research in marketing with regard to emotions has exploded. Today, we know that decision making, choice, and action cannot be explained solely with cognitive and rational theories, and emotional content is essential to account for these. This paper considers what emotions are and why they are important. Appraisal theories of emotions are described and updated, and three kinds of emotions are examined: basic emotions, self-conscious emotions, and moral emotions. Neurobiological bases of emotions are then detailed, and next the notions of compound mental states, multidimensional emotions, and “big ideas”, are introduced. Finally, discussion of emotions in cultural context is treated and suggested as the next frontier in emotional research.

정서적 문식성 중심의 시 감상교육 연구

김민지 ( Minji¸ Kim ) 서울대학교 국어교육과 2021 先淸語文 Vol.48 No.-

This Study introduces ‘Emotional Literacy’ as a concept to explain the learner’s emotional response to poetry, based on the belief that poetry appreciation education should pay attention to the learner’s emotional response process, and aims to project poetry appreciation education for developing emotional literacy. The act of appreciating poetry is not only an act toward the other implied in the poem but also toward the inside of the self. Thus, the learners as the reader can figure out in depth the emotion of the text through experiencing the other’s and their own emotions, and understanding how that experiences are related with subject’s perception and way of life. This way of poem reading is made possible through the process of constant communication between the other and the learners, and the emotions provoked in the appreciation process can be internalized in learners through self-reflection on their own reaction. Therefore, This study conceptualizes the ‘Emotional Literacy’ as learner’s ability to perceive, understand, express, and self-reflect about the emotion in the process of poetry appreciation, and aims to design the poetry appreciation education by analyzing the types and problems of the real learner’s practice of emotional literacy. In order to examine the types of emotional literacy of the learners, this study selected the modern poetry texts according to the criteria for activating the emotional response. After that, based on the theory of the appreciation of works of art, presented principle as ‘Perception of expressed emotions in the text’, ‘Communication for understanding emotions subjectively’, and ‘Self-reflection of emotional response for expressing emotions’. This study assumed these categories as having a circular and complementary nature rather than a linear process or stages. Based on this, this study categorized the real practicing aspects by analysing the learners’ reports. The aspects of learners’ emotional literacy practicing were categorized as follows by data analysis. First, ‘Understanding informations of the text and Perceiving of expressed emotions in the text’ was presented as capturing emotions through discovery of emotional marks, suggesting emotional situations through text citations, and inferring emotions through context reconstitution. Second, as the result of categorizing by similarity of experiences that learners use as a communication mechanism to build a communicative relationship between themselves and others, ‘Communication between self-other and Subjectivization of emotions’ was presented as empathic understanding of emotions through recollecting similar experiences, relative understanding of emotions through referring adjacent experiences, and concretization of own emotions through comparing with others. Third, ‘Self-reflecting of emotional response and expression of emotions’ was divided into two aspects according to the learner’s reflection process on self-expression, it was found to recognize the effect of other’s emotional expression and to reconstruct emotional expression through reflective comparison. This study explored the possibility of education about emotional response by assuming the emotional literacy as learners’ appreciation ability that can be confirmed and extended in the process of poetry appreciation. The significance of this study is that it can form a communicative self, secure active attitude of learner as the emotional subject, deepen the learners‘ appreciation and enhance their ability to express emotions, by designing concrete educational methods through analyzing the aspects of actual learners.

ON THE EFFECT OF EMOTIONAL UNCERTAINTY ON PREDICTED UTILITY AND FORECASTING ERROR: THE UNCERTAINTY-PREDICTION ASYMMETRY (UPA) HYPOTHESIS

Athanasios Polyportis,Flora Kokkinaki 글로벌지식마케팅경영학회 2018 Global Marketing Conference Vol.2018 No.07

