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.

존슨 창의 도자작품에서 드러나는 감정표현에 관한 연구

장몽정,박중원 한국도자학회 2022 한국도자학연구 Vol.19 No.3

Emotions essential to all human beings are closely related to human life and represent a subjective reflection of the human brain's value relationship, which is very significant to the survival and development of mankind. These emotions are a natural expression of humanity, and in art, emotional expressions reveal a deep relationship with the artist's life, times, historical background, and so on. However, in China, the importance or empathy of individual emotions in artistic activities are not greatly revealed by the norms or social atmosphere. Thus, this study seeks to explore the importance of the artist's personal expression of emotion and analyze the expression process through the work of Johnson Tsang, a Hong Kong artist in China, who is overcoming these social limitations. First, the relationship between emotion and art expression is defined, and then the method of expression of emotion is classified. Chapter 3 examines the flow of emotional expression in contemporary Chinese art. Lastly, it analyzes the way the artist combines emotions and art and the production techniques that embody emotions. Through this, the purpose is not only to identify the significance of individual expression of emotion in modern Chinese art, but also to explore the possibility of development in emotional expression methods. 모든 인류가 필수적으로 지닌 감정은 사람의 생활과 밀접한 관계가 있으며, 인간 뇌의 가치 관 계에 관한 주관적인 반영을 나타내는 것으로, 인류의 생존과 발전에 매우 중요한 의의를 지닌다. 이러한 감정은 인간성의 자연스러운 표현이며, 예술에 있어 감정표현은 예술가의 생활, 시대, 역 사적 배경 등과 깊은 관계성을 드러낸다. 하지만 중국에서는 지금까지 예술 활동에 있어 개인의 감정이 집단의 규범이나 사회적 분위기에 의해 그 중요도나 공감이 크게 드러나고 있지 못하는 실정이다. 이에 본 연구는 이러한 사회적 한계점을 극복하고 있는 중국 홍콩 작가 존슨 창 (Johnson Tsang)의 작품연구를 통해 작가가 추구하는 개인적 감정표현의 중요성을 탐구하고 그 표현 과정을 분석하고자 한다. 먼저 감정과 미술표현의 관계성을 정의한 후, 감정표현의 요소에 대하여 분류한다. 2장에서는 현대 중국미술에서 나타나는 감정표현의 흐름을 파악한다. 마지막으 로 작가가 감정과 예술을 결합하는 방식과 감정을 구현시켜내는 제작기법을 분석한다. 이를 통해 현대의 중국미술에서 개인의 감정표현이 갖는 의의를 확인할 뿐만 아니라, 더 나아가 감정표현 방법에 대한 발전 가능성 탐구에 연구의 목적이 있다.

일본어 분노의 감정표현 사용양상 -담화상의 감정을 중심으로-

송연희 ( Youn Hee Song ) 한국일어일문학회 2014 日語日文學硏究 Vol.89 No.1

「怒」の感情に對する發話を類型別に分類し、さらにその使用類型の考察 を行い、分類された發話類型がどのようなパタ一ンで起き、感情が表出され るのか發話パタ一ンを分析し使用類型と特微を考察した。分析結果及び考察 による結論は次の通りである。發話の發話類型は、「感情語感情表出」「感 動詞感情表出」「理由說明」「理由質問」「禁止要求」「行爲改善要求」 「警告」「確認要求」「非難」の9つの形に大きく分類することができた。 發話類型は、「感情語感情表出」を最も多く使用していたが、他の發話類 型もそれぞれ使っていたことがわかった。しかし全體的には「直接感情表 出」より「間接感情表出」をより多く使っていたことが確認できた。また 「怒」の感情の類型類型は、相手にどのような影響や評似を期待し要求する 發話類型が多いものが特微であることがわかった。「怒」の發話類型が多い 理由は、憤怒というものは他人に被害を被った場合に發生するため、その理 由を問い質したり、またなぜ憤怒を表出するのかを云えようとしたり、その 問題を解決し「怒」の狀況から早く拔けだすために樣□な行爲を相手に要求 したりするようになるため多樣な發話類型を使い相手に自分の感情を云えて いたことがわかった。 發話パタ一ンの場合、憤怒(怒)の感情は、複數パタ一ンより一つの發話類 型だけを使い單獨發話の比率が多く現れた。感情の言語的步輸出を通して日 本語の文化背景などに關する全般的な樣態及び特微を把握するためには、實 生活の場面で資料を集め、また包括的な表現を對象にし、より精密な考察が 行われなければならないと考えており、このことはこれからの課題として行 きたい。 This paper was examine the type of use that is classifiedby type of expression about emotion of rage and investigatedthe patterns and characteristics of expression by analyzing the patterns of expression that expression of emotion appear an patterns by the type of expression classified. The results of the analysis and investigation is appears in the next conclusion. This types of emotional expression is could be largely classified into nine types such as expression of emotion by use emotional language, express of feelings by use emotion verbs, explanation of the reasons, question of the reasons, demand of prohibition, warning, demand of confirmation, blame as type of emotion expressed. The type of expression about emotion of rage characterized that many types of expression appeared by expecting or by requiring any impact or effect to the other party.Why many expression appear the type of expression about emotion of rage are as follows: rage is generally occurred by suffered damage to others. Therefore, it could see that his feelings deliver to the other party by using various types of expression because of that he want to ask the cause of reason, deliver the anger and because of that he calls for action to the other party to solve the problem to escape from the situation as soon as rage or anger. In patterns of expression, emotion of rage showed a much higher rate as single patterns that use only one kind than the multiple patterns. In order to understand the overall aspect and features about cultural background of Japanese through linguistic expression of emotion, it is collected data from the scene of real-life and alsois investigated accurately of more comprehensive the target. the more specific study wish to proceed to the next.

