• Journal of the Korea Society of Computer and Information
• /
• v.26 no.8
• /
• pp.149-156
• /
• 2021

This study was conducted to confirm the influence of interpersonal disposition and emotional intelligence on interpersonal competence of allied health college students. For the research, a questionaire survey was conducted for students enrolled in the Department of Nursing and Physical Therapy from November 29 to December 16, 2019 and a total of 275 data were collected. Data were analyzed by t-test, ANOVA, correlation analysis, and multiple regression analysis using SPSS program. As results of the study, the average of interpersonal competence was 4.10 and that of thoughtfulness-unconsideration was the highest among the eight interpersonal types and the average emotional intelligence was 2.73. The interpersonal dispositions that had a significant effect on interpersonal competence were initiative-congruence and aggression-non aggression and their explanatory power was 29.4% and the most influential interpersonal disposition was initiative-congruence. Emotional intelligence that had a significant effect on interpersonal competence were self-emotional expression, control of others and motivation and their explanatory power was 24.0% and the most influential emotional intelligence was motivation.

• Journal of the Korean Home Economics Association
• /
• v.33 no.5
• /
• pp.1-11
• /
• 1995

The study was designed to examine the relationship between shyness and social behaviors such as interpersonal adjustment and peer acceptance. The subjects were 435 sixth-graders(221 boys and 214 girls) and their mothers and teachers. They completed questionnaires to rate the behavioral characteristics of the children. The main results showed that 1) shyness, interpersonal adjustment, and peer acceptance varied little as a function of sex and birth order of children, and 2) shyness was related negatively both to interpersonal adjustment and to peer acceptance.

• Korean Journal of Social Welfare
• /
• v.67 no.1
• /
• pp.263-288
• /
• 2015

This study is to research the mediating effects of optimism and quality of relationship which interpersonal traumatic experience influences posttraumatic growth. It focuss on verifying the impact of interpersonal traumatic experience to optimism and quality of relationship and the influence of optimism and quality of relationship to posttraumatic growth. And also it is to verify dual mediating effect between optimism and quality of relationship. Data for this study were collected through the use of a survey instrument completed by 405 interpersonal traumatic experience, 30-60 age group. Collected data were analysed by AMOS program, Structure Equation Model(SEM) was implemented to verify the mediating effect between optimism and quality of relationship. Finally, Phantom Variable was utilized for verification of indirect influence of a multi mediating effects. The findings of this study were as follows, First, the result shows that the higher level interpersonal traumatic experience, the higher posttraumatic growth they have. Second, it shows that optimism and quality of relationship have partial mediating effect between interpersonal traumatic experience and posttraumatic growth. Third, it was analyzed that optimism and quality of relationship had double mediating effect. Based on these findings, the research discussion reinforced the importance of intervene with its optimism and quality of relationship in the site of those who experience interpersonal trauma. Theological, political and practical implications of this study are as follows. First, it has a series of significance in terms of that this study confirmed its influence considering the quality of relationship from interpersonal experience among relevant factors of traumatic accident, optimism among individual factors, quality of relationship among environmental factors based on 'the crisis of life and the theory of individual growth'. econd, even though optimism and quality of relationship were proved as major predictors for posttraumatic growth of those who experience interpersonal traumatic, psychological support center for traumatic experience is not operated systematically in Korea. Third, this study implies that it should intervene mainly with its optimism and quality of relationship in the site of those who experience interpersonal trauma such as any abuses including sexual abuse, bullying, and divorce.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.11
• /
• pp.454-462
• /
• 2018

This study examines the influence of pre-service early childhood teacher's empathy and interpersonal competence on teacher efficacy. The subjects of this study include 358 pre-service early childhood teachers. The instruments used in this study were the emotional empathy scale, interpersonal competence questionnaire (ICQ) and the teacher efficacy scale. Collected data was analyzed using the SPSS program. In order to determine the general background of the pre-service teachers, the frequency and percentages were used. For examination of empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, a descriptive statistics analysis was conducted. In addition, in order to assess the relationship among empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, Pearson's correlation analysis was conducted. Lastly, for the examination of the effects and relative explanation of empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, multiple regression analysis was conducted. The results of this study were as follows: first, pre-service early childhood teachers were shown to have higher empathetic ability, interpersonal relationships and teacher efficacy rates than average. Second, there was a positive correlation among empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers. Third, teacher efficacy of pre-service early childhood teachers was influenced by their empathetic ability and interpersonal competence. The results of this study suggest that teacher efficacy improvement programs for pre-service early childhood teachers should consider their empathetic ability. Also, study results emphasize the necessity of empathetic ability and interpersonal relationship improvement program for pre-service early childhood teachers.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.3
• /
• pp.453-459
• /
• 2021

This study examined the relationship between spirituality, social support, and interpersonal relationships in the workplace of art psychotherapists.The subjects were 114 art psychotherapists in the city of U. Frequency analysis, reliability analysis, correlation analysis, and multiple regression analysis were performed using the SPSS 22.0 program. First, regarding the effects of work spirituality of art psychotherapists on interpersonal relationships, the sub-factors of workplace spirituality (vocational consciousness, inner consciousness, and empathy consciousness) had a positive effect on interpersonal relationships. On the other hand, community consciousness and transcendence consciousness, which are sub-factors of workplace spirituality, do not appear to have a significant effect on interpersonal relationships. Second, regarding the effects of social support of art psychotherapists on interpersonal relations, the sub-factors of social support, such as evaluative support and material support, had a positive effect on interpersonal relationships. On the other hand, emotional support and informational support did not significantly affect interpersonal relationships. This means that higher vocational consciousness, inner consciousness, empathy consciousness, evaluative support, and material support factors of an artistic psychotherapist are conducive to better interpersonal relationships. This study provides basic data for preparing a plan to promote positive interpersonal relations among art psychotherapists.