The present research examines the Uncertainty-Prediction Asymmetry (UPA) hypothesis, that low certainty incidental emotions, compared to their high certainty counterparts, lead to utility overprediction and to lower forecasting error. Introduction Cognitive appraisals of emotion have been included in the state-of-the-art theory of emotion and decision-making (Lerner & Keltner, 2000; Lerner, Li, Valdesolo, & Kassam, 2015). For instance, Tiedens & Linton (2001) discuss how happiness involves appraisals of high certainty, and sadness involves appraisals of low certainty. In terms of forecasting, systematic processing is generally considered to lead to less forecasting error compared to heuristic processing. Tiedens & Linton (2001) argue that, if accuracy is the ultimate goal the individual needs to rely on more thoughtful processes. Seeking a state of certainty is more cognitively engaging and requires more cognitive resources. But how do people predict future utilities in the first place? Theoretical background Kahneman & Thaler (2006) analyze forecasting as a two-step procedure, encompassing a current prediction as well as a future event. Breaking down the present and future situation allows researchers to assess accuracy and detect how errors occur. Kahneman & Snell (1992) report that people tend to underpredict future utilities. Typically, the experienced utility is higher (i.e. more liked or less disliked) compared to the earlier prediction. In the present paper we argue that emotional uncertainty leads to utility overprediction and thus reduces forecasting error. This hypothesis is in line with the Appraisal-Tendency Framework (ATF-overview in Lerner et al., 2015). According to the ATF, an emotion may trigger a cognitive predisposition to assess future events in line with the central appraisal dimensions that triggered that emotion. Such appraisals provide a perceptual schema for interpreting subsequent situations. In the context of the present research, the certainty-uncertainty cognitive appraisal is hypothesized to trigger a predisposition that affects the utility prediction mechanism and leads to utility overprediction. This hypothesis is also in line with the uncertainty intensification hypothesis (Bar-Anan, Wilson, & Gilbert, 2009), according to which the uncertainty of experienced emotions makes unpleasant events more unpleasant and pleasant events more pleasant. The present research examines an Uncertainty-Prediction Asymmetry (UPA) hypothesis. In three experimental studies we test the hypotheses that low certainty incidental emotions, compared to their high certainty counterparts, lead to utility overprediction (H1) and to lower forecasting error (H2). Emotional certainty, as an appraisal dimension of emotions, is expected to create a prediction asymmetry through its effect on both predicted utility and forecasting error. The mediating role of heuristic processing in the relationship between emotional certainty and forecasting error is also investigated. Experiment 1 The first experiment examines the hypothesis that low emotional certainty leads to utility overprediction (H1). Eighty postgraduate students were randomly assigned to a high emotional certainty (disgust) vs. a low emotional certainty (fear) condition. Emotion induction involved exposure to pretested video clips (see Han et al., 2012). Following this manipulation, the experimental utility (a small candy bar) was distributed and participants were encouraged to consume it (see Kahneman & Snell, 1992). They were then asked to report on 13-point scales how much they liked the utility and to predict how much they would like it in the future consumption occasion (a week later). The results revealed a significant difference in predicted utility between the high (M = 2.22, SD = 1.33) and low (M =3.65, SD = 1.37) emotional certainty conditions (F = 4.43, p = 0.04, partial eta squared = 0.10). Experiment 2 The second experiment includes a “future event”, that is measures of the utility that was originally predicted, in order to also estimate forecasting error. The experiment therefore tests if (a) the main effect of emotional uncertainty on predicted utility is confirmed (H1) and (b) there is a significant main effect of emotional uncertainty on forecasting error (H2). In addition, this experiment examines whether these effects are independent of the valence appraisal dimension of emotions. Given that Experiment 1 involved two negatively valenced emotions, emotional valence (positive vs. negative) was included in the experimental design. Seventy three postgraduate students participated in a five-consecutive-days experiment. During the first day, participants were randomly assigned to a fear (negative valence, low certainty), disgust (negative valence, high certainty), hope (positive valence, low certainty) or happiness (positive valence, high certainty) condition. Specifically, participants were asked to report an experience in which they had felt this particular emotion through an Autobiographical Emotional Memory Task (AEMT) (as in Smith & Ellsworth, 1985). Following this experimental manipulation, the experimental utility (a small chocolate bar) was distributed and they were again encouraged to consume. Subsequently, they were asked to rate how much they liked and how much they would like the utility on the fifth day. Depth of processing was assessed with four items (α=0.77), adjusted from Griffin et al. (2002). Specifically, these items measured