일본어 감정표현 ‘안도’와 ‘두려움’에 관한 연구

송연희 한국일어일문학회 2020 日語日文學硏究 Vol.112 No.-

日本語の感情表現の中で、'安'の感情表現と'怖'の感情表現を発話類型別使用様相を考察した。'安'の感情の発話パターンは5つに分類することができ、発話類型別使用様相は「直接感情表出」が73.2%、そのうち「感情語感情表出"が68.3%で圧倒的に高い割合で現れ、発話類型の中で一番好むことが分かった。その次に「間接感情表出」が26.8%、そのうち「理由説明」を19%を使用されており、「感動詞感情表出」は4.9%、「確認要求」は4.3%、「安堵前心理描写」が3.5%の順に用いられていることが分かった。安堵の感情は安堵する前の不安や恐怖が消滅した後に現れる感情であるため、相手に表出しやすい感情であり、「直接感情表出」として現れる割合が高いと考えられる。 '怖'の感情の発話パターンは4つに分類することができ、発話類型別使用の様相は「直接感情表出"が64.7%使用されたが、そのうち「感動詞感情表出」62.7%で最も多く使用され、その次に「間接感情表出」が35.3%使用された。そのうち「理由説明」が33.3%、「感動詞感情表出」2.0%、「同意要求」2.0%の順で使われた。恐怖の感情も「直接感情表出」を圧倒的に多く使用したことが分かる。直接感情語、感動詞などを使って感情を表出することを好むことが分かった。 Among expressions of emotion in Japanese, the trends in usage of expressions to express relief and fear were analyzed by their utterance types. There are five types of utterances to express relief. As for usage by type of utterance,【Direct Expression of Emotio】 was at 73.2%, among which【Expression of Emotion through Emotional Languag】 was at staggering 63.8%, being the most preferred among speakers. It was followed by【Indirect Expression of Emotion】at 26.8%, among which【Explanation of Reasons】was at 19%,【Expression of Emotion through Interjectio】 was at 4.9%, 【Request of Confirmatio】 was at 4.3%, and【Description of Relief Emotio】 was at 3.5%. Because the emotion of relief is expressed after the anxiety or fear is eliminated and therefore easy to express to others, it is thought that the ratio of【Direct Expression of Emotion】 was the highest. There are four types of utterances to express fear. As for usage by type of utterance,【Direct Expression of Emotion】 was at 64.7%, among which【Expression of Emotion through Emotional Language】 was the highest at 62.7%, followed by “Indirect Expression of Emotion” at 35.3%. Among them,【Explanation of Reasons” was at 33.3%,【Expression of Emotion through Interjection】 was at 2.0%, and【Request for Confirmation】 was at 2.0%. The expression of fear was most staggeringly conducted through【Direct Expression of Emotion,】 indicating that Japanese speakers prefer to express emotions by directly using emotional language or interjections.

