• Journal of Industrial Convergence
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• v.20 no.1
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• pp.35-42
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• 2022

This study divided employee performance factors into individual, organizational, and institutional factors, and empirically analyzed their relationship with performance evaluation results. Based on the final 417 samples, the results using the SPSS and AMOS are summarized as follows. Among the performance factors, job satisfaction and a fair performance system showed a significant positive (+) relationship with the individual performance evaluation results, and it was difficult to find a clear correlation with stable interpersonal relationships. Job satisfaction (β= 0.432, t= 7.375^***) had the greatest impact, followed by a fair performance system (β= 0.127, t= 2.406^*). This can be said to be the case where the cause of performance is satisfaction with the job and the recognition that the organization's performance system is fair. However, it was found that stable interpersonal relationships, that is, interpersonal relationships that have smooth relationships with other people and are accompanied by psychological stability, are not a performance factor. Based on the empirical analysis results, a discussion on performance factors, implications of this study, and future research directions are presented.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.2
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• pp.276-284
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• 2015

Purpose: This study was conducted to investigate the factors that affect subjective well-being in nursing students. Methods: A total of 236 nursing students participated in the study. Data was collected from November through December 2013 using a self-reporting questionnaire that surveyed the level of gratitude, interpersonal relationship ability, subjective happiness, and life satisfaction. Data was analyzed by descriptive analysis, t-test, ANOVA, Pearson correlation coefficients and multiple regression with the SPSS/WIN 18.0 program. Results: Subjective happiness positively correlated with gratitude (r=.41, p<.001) and interpersonal relationship ability (r=.55, p<.001). Life satisfaction positively correlated with gratitude (r=.53, p<.001) and interpersonal relationship ability (r=.37, p<.001). Significant predictors of subjective happiness included gratitude (${\beta}=.38$, p<.001), interpersonal relationship ability (${\beta}=.28$, p<.001) and major satisfaction (${\beta}=.17$, p=.002). The regression model explained 39.3% of subjective happiness. Significant predictors of life satisfaction included gratitude (${\beta}=.42$, p<.001), academic achievement (${\beta}=.15$, p=.006), interpersonal relationship ability (${\beta}=.16$, p=.008) and major satisfaction (${\beta}=.12$, p=.035). The regression model explained 35.3% of life satisfaction. Conclusion: To improve subjective well-being among nursing students, nurse educators should develop educational intervention programs to promote gratitude and interpersonal relationships.

• Journal of the Korea Convergence Society
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• v.9 no.4
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• pp.433-442
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• 2018

This study investigated factors affected to adjustment of college life character, interpersonal personal relationships of total 220 health-related college in G-city. This study was conducted by a self-report type survey between August 1 and December 30 in 2017, according to the findings, character level is aver. 3.49(1-5 score), interpersonal relationship aver. 3.40(1-5)score, adjustment to college life aver. 3.33(1-5)score were showed medium level, The relation between character, interpersonal relationship(r=.62, p<.001), adjustment to college life, character(r=.62, p<.001), adjustment of college life, interpersonal relations(r=.80, p<.001), Major satisfaction and adjustment of college life(r=-.32, p<.001) showed a significantly correlation of medium level. With improved personal relationships and higher behavior factor of level of character college adjustment to college life of these factors is 65%(F=102.97). The results reveals to develop program interpersonal relationship and character of college students in oder to improve adjustment process to college life.

• Journal of Digital Convergence
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• v.17 no.5
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• pp.279-286
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• 2019

The purpose of this study is to provide basic material that can strengthen the clinical competence of nursing students by understanding the impact interpersonal competence and clinical stress have on clinical competence. Research was conducted on 242 students in the junior and senior years of college through structured surveys. Results showed that interpersonal competence accounted for 3.36 points, clinical stress accounted for 2.80 points, and clinical competence accounted for 3.48 points. Interpersonal competence and clinical competence showed a positive correlation whereas clinical stress and clinical competence did not show any correlation. As factors that affect the nursing students' clinical competence, interpersonal competence and satisfaction in relation to one's major were identified, and these factors had an overall explanatory power of 26.4%. Therefore, on the result of this study, when we develop the clinical education program to increase the major-related satisfaction and interpersonal competence for nursing students.

• Journal of Industrial Convergence
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• v.18 no.6
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• pp.41-49
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• 2020

This study was to identify the factors influencing the interpersonal competence in nursing students. Data collection was conducted on 167 university students from November to December 2019. The collected data were analyzed using descriptive statistics, t-test, one-way ANOVA, Pearson's correlation coefficient, and hierarchical multiple regression using the JAMOVI program. As a result of the study, the interpersonal competence of the subjects was different according to gender, personality, life satisfaction and weight satisfaction, and there was a positive correlation between psychological well-being and self-esteem. Factors affecting interpersonal competence include positive personality groups (β=.31, p=.027), psychological well-being (β=.21, p=.022) and self-esteem (β=.24,) p=.007), and these variables accounted for 25.2% of interpersonal competence. Therefore, in order to improve the interpersonal competence of university students, it is necessary to develop a program that considers their psychological well-being and self-esteem.