the heuristic processing performed during the prediction process. Participants were contacted again on each of the remaining four days and were asked to consume the utility and to complete a short questionnaire (comprising ratings of the consumption experience and of the predicted utility on the fifth day). The results reported here involve only the data obtained on the first and final day of the experiment, and the forecasting error was estimated as the difference between the experienced utility of the last day and the predicted utility of the first day. In line with hypothesis H1, emotional certainty had a significant main effect on predicted utility (F = 6.18, p = 0.002, partial eta squared = 0.08). Specifically, predicted utility in the low emotional certainty condition was higher (M = 2.69, SD = 1.09), compared to that of the high certainty condition (M = 0.78, SD = 1.66). There was no significant interaction effect between certainty and valence. These findings provide further support for our H1 and indicate that emotional certainty influences utility prediction irrespective of the valence of incidental emotions. Moreover, a significant main effect of certainty on forecasting error was observed (F = 4.16, p = 0.045, partial eta squared = 0.06). Forecasting error was lower in the low certainty condition (M = 0.59, SD = 1.28) compared to the high certainty condition (M = 2.19, SD = 1.48). There was no significant interaction effect. Moreover, a mediation analysis revealed that heuristic processing mediated the effect of certainty on forecasting error (p**<0.05). Experiment 3 The previous two experiments indicate that the effects of incidental emotional states on predicted utility and forecasting error may be due to the certainty-appraisal dimension of these emotional states. A possible criticism and an inherent limitation of Experiments 1 and 2 might lie on the possibility that these effects are not independent of the other appraisal dimensions. This is related to a key methodological issue. In Experiments 1 and 2, the induced emotions were different in terms of certainty or uncertainty, but these emotions might have differed in other ways and across other appraisal dimensions as well. To eliminate this possibility and to strengthen our argument, we employ here a manipulation of the certainty appraisal of the same emotion. We therefore compare predicted utility and forecasting error in the same emotional state under conditions of low and high certainty. In Experiments 1 and 2 the emotions induced are strong representatives of each side of the certainty appraisal dimension. However, emotions located in the middle of this dimension provide an interesting opportunity since they might allow us to compare their effects when they are associated with lower or higher levels of certainty. In this experiment we have chosen to focus on the emotional state of sadness. Sadness was selected because it is near the middle of the certainty-uncertainty dimension (Smith & Ellsworth, 1985). Similar manipulations of sadness have been reported in the literature (Tiedens & Linton, 2001). Sixty postgraduate students were randomly assigned to a low vs. high certainty sadness condition. High certainty participants were asked to recall and report an experience or event in which they had felt high certainty sadness (i.e. during which they understood what was happening and could predict what was going to happen next), through an Autobiographical Emotional Memory Task (AEMT) as in Experiment 2. Similarly, low certainty participants were asked to recall and report an event or experience that had generated low certainty sadness. Following the experimental manipulation, the experimental utility (a small chocolate bar) was served. Participants were again encouraged to consume some of it and were asked to complete 13-point ratings of how much they liked it and how much they would like it in the future occasion (a week later). Eight items (α=0.81), adapted from Griffin et al. (2002), measured the heuristic processing performed during the prediction process. Participants also completed ten items adjusted from PANAS questionnaire (Watson et al., 1988). A week later, participants consumed the utility and completed a short questionnaire. The results revealed a significant main effect of certainty on the predicted utility (F = 4.00, p = 0.05, partial eta squared = 0.06). Predicted utility in the low certainty sadness condition was higher (M = 4.21, SD = 1.55) compared to that of the high certainty condition (M = 3.35, SD = 1.78). A significant main effect of certainty on forecasting error was also observed (F = 5.04, p = 0.03, partial eta squared = 0.10). Forecasting error in the low certainty condition (M = -0.10, SD = 1.65) was lower compared to that of the high certainty condition (M = 1.02, SD = 1.81). A mediation analysis revealed that heuristic processing again mediated the effect of certainty on forecasting error (p**<0.05). Conclusion The contribution of this research is mostly highlighted by the counter-intuitive findings that lower certainty emotions lead to judgment with higher accuracy, as well as to an overprediction of utilities, related to their certainty counterparts. Therefore, the current findings provide support for the proposed Uncertainty-Prediction dual Asymmetry (UPA) hypothesis. Future research needs to corroborate these findings, to clarify the mechanisms underlying the observed asymmetry and to identify boundary conditions.