정서 표현성과 정서표현양가성의 발달적 관련 변인: 회고된 어머니의 정서 표현 양식

정윤경,박보은 한국심리학회 산하 한국발달심리학회 2010 한국심리학회지 발달 Vol.23 No.4

The present study is designed to investigate retrospected mother's emotional expressiveness as a developmental correlate of their off-springs' emotional expressiveness and ambivalence over emotional expression. For these ends, 547 College students completed questionaries including EEQ, AEQ, and retrospected SEFQ of their mother. The results of this study revealed that college students' emotional expressiveness and their conflict over emotional expression are highly correlated to their retrospection of their mother's emotional expressiveness. When they retrospect that their mother's expression of positive emotion was high, their positive and intimate emotional expression are high and their ambivalence over emotional expression was low. When they report that their mother' expression is low both in negative and positive emotion, they were also low in their emotional expression and most high in their Ambivalence over Emotional expression. 본 연구는 개인의 정서표현과 정서표현양가성의 발달적 관련요인으로 회고된 어머니의 정서 표현을 고찰한 것이다. 이를 위하여 대학생 547명을 대상으로 자신의 정서 표현성, 정서표현양가성과 회고된 어머니의 정서 표현성을 조사하여 그 관련성을 살펴보았다. 그 결과 어머니의 정서 표현 정도는 자녀의 정서 표현성과 정서표현양가성과 높은 관련을 맺음이 드러났다. 어머니의 긍정적 정서 표현이 높을수록 자녀의 친밀 정서와 긍정적 정서의 표현 수준은 높고 정서표현양가성은 낮았다. 어머니의 부정적 정서 표현성이 높을수록 자녀의 긍정적 정서 표현 수준은 낮으며 정서표현양가성은 높은 것으로 나타났다. 또한 회고된 어머니의 긍정적, 부정적 정서 표현 수준을 함께 고려하여 구별된 네 군집(긍정상-부정하, 긍정상-부정중간, 긍정하-부정하, 긍정하-부정상) 간의 정서표현성과 정서표현양가성이 유의미한 차이를 보였다. 긍정이 높은 두 집단의 자녀들이 긍정이 낮은 두 집단보다 낮은 정서표현양가성과 높은 긍정적, 친밀 정서 표현을 나타냈다.

학습자 정서 표현을 통한 시 감상 교육에 대한 고찰

김혜진 ( Kim Hyejin ) 서울대학교 국어교육과 2019 先淸語文 Vol.46 No.-

This study looks at “emotion” as the key to the appreciation of poetry and aims to develop an education method that focuses on the activities for expressing learner’s emotions. The emotional experience that learners have in poetry reading is meaningful in that it is a subjective acceptance of poetic text. However, because it is an abstract phenomenon that happens within one’s inner thoughts, it is hard to recognize it as a concrete concept. In order for learners to effectively internalize these literary experiences, elaborate ‘expression activities’ are required. As with the discussion claiming that meaning is created through expression, the thought process behind recognizing emotions is closely related to the words expressed in language. Furthermore, since the process of expressing one’s emotion is a concrete manifestation of poetry appreciation, it is possible to continuously communicate with the poetic text for consistency in appreciation. Therefore, this study tries to prove the premise that rational and creative activities of expressing emotions can guide the subjective appreciation of poetry in learners; based on this, this study aims to design poetry education. In order to investigate the types of emotions learners experience during poetry reading and to design an appropriate education method for its thought process and expression, this study selected poetry reports of actual learners as analysis data. In addition, to categorize the patterns of expressing emotions, this study referred to related theories and established the scope and form of expressions that can be judged as being emotions. As a result, the study focused on emotion as a form of “communication” that emphasizes the interaction between learners and the text. Expressions such as physical sensation and mood, which are experienced during the communication process without sophisticated cognitive processing, were included as emotional expressions. Based on the classification of emotions in cognitive linguistics, the principle of emotional expression was divided into the acceptance of literal expressions and the expansion of figurative expressions. Through association and analogy, which is the point where the thought process behind the expansion of emotions and expression through language converge, the latter was again divided into the association as subjective meaning and the analogy as objectification using similar images to classify the principle of figurative expressions. Based on this, aspects of learner data were categorized as follows. First, depending on the role of learners during communication with poetic text, the literal expressions using emotional vocabulary were manifested as the state of uncertainty during a poetry reading, the re-statement of emotional expression in the poetic text, and the subjective expression of emotion as a third person. Second, figurative expressions from association showed the imaginary experience of learners communicating with the poetic text in accordance with the concept of association in cognitive linguistics. The aspects of emotions embodying the void of poems were classified into a physical response from an emotional state, causal behaviors from experience, and mood caused by imaginative reconstruction. Third, figurative expressions from analogy objectified emotions using similar images the learner calls to mind through the concept of analogy in cognitive linguistics. According to the results of the communication between the learner and the poetic text, this was expressed as an objectification by the learner’s personal context or as an objectification by communication with the text. In order for such activities of expressing emotions to be effective, the learner who has communicated with the poem must recognize one’s emotions, choose a method to express the emotions according to the context, and express them through creative and appropriate expressions, which requires the concretization of rational communication between the context of the learner and the text. For instructing such educational contents, this study suggested the following methods: sharing the scaffold of emotional stimulation and expression through activities such as small group conversations; engaging in the role of the learner as a third person to activate meta-thinking; thinking aloud to concretize and elaborate the abstract process of poetry reading through; and re-writing activities to maintain the room for communication between the learner and the poetic text. The purpose of this study is to investigate the experience of poetry reading through the analysis of poetry reports of actual learners. Focusing on the activities of expressing emotions of learners, the study concretized active appreciation of poetry. This study is meaningful in that it suggested that the empathic ability of learners may be enhanced through communicating emotions.

