• Journal of Engineering Education Research
• /
• v.25 no.5
• /
• pp.20-32
• /
• 2022

This research sought to investigate the relationships among self-leadership, social support and interpersonal competence of women engineering students. First, women undergraduate students' differences respecting self-leadership, social support and interpersonal competence were examined. Second, the relationships among self-leadership, social support and interpersonal competence were identified in terms of sub-factors of those three variables. Third, the effects of social support and interpersonal competence, as perceived by women undergraduate students, on self-leadership were explored. A total of 398 women undergraduate students from three universities in Korea responded to survey based on a three-variables scale. The findings were that, firstly, women engineering students scored lower in all of the three variables including self-leadership, social support and interpersonal competence, and that these major differences were statistically significant. Secondly, a positive correlation among self-leadership, social support and interpersonal competence was identified. Thirdly, it was determined that self-leadership was affected significantly by social support and interpersonal competence. The practical implications of these findings are discussed herein, with particular attention on education for promotion of self-leadership, social support and interpersonal competence.

• Journal of Korean Academy of Nursing Administration
• /
• v.21 no.4
• /
• pp.366-374
• /
• 2015

Purpose: This study was designed to identify a path model that anticipates the interpersonal competence of nurses by anticipating factors that explain interpersonal competence within an organization, and analyzing the effects of these factors. A hypothetical model was formulated based on a literature review of interpersonal competence. For the study, influential factors were divided into two variables: exogenous variables including communication style, coaching leadership, and social support, and endogenous variables of self-efficacy, job satisfaction, and organizational commitment. Methods: The sample included 202 hospital nurses. Data were collected through questionnaires and analyzed using SPSS and AMOS. Results: The overall fitness was good ($x^2=74.707$, p<.001), d.f=19, $x^2/df=3.932$, GFI=.940, AGFI=.826, RMR=.009). Social support, self-efficacy, horizontal communication and organizational commitment directly affected the interpersonal competence of the nurses, and informal type of communication, horizontal, upward communication and coaching leadership indirectly effected the interpersonal competence of the nurses. Horizontal communication, social support, self-efficacy, and organizational commitment explained 46.5% of the variance in interpersonal competence of nurses. Conclusion: Based on the study results, nurses in hospitals need informal types of communication, horizontal, upward communication and coaching leadership to increase their interpersonal competence.

• Journal of Korean Public Health Nursing
• /
• v.29 no.3
• /
• pp.463-473
• /
• 2015

Purpose: The purpose of this study was to examine stress, interpersonal competence, health promotion behavior and factors influencing health-promoting behavior of undergraduate students majoring on a health-related degree program in Korea. Methods: Descriptive correlational study was utilized. The subjects were 269 college students in Gyeongi Province. Data were collected from November to December, 2014. Stress, interpersonal competence and health promotion behavior were measured using structured questionnaires. SAS 9.3 program was used for data analysis. Results: Stress and health promotion behavior were low, while interpersonal competence levels of students were moderate. Correlation between stress and health promoting behavior (r=-.16, p=.002) and interpersonal competence and health promoting behavior (r=.46, p<.001) was statistically significant. Factors influencing health promotion behavior were found to be stress(2.4%), interpersonal competence(21.7%), religion(1.7%) and academic achievement(1.5%). Interpersonal competence was the most influencing predictor for the health-promoting behaviors of undergraduate students majoring in health related programs. Conclusion: We suggest development of intervention programs for enhancement of interpersonal competence for college students in order to improve their health-promoting behaviors.

• Journal of The Korean Society of Integrative Medicine
• /
• v.9 no.2
• /
• pp.193-203
• /
• 2021

Purpose : This study aims to identify the effects of peer tutoring on the peer group caring interaction, interpersonal competence, and academic self-efficacy of nursing college students and to use them for practical education. Methods : The participants comprised 33 nursing students who lived in Gyeong-nam Province. Data were collected from February 1 to May 1, 2019. The PGCIS -K Questionnaire, Interpersonal Competence Questionnaire, and Academic Self-efficacy Questionnaire were used. Data were analyzed by average, standard deviation, minimum, maximum, and Wilcoxon signed rank test using SPSS version 23.0. Results : A significant difference was found in the data obtained from the Interpersonal Competence Questionnaire (z=-2.13, p<.03) but not from the PGCIS-K Questionnaire of the research subjects who participated in peer tutoring (z=-.89, p<.37) and from the Academic Self-efficacy Questionnaire (z=-.78, p<.43). Furthermore, their interpersonal competence significantly increased after the peer tutoring program. Conclusion : This study developed a peer tutoring program for nursing students and applied it to basic nursing practice classes to verify its effect on peer group caring interaction, interpersonal competence, and academic self-efficacy. The subjects improved their peer group caring interaction and interpersonal competence through peer tutoring. Peer tutoring also showed an effect on interpersonal competence.