Teaching and Emotions: How do elementary school teachers think about students' emotions in physical education class?

유생열 한국체육교육학회 2015 한국체육교육학회지 Vol.20 No.3

Purpose: The purpose of the study was to investigate how elementary school teachers think about emotions in their students, including their beliefs about emotions and what they see as the most influential factors in students' successful performance in physical education class. Methods: Twenty one elementary school teachers who teach physical education regularly (10 female and 11 male) were asked to confirm how they think about emotions when they have instructions. The participants were from a variety of schools in Kyeung-gi province and Incheon metropolitan area. Mean teaching experience year was 10.67 year (+4.07). Semi-structured interview, focus group interview, and review of literature were employed to get data. By interviewing five other teachers who did not participate in the main research, the researcher identified their thinking about emotions and found how this matched to the research findings in this research. Results: Data analysis revealed seven emerging statements: (1) Emotions are vital and critical to most behaviors in physical education class; (2) Emotions play significant role in building and sustaining relationships with others; (3) Positive and negative emotions play significant role in physical education class; (4) Students' self-confidence and task values are of importance for emotions; (5) Teachers can help students to regulate emotions using relaxation, reappraisal, competence development, and situational change; (6) Teacher's instruction and emotions are deeply related to students' emotions and motivation; (7) Different achievement goals contribute to students' emotions. Conclusion: Teachers can make use of students’ varying emotional reactions by identifying the specific tasks and situations that result in them enjoying lessons and help students build their capacity for experiencing positive emotions.

Teaching and Emotions

Yoo Seang-leol(유생열) 한국체육교육학회 2015 한국체육교육학회지 Vol.20 No.3

본 연구의 목적은 초등학교에서 체육시간에 교사들이 학생들의 정서를 어떻게 생각하며, 특히 학교 체육에서 학생들의 성공적인 체육수업을 위해서 가장 영향력 있는 요소가 무엇인지를 조사하는 것이었다. 경기도 지역과 인천 도심지역 출신의 21명의 초등학교 교사(10명의 여성과 11명의 남성)가 연구에 참여하였다. 이들의 평균 교사 경력은 10.67(+4.07)년이었다. 반구조화 면담, 집단 초점 면담, 그리고 문헌고찰이 연구 자료를 얻는데 사용되었다. 또한 본 연구에 참여하지 않은 다른 5명과의 면담을 진행하여 이들의 생각과 본 연구에서 드러난 요소들과의 대조를 통해 교사들의 생각을 비교하였다. 본 연구의 자료 분석을 통해 드러난 7가지의 주제 진술은 다음과 같았다. (1) 체육시간에 정서는 대부분의 학생 행동에 대단히 중요하다. (2) 정서는 타인과의 인간관계를 형성하고 유지하는데 중요한 역할을 한다. (3) 긍정적 정서와 부정적 정서는 학교 체육에서 중요한 역할을 한다. (4) 학생의 자신감과 과제의 가치는 정서에 매우 중요하다. (5) 교사는 이완방법, 상황에 대한 재해석, 유능성 훈련, 상황적 변화를 이용해 학생들의 정서를 조절하여 도움을 줄 수 있다. (6) 교사의 수업 방법과 정서는 학생의 정서와 동기유발과 밀접한 관계가 있다. (7) 성취목표 형태의 변화는 학생의 정서에 영향을 미친다. 교사는 학생들이 수업을 즐기는 구체적 과제와 상황을 파악함으로 학생들의 다양한 정서적 반응을 이용하여 학생들이 체육 학습상황에서 긍정적인 정서상태를 경험하도록 학생들의 능력을 배양해주어야 한다. Purpose: The purpose of the study was to investigate how elementary school teachers think about emotions in their students, including their beliefs about emotions and what they see as the most influential factors in students" successful performance in physical education class. Methods: Twenty one elementary school teachers who teach physical education regularly (10 female and 11 male) were asked to confirm how they think about emotions when they have instructions. The participants were from a variety of schools in Kyeung-gi province and Incheon metropolitan area. Mean teaching experience year was 10.67 year (+4.07). Semi-structured interview, focus group interview, and review of literature were employed to get data. By interviewing five other teachers who did not participate in the main research, the researcher identified their thinking about emotions and found how this matched to the research findings in this research. Results: Data analysis revealed seven emerging statements: (1) Emotions are vital and critical to most behaviors in physical education class; (2) Emotions play significant role in building and sustaining relationships with others; (3) Positive and negative emotions play significant role in physical education class; (4) Students" self-confidence and task values are of importance for emotions; (5) Teachers can help students to regulate emotions using relaxation, reappraisal, competence development, and situational change; (6) Teacher"s instruction and emotions are deeply related to students" emotions and motivation; (7) Different achievement goals contribute to students" emotions. Conclusion: Teachers can make use of students’ varying emotional reactions by identifying the specific tasks and situations that result in them enjoying lessons and help students build their capacity for experiencing positive emotions.