• Journal of the Korea Society of Computer and Information
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• v.15 no.10
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• pp.87-98
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• 2010

This study was to verify a related model between among Impulsivity, Aggression, Game Addiction, and Interpersonal Skills. Aggression was selected as prerequisite variables. And Interpersonal Skills was selected as a mediated variable. Which affected Game Addiction. Covariance structure analysis were conducted to test research hypotheses. The results are summarized as follows. The path coefficients of (Impulsivity$\rightarrow$Interpersonal Skills), (Impulsivity$\rightarrow$Game Addiction), (Aggression$\rightarrow$Skills), (Aggression$\rightarrow$Game Addiction), (Interpersonal Skills$\rightarrow$Game Addiction) were all significant. Second, it was proved that Impulsivity and Aggression played as inducting factors to their Game Addiction tendencies, and perceived Interpersonal Skills played as inhibiting factors which leads to decrease their Game Addiction tendencies. Third, the mediator effect of perceived Interpersonal Skills in the relation between Impulsivity, Aggression and Game Addiction was significant. Fourth, divided in school levels by and the result which analyzes, the middle school students interpersonal skills did not affect in game addiction. So there was not also a mediating effect. The high student the interpersonal skills which listens influences in game addiction. And mediating effect of interpersonal skills was. Therefore for the prevention and a treatment of game addiction the method to raise a interpersonal skills will be effective in the high students.

• Journal of Korean society of Dental Hygiene
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• v.20 no.4
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• pp.515-523
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• 2020

Objectives: This study was conducted to investigate the effect of self-control and interpersonal relationship satisfaction on department satisfaction among dental hygiene students. Methods: A survey was conducted on 306 dental hygiene students from Seoul, Gyeonggi, Chungcheong, Jeolla, and Gyeongsang. Results: The factors affecting college department satisfaction of dental hygiene students were interpersonal relationship satisfaction (β=0.609), volunteer activities_dummy 1 (No/Yes) (β=0.131), and year_dummy 3 (1/4) (β=0.128). The most deterministic factor was interpersonal relationship satisfaction with the explanatory power of 37%. Conclusions: Based on these results, it is thought that research on department satisfaction needs to be actively conducted to develop adequate measures and programs to enhance department satisfaction of students.

• The Journal of the Korea Contents Association
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• v.13 no.1
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• pp.311-321
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• 2013

This study was done to investigate and compare satisfaction of clinical practice and its influencing factors between associate and bachelor nursing students. The participants were 420 nursing students in two cities. Data were collected through self-report questionnaires, and analyzed using the SPSS/WIN 19.0 program. Satisfaction of clinical practice in associate and bachelor nursing students correlated with self-esteem, self-efficacy, interpersonal relationships, and satisfaction of major. Significant factor influencing satisfaction of clinical practice in associate nursing students was satisfaction of major, and this factor accounted for 26.8% of the variance in satisfaction of clinical practice. And significant factors influencing satisfaction of clinical practice in bachelor nursing students were satisfaction of major, interpersonal relationships and gender, and these factors accounted for 31.9% of the variance in satisfaction of clinical practice. The above findings indicate that satisfaction of clinical practice in nursing students is influenced by satisfaction of major and interpersonal relationships. Therefore, when nursing interventions are developed to improve satisfaction of clinical practice in nursing students, these factors need to be considered.

• Human Ecology Research
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• v.53 no.2
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• pp.209-218
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• 2015

This study provides a basis for the development of lesson plans and teaching programs associated with the appearance in the adaptation of interpersonal relationships. This study was analyzed adolescents' body comparison and body satisfaction related in the adaptation of interpersonal relationships, and the effectiveness of self-esteem mediation. The survey was conducted among 587 adolescents in Gwangju. The data was analyzed using SPSS ver. 19.0 for Windows: frequency, means, factor analysis, Cronbach's ${\alpha}$, t-test, analysis of variance, Pearson correlation analysis, and regression analysis. The results indicated that body comparison and body satisfaction effected the adaptation of interpersonal relationships among adolescents consequently, it is necessary to develop lesson plans and teaching programs related to awareness, and improve appearance. A body comparison with similar aged people did not affect self-esteem; however, it is necessary to improve body satisfaction because it affects self-esteem. Self-esteem was also the mediating role between the adaptation of body satisfaction and interpersonal relationships, sub-factors, adaptation of relationships with friends, adaptation of relationship with teachers, adaptation of relationships with parents. It is important that body satisfaction and self-esteem is key factor in planning training programs, and improving the capacity of adolescents adaptation of interpersonal relationships.

• Anxiety and mood
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• v.10 no.2
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• pp.163-169
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• 2014

Objective : The aim of this study was to investigate the relationship between interpersonal problems, body dissatisfaction, and suicidal idea. Methods : Two hundred ninety-four participants filled out the self-reporting questionnaires : Body dissatisfaction was measured with Body Dysmorphic Disorder Examination-Self Report (BDDE-SR) ; Interpersonal problems was measured with Korean Inventory of Interpersonal Problem (KIIP) ; Suicidal Ideation Questionnaire (SIQ) was used to assess suicidal idea. A path analysis was conducted to identify the impact of interpersonal problems and body dissatisfaction on the suicidal ideas. Results : 'Socially inhibited (KIIP_C4)', 'overly-accommodating (KIIP_C6)', age, and gender had a direct effect on their body dissatisfaction, and those factors had a indirect effect on the suicidal ideas. Also, 'cold (KIIP_C3)' and body dissatisfaction had a direct effect on the suicidal ideas. Conclusions : These findings can help to identify how interpersonal problems and body dissatisfaction influence the suicidal ideas of people. It would be useful to consider and assess suicidal ideas in the patients with 'cold (KIIP_C3)', 'socially inhibited (KIIP_C4)', 'overly-accommodating (KIIP_C6)'.