• Journal of Convergence for Information Technology
• /
• v.11 no.5
• /
• pp.251-258
• /
• 2021

This study was conducted to investigate the impact of emotional intelligence according to the level of interpersonal relation competence. For the study, data were collected from 126 students in the department of nursing at a university located in B city from November 29 to December 16, 2019, and data were analyzed by Anova and Regression analysis. The interpersonal relation competence of nursing students was classified into less than 60 and 60 or more. In the group with an average of less than 60 in interpersonal relation competence. nursing students' self-emotional expression and control of others were significant positive effecting factors for interpersonal relation competence(explanatory power, 22.5%). In the group with an average of 60 or more in interpersonal relationship competence, self-emotional expression and Motivation were significant effecting factors(explanatory power 33.6%). According to the results of this study, we propose an individual approach according to their level of interpersonal relation competence for nursing education to improve the interpersonal relation competence abilities of nursing students.

• Journal of Digital Convergence
• /
• v.17 no.5
• /
• pp.279-286
• /
• 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 Korean Academy of Fundamentals of Nursing
• /
• v.25 no.2
• /
• pp.99-108
• /
• 2018

Purpose: This study was done to examine the relationship between communication skill, interpersonal ability and clinical competence of nursing students, and to identify factors influencing clinical competence. Methods: Research participants were 172 nursing students in the nursing departments of 3 universities located in G city and J province. The students had completed over 2 semesters of clinical practice. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient and multiple regression. Results: Participants' scores for communication skill, interpersonal relationships and clinical competence were $3.81{\pm}0.42$, $3.74{\pm}0.43$ and $3.49{\pm}0.43$ respectively. Communication skill, interpersonal relationships and clinical competence had positive correlations. Factors influencing nursing students' clinical competence included communication skill, interpersonal relationships, subjective health status and satisfaction with nursing as a major. These variables explained 40% of the variance in clinical competence. Conclusion: The findings show that development and application of educational programs to increase communication skill and interpersonal relationships are important and will improve nursing students' clinical competence.

• The Journal of the Korea Contents Association
• /
• v.18 no.10
• /
• pp.368-381
• /
• 2018

This study examines the effect of coaching leadership on resilience, interpersonal competence, and job performance, and identifies whether resilience and interpersonal competence mediate the relationship between coaching leadership and job performance. For this purpose, the data were collected for 240 nurses at U University Hospital in Ulsan City. SPSS 18.0 and AMOS 18.0 were used to analyze the statistical data and the validity of the this study. The results of this study showed as follows. First, coaching leadership has significantly affected resilience, interpersonal competence and job performance. Second, resilience has significantly affected interpersonal competence and job performance. Third, interpersonal competence have significantly affected job performance. Fourth, resilience and interpersonal competence had a partial mediating effect on the relationship between coaching leadership and job performance. Based on this study, we discussed the important rule of coaching leadership, resilience, interpersonal competence to improve job performance.

• Journal of Korean Dental Hygiene Science
• /
• v.3 no.2
• /
• pp.67-77
• /
• 2020

This study investigated the effects of body consciousness and body esteem on interpersonal competence. A structured questionnaire was distributed to 220 dental hygiene students during July 1-31, 2020. The findings show that the subjects scored means of 3.32±0.26, 3.33±0.53, and 3.49±0.45 out of 5 in body consciousness, body esteem, and interpersonal competence, respectively. There were negative correlations between body surveillance and body shame (r=-0.303, p<0.001), as well as between two subfactors of body consciousness. Body shame was positively correlated with subfactors of interpersonal competence such as relationship initiation (r=0.217, p<0.01), claim for displeasure (r=0.218, p<0.01), and conflict management (r=0.231, p<0.01). Under the category of body esteem, body function esteem had positive correlations with conflict management (r=0.293, p<0.01) and consideration for others (r=0.141, p<0.05). Body consciousness and body esteem had effects on interpersonal competence, with an explanatory power of 13.4%. Higher body consciousness (β=.16, p=0.016) and body esteem (β=.22, p=0.02) were associated with greater interpersonal competence. These findings demonstrate that college students' objectified body consciousness and body esteem have an impact on their interpersonal competence. This raises the need to develop and apply a program to help students have positive perceptions of their bodies and establish their own individuality and body images to enhance their interpersonal competence.

• Journal of Family Relations
• /
• v.21 no.1
• /
• pp.99-121
• /
• 2016

Objectives: The major purpose of this study was to analyze the relationships of parent-child relationship and self-differentiation with interpersonal competence among college students. Specifically, this study also attempted to find the differences of three major variables according to participant's general characteristics, to investigate the correlations among variables and to analyze the effects of related variables on interpersonal competence. Method: The participants were 388 college students in Jeollabuk-do province. The data were collected by self-administered questionnaire method. Results: First, there were significant differences in the level of interpersonal competence according to gender and the monthly family income. Second, correlational analyses results indicated that college students' interpersonal competence was positively related with parent-child relationship and self-differentiation, and the latter two variables were also positively correlated. Finally, the results of multiple regression analyses reported that interpersonal competence was influenced by intimacy with mother, I-position, and emotional cutoff, showing that I-position was the most influential variable. In addition, I-position was also found to be the powerful variable affecting all sub-factors of interpersonal competence. Conclusions: This study suggests the importance of providing education and/or counseling services focusing on strengthening the relationship with their parents and on increasing self-differentiation level for college students' greater interpersonal competence, which are considered as critical indices of their mental health and psychological well-being.