법감정(法感情)의 인식론적 가능성 연구

전해정(Jun, Hae Jeong) 국민대학교 법학연구소 2013 법학논총 Vol.26 No.2

20세기 이후 세계적으로 감정에 대한 철학적 연구가 활발히 전개되었음에도 불구하고 우리나라의 법철학 분야에서는 감정연구가 싹트기 어려웠다. 그것은 감정에 따른 판결이 자의적이고 객관성, 타당성, 합리성이 없는 것으로 치부되었기 때문이다. 이성의 우월성을 근거로 하는 법실증주의의 영향으로 우리나라의 법추론자는 법적 의사결정과정에서 감정을 배제하도록 교육받는다. 이성에 따른 판결이 객관적이고 합리적이라는 신화는 현실과 괴리된 판결을 정당화시키곤 한다. 또한 추론과정에서 추론자의 감정을 배제하다보니 법감정이라고 하면 통상 국민의 법감정을 일컫게 되었다. 기존의 법철학 분야에서 법감정을 비합리적인 것으로 본 것과 달리, 아리스토텔레스의 사상을 기초로 하는 인지주의 감정론에 따르면 법감정에는 인식적 요소가 있다. 이러한 법감정의 개념은 아리스토텔레스, 흄, 아담 스미스, 누스바움 등의 연구로부터 도출될 수 있고 재구성된다. 이 글은 인지주의 감정론에 따라 법감정을 새롭게 정의한 후, 도덕감정으로부터 도출된 법감정의 합리성을 법추론자를 기준으로 살펴본다. 이는 여성의 경험을 인식의 근거로 삼는 맥락추론(여성주의 실천적 추론)의 합리성을 증명하기 위한 기초작업이다. While in 20th century philosophical works on emotions have been expanded in the world, legal philosophical works on emotions not in Korea because the rulings derived from emotions have been considered as not only arbitrary but also unreasonable and illegitimate. Korean law professors have educated students to use their reason, not their emotion in legal decision-making such as legal reasoning or argumentation. As the result of exclusion of legal emotions, the legal emotions, in general, have been regarded as emotions of people rather than of decision-makers. In search of both a role of legal emotion and its universality to secure reasonability, this paper is re-visiting legal emotions based on cognitive theories of emotions in a critical view of legal positivism which values the reason over the emotion. In addition, this paper tries to provide foundations for contextual reasoning, an in-depth research in the future.