日本語の動物語彙に表われる否定的感情表現の様相

申惠淑 ( Shin Hye-sook ) 한국일어일문학회 2021 日語日文學硏究 Vol.118 No.-

본 연구에서는 일본인들이 부정적인 감정을 표현할 때 동물어휘를 사용해서 감정을 표출하는 표현 양상 및 특징을 살펴보았다. 이번 연구에서 일본어의 부정적인 감정표현에 많이 등장하고 있는 동물어휘로는 ‘개(犬)’, ‘소(牛)’, ‘늑대(狼)’, ‘달팽이(カタツムリ/ナメクジ)’, ‘고양이(猫)’, ‘쥐(鼠)’, ‘돼지(豚)’, ‘뱀(蛇)’을 선정하였다. 그리고 부정적인 감정표현에 있어서 이들 동물 어휘들이 나타내는 세부적인 표현 특징과 전체적인 감정 경향을 분석하였다. 먼저, ‘개(犬)’ 관련 어휘들의 부정적인 감정표현 경향을 종합적으로 분석해 보면, 슬프고 애처로운 감정(哀)과 싫은 감정(厭)을 나타내는 경우가 대부분이었다. 그리고 화와 분노의 감정(怒)과 무섭고 두려운 감정(怖)을 표현할 때도 일부 나타나고 있었다. ‘소(牛)’ 관련 어휘들의 경우에는 주로 싫은 감정(厭)을 표현하고 있었으며, 애처로운 감정(哀)에서도 일부 사용되고 있었다. 그리고 ‘늑대(狼)’ 관련 어휘는 주로 무섭고 두려운 감정(怖)을 표현할 때 사용되고 있었고, ‘달팽이(カタツムリ/ナメクジ)’ 관련 어휘는 대부분의 경우 싫은 감정(厭)에서 등장하고 있었다. ‘고양이(猫)’ 와 ‘쥐(鼠)’ 관련 어휘의 경우에는 주로 싫은 감정(厭)에서 등장하고 있었는데, 두 동물 관련 어휘는 비슷한 부정적 감정표현 경향을 보이고 있었다. ‘돼지(豚)’ 관련 어휘는 대부분의 용례에서 싫은 감정(厭)을 표현할 때 나타나고 있었으며, ‘뱀(蛇)’ 관련 어휘는 주로 무섭고 두려운 감정(怖)에서 나타나고 있었다. 한편, ‘어류(魚類)’, ‘조류(鳥類)’, ‘벌레 및 곤충류(虫類)’도 일본어의 부정적인 감정표현에 상당히 빈번하게 등장하는 동물어휘이다. 그런데, 각 어휘를 세부 분류하여 고찰하면 용례의 양이 무척 방대하다. 향후 이들 어휘에 대한 부정적인 감정표현 분석도 포함하여 순차적으로 연구를 진행해 나갈 것이며, 아울러 한국어와의 대조연구도 함께 병행해 나가도록 하겠다. In this study, the characteristics of the Japanese animal-related vocabulary were examined, focusing on the negative emotional expressions in which the characteristics of emotional expressions were more prominent. "Dog", "Cattle", "Wolf", "Snail", "Cat", "Rat", "Pig" and "Snake" were selected as the words that are often shown in negative Japanese expressions of emotions based on '(SHIN, HYE SOOK:2018)'. And in the expressions of negative emotions, the detailed expressive features and the tendency of overall expressions shown by these animal-related words were analyzed. First, when comprehensively analyzing the tendency of negative emotional expressions of ‘Dog’-related vocabulary, most of them showed sad and piteous feelings and feelings of dislike. Also, some of them appeared when expressing feelings of anger and fear. Next, in the case of the vocabulary related to 'Cattle', it was mainly used to express disgust and pity. Furthermore, the vocabulary related to 'Wolf' was mainly used to express fearful emotions, and also appeared when expressing disliked and pitiful emotions. The vocabulary related to 'Snails' appeared mainly in disgusted emotions, and also in fearful emotions and pitiful emotions. In the case of the vocabulary related to 'Cat' and 'Rat,' they appeared mainly in disgusted emotions. They also appeared in pitiful emotions and fearful emotions. In addition, the vocabulary related to 'Cat' and 'Rat' showed a similar tendency for expressions, such as appearing in some cases when expressing a sense of tension and urgency. In the case of 'Pig'-related vocabulary, most of the cases were shown when expressing feelings of dislike, and some of them were also shown to express anger and fear. Finally, the vocabulary related to ‘Snake’ appeared mainly in fearful emotions, and also in emotions expressing dislike, and some appeared in anger, pity, tension and urgency. On the other hand, 'Fish', 'Birds', 'Worms and Insects' are also animal-related words that appear very much in negative emotional expressions in Japanese. However, the amount of usage is too vast to classify and consider each vocabulary in detail. Therefore, the analysis of negative emotional expressions for these words will be studied sequentially in the future, and a study that contrasts with Korean will also be conducted.

