• Korean Journal of Human Ecology
• /
• v.13 no.4
• /
• pp.485-496
• /
• 2004

The purpose of this study is to examine how the difference of parents' verbal control styles influence children's perspective-taking and interpersonal cognitive problem-solving skills. The subjects of this study were 117 five-year-old children with their parents included. The questionnaire used was relevant to the topic, such as parents' verbal control styles, young children's perspective-taking ability, and their interpersonal cognitive problem-solving skills. The percent, mean, standard deviation, three-way ANOVA, and Scheffe were used to analyze the data collected through SPSS WIN program. The major findings are as follows: First, a father's verbal control style makes a significant difference in young child's perspective-taking ability. However, there is no interaction effect between parents' verbal control styles and a child's sex. Second, a father's verbal control style makes a significant difference in young child's interpersonal cognitive problem-solving skills. Character-oriented verbal control mode of a father, in particular, produces more effects on boys than girls. Lastly, Two skills - alternative problem-solving skills and cause-solving skills - have interaction effects. Boys demonstrate higher skills than girls when parents apply character-oriented verbal control styles. Girls do so when mothers use position-oriented verbal control styles, especially in the area of cause-solving skills.

• Journal of The Korean Society of Integrative Medicine
• /
• v.11 no.3
• /
• pp.115-126
• /
• 2023

Purpose : This study sought to determine the influence of nursing students' self-leadership, empathic ability, and depression on their interpersonal skills. Methods : This study applied a descriptive survey research design involving a self-report questionnaire. The participants were 315 nursing students in B city. Data were collected from April 27 to May 6, 2022. The data were analyzed using the percentage, mean, standard deviation, t-test, ANOVA, Scheffé test, Pearson's correlation coefficients, and multiple regression with IBM SPSS/WIN 23.0 program. Results : The participants' self-leadership score was 3.63±.65, their empathic ability score was 3.35±.40, their depression score was .84±.50, and their interpersonal skills score was 3.64±.80. Among the sub-categories, others' temperament scored the highest at 3.70±.86, followed by communication at 3.67±.86 and promoting relationships at 3.53±.86. Interpersonal skills were positively correlated with both self-leadership (r=.48, p<.001) and empathic ability (r=.33, p<.001). Self-leadership was positively correlated with empathic ability (r=.17, p<.05), but, negatively correlated with depression (r=.27, p<.001). The multiple regression analysis revealed, that the factors with the most significant effect on promoting relationships were, in descending order, self-leadership (β=.49, p<.001), empathic ability (β=.19, p<.001), and gender (β=.10, p=.033); the factors affecting others' temperament were, in descending order, self-leadership (β=.37, p<.001), empathic ability (β=.30, p<.001), severe depression (β=.14, p=.008), gender (β=.13, p=.010), and grade (β=-.13, p=.037); while the factors affecting communication were, in descending order, self-leadership (β=.41, p<.001), empathic ability (β=.23, p<.001), and gender (β=.11, p=.035). Moreover, the explanatory power of promoting relationships scored the highest at 31 %, followed by others' temperament at 27 % and communication at 26 %. Conclusion : The results of this study reveal the factors that influence the interpersonal skills of nursing students. To increase the interpersonal skills of nursing students, it is necessary to develop and apply regular curricula and programs designed to strengthen their self-leadership and empathic ability and to reduce their depression through reflecting differences between genders and grades.

• Research in Community and Public Health Nursing
• /
• v.13 no.2
• /
• pp.239-248
• /
• 2002

Objectives: The purpose of this study was to evaluate the effects of assertiveness training on assertiveness behavior, problem solving ability, and interpersonal relationships of nursing college students. Methods: A nonequivalent pre- and post-test experimental design was used. This study included 15 subjects in the experimental group, and 15 subjects in the control group, who were sophomore nursing students recruited from Gachon Nursing School located in Inchon City. The experimental group received 8 series of a ready planned and reorganized assertiveness training course, while the control group did not receive any training. The 120 minute training session was held on a weekly basis. The Maan-Whitney U Test was done to identify the changes in scores of assertiveness behavior, problem solving ability, and interpersonal relationships between the experimental and the control groups, after the assertiveness training. The data were collected before and after each part of the assertiveness training. The data collection period was from May 7 to July 10, 2001. Results: 1) The assertiveness behavior scores of the nursing students who participated in the assertiveness training were higher than those of the nursing students who did not participate in the assertiveness training. 2) The self problem solving evaluation scores of the nursing students who received assertiveness training were higher than those of the nursing students who did not receive the training. 3) The interpersonal relationship scores of the nursing students who participated in the assertiveness training were higher than those of the nursing students who did not participate in the assertiveness training. Conclusion: The study results showed that the assertiveness training was effective in promoting assertiveness behavior, problem solving ability, and changes in interpersonal relationships in nursing college students. It is suggested that well designed strategies are needed in the further studies in order to expand and apply the assertiveness training to other nursing student and nurse cohorts.