국가에 대한 우발적 감정이 원산지 효과에 미치는 영향: 감정의 사회기능적 접근법을 중심으로

김한구 ( Han Ku Kim ),정보희 ( Bo Hee Jung ),김재일 ( Jae Il Kim ) 한국소비자학회 2012 소비자학연구 Vol.23 No.1

본 연구는 제품범주에 따라 소비자가 특정 국가에 대해 느끼는 우발적 감정(이하 국가 감정)이 제품태도, 구매의도 및 원산지 효과에 어떤 영향을 미치는지 검증해보고자 하였다. 본 연구에서 주된 이론으로 사용한 사회기능적 접근법에 따르면 인간은 집단으로 생활하는 존재로서 자기 나라는 내內집단(in-group)으로, 다른 나라는 외外집단(out-group)으로 구분한다. 그런데 외집단이 자기 나라(내집단)에 경제적 자원이나 물리적 재산을 손상시키는 등 위협을 가하면 외집단에 대하여 분노의 감정이 발생하며 공격적 행동을 나타낸다. 반면에 외집단이라 하더라도 잠재적으로 내집단이 될 수 있는 가능성이 높은 집단이 천재지변 등 불가항력적 사태를 만나면 내집단은 외집단에 대하여 연민의 감정을 갖게 되며 외집단과 미래의 호혜적 관계를 유지하기 위해 친사회적 행동을 나타낸다. 본 연구는 국가 감정 중 서로 상반된 효과를 발생시킬 것으로 예상되는 분노와 연민의 두 감정에 초점을 두었다. 그런데, 국가 감정이 태도 및 구매 의도에 미치는 영향은 제품과 일반적 국가 이미지의 일치 유형-호의적 일치, 비호의적 일치, 호의적 불일치, 비호의적 불일치-에 따라 상이할 것으로 가정할 수 있다. 연구 경과에 따르면. 구매의도에 있어서 연민을 느꼈을 경우에만 원산지 효과가 나타났다. 그리고 국가 감정에 있어서 분노는 제품 구매의도에 부정적 영향을 미치고, 연민은 긍정적 영향을 미치는 것으로 나타났다. 또한 제품국가 이미지 일치 유형에 따라 그 영향이 다르게 나타났다. 연민은 실증연구 대상제품 중 매주에 대한 구매의도에 긍정적 영향을 미쳤지만, 노트북에 대한 구매의도에는 영향을 미치지 않았다. 본 연구에서는 추가적으로 구매지연의도에서 원산지 효과가 나타나는지 검증하였다. 결과에 따르면 분노의 경우 국가에 따라 구매지연의도에 차이가 없었으며 원산지 효과가 나타나지 않은 반면, 연민의 경우에는 국가 간 구매지연의도의 차이를 보여 원산지 효과가 나타났다. There is a remarkable consensus in the literature about the country of origin (CO) effect that examines the effect of CO on product evaluation and buying intentions. While previous research on CO effect has mainly focused on cognitive factors, some recent research has begun dealing with the role of emotional factors in CO study. This study examined how emotions which consumers feel toward a country influence product evaluations and purchasing intention. This research also attempts to investigate the relationship between emotions toward source country and the CO effect. Particularly, this paper adopts the socio-functional approach of emotions to examine consumers` emotions toward a country. Based on a socio-functional approach, we suggested that consumers would perceive one country they belong to as an in-group and the other countries of which they are not members as an out-group. In addition, we specifically focused on two types of emotions, anger and pity. Anger is one of basic emotions while pity is one of more social and cognitive emotions. Anger is elicited when people face obstacles which prevent them from obtaining their desired outcomes. Thus, it is likely that anger occurs when an out-group takes away economic resources possessed by an in-group or when it destroys a physical property possessed by an in-group. As a result, individuals may engage in functionally appropriate aggressive behaviors. Pity, on the other hand, occurs when some countries which have potentials to become an extended in-group someday suffer from natural disasters such as earthquake or typhoon. These countries cannot maintain a reciprocity-based relationship because what happened to them is beyond their ability to control. This situation may provoke pro-social behavior so that they may pursue a reciprocity-based relationship in the future. Therefore, we propose that two types of emotions-anger and pity-which vary along the socio-functional dimensions may have differing effects. This study also hypothesizes that a product category may moderate the effect of emotions toward a specific country on consumers` decision-making processes. We identified four types of a relationship between products and the images of a country: favorable matches, unfavorable matches, favorable mismatches, and unfavorable mismatches. The effect of emotions on product evaluation and buying intentions will differ by these product-image (mis)matches. Our research design employed in this study was 3 emotions(anger vs. pity vs. control) * 2 countries * 2 product category(product-image match vs. mismatch). The pilot test was done to select stimuli used in this study. As a result, two countries, Japan and China which differed in perceived images of countries, were chosen. In addition, a notebook and beer were selected as two product categories which differed in the fit between a country image and a product. The results revealed that the effect of CO on buying intentions was significant only when participants felt pity toward a source country. As was hypothesized, different types of emotions had different effects on buying intentions. Buying intentions of participants in the anger condition was lower than those in the neutral condition. However, buying intentions of participants in the pity condition was higher than those in the neutral condition. The results also revealed that the effect of anger and pity on buying intentions differed depending on the degree of countries-products (mis)match. That is, the intention to buy beer was higher in the pity condition(vs. the neutral condition) while there was no significant effect in case of a notebook. We also attempted to investigate the effect of CO on the intention to delay purchasing. The findings showed that there was no significant effect of CO on the intention to delay purchasing when participants felt anger toward a source country. However, its effect was significant when participants felt pity. It implies that the effect of CO on the intention to delay purchasing takes place in the pity condition only. The reason may be due to the fact that pity triggers pro-social behaviors and leads to a quick decision to buy products made in a country toward which consumers have favorable images. It was also found that the effect of anger, one of basic and raw emotions, is stronger than that of pity. According to a socio-functional approach, this shows that anger is likely to be more directly associated with survival than pity. In conclusion we investigated the effect of consumers` emotions and the products-country image on product evaluation and buying intentions. We also confirmed the effect of emotions on the intention to delay purchasing. Thus, we may argue that this study has some merits in that it could clarify the impact of emotions and product categories on the CO effect by examining the differences between countries.