일본어 감정표현에 관한 연구 –‘좋음’과 ‘싦음’을 중심으로-

송연희 한국일어일문학회 2019 日語日文學硏究 Vol.108 No.-

. This study has examined the types of emotional utterance in the Japanese language such as ‘like’ and ‘dislike’. The results of the study are as follows. The study shows that the types of emotional utterance of ‘like’ are classified into ‘the expression with emotive words’, ‘the emotional expression with emotive verbs’, ‘the explanation of reasons’, and ‘the request for consent’. It also shows that ‘the expression with emotive words’ is the most frequently used type of utterance. The study further shows that the speaker prefers to use emotional words or emotive verbs to express emotions to the partner. The survey of the classification of the uses of the types of utterance shows that the speakers frequently use singular type of utterance, preferring the singular type of utterance to the plural type. And the study shows that of all the types of utterance, the plural type of utterance characteristically shows a totally different type of utterance ahead of ‘the emotional expression with emotive words’. The types of utterance about ‘dislike’ could be classified into ‘the emotional expression with emotive words’, ‘the explanation of reasons’, and ‘the request for prohibition’. As for the use of the different types of utterance, ‘the emotional expression with emotive words’ is the most frequently used, followed by ‘the explanation of reasons’ and ‘the request for consent’. As for ‘dislike’, most speakers use ‘the emotional expression with emotive words’ to express their emotions while others resort to ‘the explanation of reasons’. The study shows that the speakers express most of their emotions by using the two types of utterance. The classification of the uses of the types of utterance shows that the speakers use ‘the emotional expression with emotive words’ of all the singular types of utterance, which is followed by ’the request for prohibition’, and that the plural types of utterance take up a larger portion than the plural types of utterance. The types of utterance about ‘dislike; characteristically include more of the plural types of utterance than of the singular types of utterance. It suggests that the speakers prefer the plural type of utterance to the singular type of emotional expression. The study also shows that of all the types of utterance, the plural type of utterance characteristically includes different types of utterance before or after ‘the direct emotional expression’.