• Journal of Engineering Education Research
• /
• v.22 no.6
• /
• pp.64-73
• /
• 2019

The purpose of this study is to explore characteristics of engineering students' Interpersonal Problems, Emotional Clarity, and Empathic Ability compared with humanities and social sciences students. A total of 739 college students participated in the study (459 enginerring students and 280 humanities and social sciences students). We tested research question by employing the t-test. The result showed that engineering students have higher level of clarity of feelings, perspective taking, empathic concern and lower level of attention to feelings, personal distress than humanities and social sciences students. Moreover, engineering students showed lower level of cold, socially avoidant, exploitable problems than humanities and social sciences students. We dicussed that programs aiming at developing engineering students' emotional awareness and improving their interpersonal relationships should be provided.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.3
• /
• pp.726-734
• /
• 2021

Comparative analysis of the nursing students' empathy ability, positive psychological capital, and interpersonal competence of Korea and Korean-Chinese in China was conducted. Data were collected from160 survey questionnaires from Nov.1 to Dec 30, 2019, from Korea and China. The data use frequency and percentage, mean, independent t-test, and Pearson's correlation coefficient were analyzed. The results showed that Korean nursing students' empathy, positive psychological capital, and interpersonal competence scores were higher than Korean-Chinese nursing students in China. The empathy ability of Korean nursing students had no significant correlation with positive psychological capital and interpersonal competence. The empathy ability of the nursing students of Korean-Chinese had a significant positive correlation with the positive psychological capital and interpersonal competence. The higher the empathy ability, the higher the positive psychological capital and higher the interpersonal competence. Several intervention programs will be needed to increase the empathy ability, positive psychological capital, and interpersonal relationship of Korean-Chinese nursing students.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.4
• /
• pp.343-349
• /
• 2021

This study aimed to investigate the effect of smart-phone addiction on the between interpersonal relationship ability and academic achievement among nursing students. The study is a cross-sectional survey and the participants were 160 students from one university located in G city. Data were analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation, and multiple regression and Sobel test to test the significance of a mediation effect using SPSS 25 software. Results of the multiple regression were that smartphone addiction, had a significant negative effect on interpersonal relationship ability and academic achievement in nursing students. These findings imply that cinterpersonal relationship ability is important to improve the level of academic achievement in nursing students. This study highlights the value of interpersonal relationship ability and the need to develop various convergence education strategies to promote smartphone addiction managment way to cultivate nursing students' academic achievement.

• Korean Journal of Child Studies
• /
• v.18 no.2
• /
• pp.299-310
• /
• 1997

This study investigated the effects of teacher inquiry methods on children's interpersonal cognitive problem solving ability. The subjects were 40 children who ranged in age from 48 to 60 months. The experimental group participated in problem solving training through teacher's inquiries 3 times per week for 10 weeks, but the control group did not have training in problem solving. The statistical analysis was by the SAS program. The results showed that (1) the group trained in interpersonal problem solving interaction showed a greater frequency for solving interpersonal problems on the post-test; they also employed more ways of solving interaction problems (such as, alternative solutions, consequential solutions, etc.). (2) There was no difference between groups in the levels of responses for solving interpersonal problems.

• Journal of the Korea Society of Computer and Information
• /
• v.21 no.5
• /
• pp.149-160
• /
• 2016

The purpose of this paper is to examine the relationship between the social interactions on the social network and the purchase intention. And the trust propensity of a trustor, the ability of a trustee, and the sincerity of a trustee are selected as the antecedents of social interactions. This paper also examines the effect of type of product as a moderating variable. The result of this paper reveals that social interactions(in terms of closeness, familiarity, and interpersonal trust) have a positive(+) effect on the purchase intention. The more social interactions, the more trustors have intentions to purchase the recommended products by trustees. In addition, the study reveals that the trust propensity of a trustor and the ability of a trustee directly and indirectly influenced on the intention to purchase the recommended product. The findings also suggest that the trust propensity of a trustor and the ability of a trustee have an effect on the closeness, familiarity, and interpersonal trust resulting from social interactions.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.25 no.3
• /
• pp.344-356
• /
• 2019

Purpose: This study aimed to develop and evaluate the effects of an empathy education program for undergraduate nursing students. Methods: The study employed a non-equivalent control group pretest-posttest design. A total of 46 nursing students were voluntarily recruited by convenience sampling from senior nursing students from the nursing department of K college in I city, Korea. Participants were divided into two groups, an experimental group of 23 and a control group of 23. The experimental intervention (empathy education program) was conducted from April 19 to May 6, 2016 and consisted of 150-minute sessions, twice a week, for 3 weeks for a total of 15 hours. Results: Participants demonstrated improvements in perspective taking in cognitive empathy, improved empathic concern in emotional empathy, and improved communicative empathy. Analysis of reflective writings identified four theme clusters regarding communicative empathy: improvement of empathic expression, experiencing comfort and healing, improvement of interpersonal relationships, and experience of conflict resolution. Improved interpersonal ability and caring were also identified. Conclusion: The empathy education program improved cognitive, emotional and communicative empathy, and interpersonal skills and care, which are all necessary qualities for nurses.

• Industry Promotion Research
• /
• v.2 no.1
• /
• pp.51-56
• /
• 2017

This study analyzed the effects of interpersonal skills of college students on basic competence. The results of this study were as follows: 81 male students (34.6%) and female students (65.4%) were surveyed. First, as a result of analyzing the differences in improvement of basic competence according to interpersonal skills, leadership ability was found to be a relationship between heterosexuality (p <.001, ${\beta}=.378$), individual fellowship (p < (P <.01, ${\beta}=.313$), and negotiation ability had a significant effect on individual friendship (p <.05, ${\beta}=.267$). Second, the correlation between interpersonal abilities and leadership abilities showed that interpersonal abilities correlated with leadership abilities due to individual friendship - leadership abilities, leadership abilities - heterosexuality, interpersonal relationship - leadership abilities. Third, the differences in the basic occupational ability according to gender were male students (M = 3.90), female students (M = 3.58), male students (M = 3.59) Male students (M = 4.16) and female students (M = 3.79) were higher than male students. The purpose of this study was to investigate the effects of interpersonal skills of college students on the improvement of basic competence and to verify the effectiveness of personal interpersonal skills.