대학생들의 성취정서와 사회정서역량 간 관계

이상수(Lee, Sang Soo) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.23

본 연구는 대학생들은 어떤 성취정서를 경험하는지, 사회정서역량 수준에 따라 성취정서가 어떤 차이가 나는지, 그리고 성취정서에 사회정서역량의 어떤 하위변인들이 영향을 주는지를 분석하여 대학생들의 건강한 대학생활을 위한 기초적 자료를 제 공하는데 목적이 있다. 연구대상은 대학생들 대학계열을 고려하여 총 342명을 대상으로 설문을 실시하여 분석하였다. 연구결과를 보면 첫째, 대학 공부 상황에서 대학생들이 경험한 성취정서 중 자부심이 가장 높게 나타났으며 좌절감이 가장 낮게 나 타났다. 그리고 대체로 긍정적 성취정서가 높게 나타나고 부정적 성취정서가 낮게 나타났다. 둘째, 사회정서역량의 수준에 따라 성취정서가 어떻게 달라지는지를 분석한 결과에 따르면 긍정 성취정서의 경우 사회정서역량이 높을수록 긍정 성취정서도 높게 나타나는 것을 알 수 있었다. 셋째, 성취정서에 영향을 미치는 구체적인 사회정서역량들을 분석한 결과 성취정서의 유형에 따라 조금씩 다른 결과가 나타났다. 먼저 긍정 성취정서에 영향을 미치는 사회정서역량으로는 자기인식이 가장 중요한 요 인으로 그리고 책임 있는 의사결정이 그 다음 중요한 역량으로 나타났다. 반면 부정 성취정서의 경우 자기관리가 가장 영향을 많이 미치고 그 다음으로 자기인식이 영향을 미치는 것으로 나타났다. The purpose of this study was to investigate the relationship between achievement emotions and social and emotional competencies and to provide basic research data on the strategies for improving the healthy life and academic achievement of college students. For this purposes, First, the study analyzed what kind of achievement emotion they experienced, and second, the differences of achievement emotions according to social and emotional competencies level was analyzed. Finally, we analyze what sub-variables of social and emotional competencies affect achievement emotions. The subjects of this study were 342 students of P university considering male, female, grade, and college. According to the results of the study, first, college students showed high scores in positive achievement emotions rather than negative achievement emotions. Second, the higher the social emotional competences, the higher the positive achievement emotions and the lower the negative achievement emotions. Third, sub-variables of social emotional competences affecting achievement emotions were slightly different. Self-awareness has been shown to affect both positive and negative achievement emotions. In the case of positive achievement emotions, the ability of responsible decision-making was influential and in the case of negative achievement emotions, self-management ability to control their emotions were found to have an important influence.