A Cross-Cultural Examination of Positive Facial Emotion Expression

Yae Bin Kim,Soo Hyun Park 한국인지행동치료학회 2016 인지행동치료 Vol.16 No.3

긍정적 정서는 문화적 영향을 많이 받는 정서로 여겨지며 이에 대한 얼굴 표현에 있어서도 문화차가 존재한다. 이에 본 연구에서는 43명의 미국인과 69명의 한국인 여자 대학생들을 대 상으로 긍정적 정서 표현에 대한 서양과 동양의 문화적 규범을 확인하고, 지각된 긍정적 정 서 표현 정도와 호감도의 관계가 정서 표현과 관련된 문화적 적절성에 따라 다르게 나타나는 지 알아보았다. 이를 검증하기 위해 참가자들은 컴퓨터 또는 노트북 화면에 제시된 서양, 동 양 여자, 그리고 여러 올림픽 금메달리스트의 다양한 긍정적 정서 표현 사진을 보고 해당되 는 문항에 대해 보고하였다. 연구 결과, 한국인과 미국인 참가자 모두 한국 여성이 미국 여성 보다 긍정적 정서를 더 적게 표현한다고 보고하였다. 또한 위계적 중다회귀분석 결과, 한국인 참가자가 지각한 미국인 선수들에게서만 긍정적 정서 표현과 관련된 문화적 적절성의 조절효 과를 확인하였다. 즉, 한국인이 긍정적 정서를 표현하는 미국인 선수의 정서 표현 정도가 미 국 문화에 적절하다고 인지했을 경우, 표현의 경향성이 높을수록 호감도가 증가하였다. 또한, 한국인이 긍정적 정서를 덜 표현하는 미국인 선수의 정서 표현 정도가 미국 문화에 적절하지 않다고 판단했을 경우, 표현을 하지 않을수록 호감도가 낮았다. 이렇게 각 문화권에서 긍정적 정서 표현을 어떻게 감지하는지 파악하는 것은 문화에 따른 긍정적 정서 표현의 차이와 이해 를 돕고, 서로 다른 문화권에 속한 치료사와 내담자 관계에서 문화적 요인들을 상세히 고려 하는 심리치료의 보급과 중요성을 제시할 수 있을 것으로 기대된다. The experience of positive emotion is affected by culture, and differences in its expression and evaluation exist across different cultural groups. The present study examined (1) possible different patterns of positive emotional expression in European American and Korean women, and (2) the moderating effects of perceived cultural fit in the relationship between positive facial emotional expression and likability in culturally distinct pairs. Forty-three European American and 69 Korean female students reported their perceptions of degree of positive emotional expression in still-photos of European American and Korean females to assess cultural norms regarding positive emotional expression. Participants then rated the degree of positive emotional expression, likability, and cultural fit after viewing Olympic gold medalist photos representing the two cultural groups. Results indicated that participants from both groups rated the degree of emotional expression of Korean females to be lower than that of European American females. Furthermore, moderation analyses found that 1) positive emotional expression was highly associated with likability when winner’s expression adhered to the Western cultural norm and 2) expressive suppression was associated with low likability when deviating from the Western norm, only in Korean participants rating emotional expression of Western gold medalists. Such findings support the need for implementation and dissemination of culturally sensitive psychotherapy, tailoring therapy based on therapist and client culture.

The Study of Interrelationships between Expressing Emotions and Self-Esteem in Counseling

Park, Mi La 한국실천신학회 2016 신학과 실천 Vol.0 No.50

The purpose of this study was to investigate the interrelationships between expressing emotions and self-esteem in counseling. There were three research questions. First, the aim of this study was to provide an overview of the recent development of children and adolescent self-esteem and emotional reactions. Second, this research was found using HTP drawing tests for checking emotional expression. Finally, this research examined the relationship between self-esteem and emotional expression in counseling. According to the results of the study, the high-expression emotion group tended to have high self-esteem, while the low-expression emotion group had low self-esteem. Moreover, the high-expression emotion group had good interpersonal relationships. However, there are no relationships between expressing emotion and family relationships. Interestingly, they also did not show relationships between expressing emotion and aggressions in daily activities. The results indicate there are no significant relationship between expressing emotions and emotional problems. It means people’s emotional problems maybe occurred by many different causes. The results may be controversial when compared to the results of previous studies, but they clearly indicate that someone who has emotional matters usually relate expressing their emotions. Therefore, when children and adolescents express their emotions, counselors and parents need to respond to their emotional needs. This study aimed to examine the expressing of emotions and self-esteem of students in Korea. It also gave information about the general expressing of emotions of 1st to 12th grade students. The results produced evidence for the obvious correlations between coping behaviors, relationships with others, and self-esteem. This data will help counselors and educators recognize their students’ difficulties when they practice in counseling settings and also identify how to support and help students to use the skills they learn in counseling more proficiently.