• The Journal of the Korea Contents Association
• /
• v.17 no.6
• /
• pp.106-115
• /
• 2017

The purpose of the study is to examine the effect of parenting attitudes on adolescents' interpersonal relationship, and to prove the meditating effect of aggression between the two variables. The results are as follows: First, while positive parenting attitude influenced negatively adolescents' interpersonal relationship, negative parenting attitude influenced positively adolescents' interpersonal relationship. Second, positive parenting attitude had a negative effect on adolescents' aggressions, but negative parenting attitude influenced positively them. Third, while adolescents' aggression factors influenced negatively adolescents' interpersonal relationship. Fourth, adolescents' aggressions had a partial mediating effect between positive parenting attitude and adolescents' interpersonal relationship, and they also analyzed a partial mediating role between negative parenting attitude and adolescents' interpersonal relationship.

• The Journal of Korean Society for School & Community Health Education
• /
• v.15 no.2
• /
• pp.77-89
• /
• 2014

Objectives: This study examined the effects of middle school students emotional intelligence on their aggressiveness and interpersonal relationships. Methods: Data were collected by questionnaires from 316 middle school students in Daegu city. To analyze the sample survey data, descriptive statistics, t-test, ANOVA, pearson correlation coefficient and simple regression analysis were performed with SPSS/PC 18.0 program. Results: First, among the general characteristic differences, academic achievement and economic status yielded a significant difference in emotional intelligence. Gender, economic status, and educational background produced a significant difference in aggressiveness, while gender, academic achievement, and economic status showed a significant difference in interpersonal relationships. Second, an examination of the correlation among emotional intelligence, aggressiveness, and interpersonal relationships found that the higher the emotional intelligence, the lower the aggressive, and the higher the interpersonal relationships. Third, general characters and emotional intelligence explain 22% of agressiveness. Gender, age, economic status, and emotional intelligence have a significant influence on agressiveness. Fourth, the general characters and emontional intelligence explain 45,5% of interpersonal relationships. The economic status and emotional intelligence have a significant influence on the interpersonal relationship. Conclusion: Based on the results, the study is of great importance, in that it provides the basis for future studies, which can be used to help school teachers and students' parents understand the importance of adolescents emotional intelligence and promote the students' quality school life.

• Journal of Digital Convergence
• /
• v.16 no.3
• /
• pp.527-532
• /
• 2018

This study aims to examine the effectiveness of leisure activity on learning agility and to verify the mediative effectiveness of interpersonal relationship between leisure activity and learning agility for youths. To achieve these purpose, 6,637 data that sampled by 'IEA ICCS 2016' were analyzed with structural equation. The results of study were as follow. First, leisure activity directly effects on learning agility for youths. Second, leisure activity directly effects on interpersonal relationship. Third, interpersonal relationship directly effects on learning agility and partial mediative effects between leisure activity and learning agility. These results implies that youths' leisure activity is not only directly affecting learning agility, but also affecting interpersonal relationship. And this interpersonal relationship also effects learning agility. Based on these results, some practical implications were proposed to develop learning agility in terms of leisure activity and interpersonal relationship.

• Journal of the Korea Convergence Society
• /
• v.11 no.2
• /
• pp.45-51
• /
• 2020

Dental hygienists students are required to be able to interact and maintain relationships with dentists and patients. Therefore, the purpose of this study was to identify the relations affecting interpersonal competence of some dental hygiene students, and to provide the necessary data for nurturing competent dental hygienists. The survey was conducted on 293 dental hygiene students in M university. The level of significance was .05 and the statistical program was SPSS win 25.0. As a result of interpersonal competence according to general characteristics and interpersonal characteristics, significant results were found in the degree of human relations and new environmental adaptability. As a result of correlation analysis between subvariables of interpersonal competence, all showed significant positive correlation. Factors affecting interpersonal competence showed significant positive effects on the degree of human relationship(p=.019) and the new environmental adaptability(p=.001). Interpersonal competence are important in the clinic. Therefore, a convergent analysis of the factors influencing is required.

• Journal of The Korean Society of Integrative Medicine
• /
• v.8 no.3
• /
• pp.153-162
• /
• 2020

Purpose : The purpose of this study is to investigate nursing students' levels of and relationships between college-related stress, self-efficacy, social support, and interpersonal skills. Methods : This study involved 352 nursing students at K University in B City, each who understood the study's purpose and agreed to participate in the study. The study's data were collected between April 8 and 19, 2019 and were analyzed using the SPSS for Windows 22.0 program based on frequencies, percentages, means, and standard deviations as well as a t-test, analysis of variance, post-hoc test, and correlation analysis results. The Scheffe test was performed for the post-hoc test, and the Pearson correlation coefficient was employed for the correlation analysis. Results : College-related stress showed statistically significant negative correlations with self-efficacy (r=-.310, p<.001), social support (r=-.312, p<.001), and interpersonal skills (r=-.226, p<.001). However, self-efficacy exhibited statistically significant positive correlations with social support (r=.548, p<.001) and interpersonal skills (r=.524, p<.001), and social support showed a statistically significant positive correlation with interpersonal skills (r=.644, p<.001). Therefore, higher levels of self-efficacy and social support and a lower level of college-related stress result in corresponding higher levels of interpersonal skills. Conclusion : Based on the results of this study, it is necessary to find measures to lower nursing students' college-related stress and increase their self-efficacy and social support, as well as to develop and operate specific intervention programs that can help enhance their interpersonal skills.