한,일 그림책과 영,미 그림책에 나타난 감정 비교

최영주 ( Young Ju Choi ) 건국대학교 동화와번역연구소 2013 동화와 번역 Vol.26 No.-

본 연구에서는 어린이도서연구회에서 2011년 추천한 3~7세 대상 그림책을 한·일 그림책과 영·미 그림책으로 나누어 그림책에 나타나는 감정을 비교 분석하였다. 감정에 관한 내용은 한·일 그림책과 영·미 그림책에 비슷하게 나타났으며, 긍정적 감정보다는 두려움과 분노와 같은 부정적 감정이 더 많이 나타났다. 내용분석은 두려움과 분노를 다룬 책을 중심으로 이루어졌는데, 감정유발의 원인, 감정 통제 양상, 감정의 표현, 감정표현에 대한 주변의 반응, 감정 소실과정, 감정 소실이후 상황으로 나누어 비교하였다. 감정 유발원인과 감정 통제 양상은 한·일 그림책과 영·미 그림책에서 비슷하게 나타났으나 감정표현, 감정표현에 대한 주변의 반응, 감정 소실과정, 감정소실 이후의 상황은 두 그림책에서 차이를 보였다. 특히 유아가 부정적인 감정을 표현했을 때 주변사람들이 이를 빠르게 소실시키려고 하는 노력이 한·일 그림책에서 두드러지게 나타났으나, 영·미 그림책에서는 유아 혼자서 시간을 갖고 감정을 소실한다는 점이 크게 달랐다. 감정 소실 이후에도 한·일 그림책에서는 갈등의 요소가 남아 있었지만 영·미 그림책에서는 감정소실이 온전하게 이루어짐을 발견할 수 있었다. This study analyzes emotions depicted in Korean/Japanese and American/ English picture books and tries to find out cultural similarities and differences of emotions. Target books are the ones that were recommended for 3 to 7 year-old children by the Study Group of Children`s Literature in 2011. Picture books of the two cultures deal with emotions in a similar rate and among various emotions, they deal with the negative emotions, anger and fear, most frequently. Various aspects of emotions are categorized based on the scenario of cognitive semantics; cause of emotions, attempts at control, loss of control and expression of emotions. People`s reaction to the emotions expressed, disappearance of emotions, and after-disappearance stage are also added. The result reveals that the cause of emotions and attempts to control the emotions are similarly expressed in the picture books of the two cultures and that the rest aspects are all differently described. The prominent difference is that when anger and fear are expressed, people try to eliminate them in a very short time in Korean/Japanese cultures but in American/English cultures, children with the emotions are not intervened by people around them and spend time by themselves until the emotional problems are resolved.

지방 대학 신입생들의 영어 학습에 대한 감정 연구: C대학과 B대학을 중심으로

김병선,박옥희 한국중앙영어영문학회 2019 영어영문학연구 Vol.61 No.4

This study aims to investigate what emotions freshmen in local universities feel in their English classes of South Korea. For the study, the Academic Emotions Questionnaire (AEQ) and a semi-structured interview were used. 224 freshmen in two universities participated in the survey, and 10 students were interviewed. The statistical results are as follows; Firstly, research showed that the participants of this study have more positive emotions. Particularly, their contentment was the most positive of the 10 emotions. Secondly, university C showed higher positive emotions and lower negative emotions than University B. The emotions including enjoyment, contentment, boredom, anger and anxiety showed significant differences. Thirdly, gender was not shown to have a significant role in the emotions reported, but the students’ major had an effect on emotional difference. For example, students majoring in Humanities and Social Sciences showed higher negative emotions of hopelessness and shame than those majoring in Natural Sciences and Engineering. Interviews revealed that the learners’ negative learning experiences shape their negative emotions. And finally the pedagogical implications and suggestions are discussed.