• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.180-187
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• 2016

This study was performed to identify the relationship between the SNS addiction tendency, self-assertiveness and interpersonal problems in college students. The subjects consisted of 198 students in Korea. The data were collected using a self-report questionnaire from September 10 to 12, 2013. The data were analyzed by frequency, t-test, ANOVA, and Pearson's correlation using SPSS for Windows version 22. The SNS addiction tendency was significantly negatively correlated with self-assertiveness(r=-.148, p<.05) and significantly positively correlated with interpersonal problems (r=.434, p<.001). Self-assertiveness was significantly negatively correlated with interpersonal problems (r=-.459, p<.001). The higher the SNS addiction tendency, the lower the self-assertiveness and the higher the interpersonal problems. The lower the self-assertiveness, the higher the interpersonal problems. Therefore, to decrease the SNS addiction tendency, increase the self-assertiveness and decrease the interpersonal problems, it is necessary to develop and test program.

• Journal of Family Relations
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• v.21 no.4
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• pp.75-98
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• 2017

Objectives: The purpose of this study was to examine the effects of parent-young adult relationship and self-differentiation on interpersonal problems among 20s. Method: The subjects were 504(195 male, 309 female) young adults in their twenties. The questionnaire was consisted of measures on the Parent-Child Relationship Instrument, Self-Differentiation Inventory, and Short form of Korean Inventory of Interpersonal Problems Circumplex. Descriptive, t-test, correlation, and hierarchical regression analyses were conducted with SPSS 23.0. Results: The major findings are as follow. First, the result showed that there were gender differences in the level of self-differentiation and interpersonal problems, while there were no differences between male and female in parent-young adult relationship. Second, correlational analyses results indicated that parent-young adult relationship was positively related with the level of self-differentiation. However parent-young adult relationship and the level of self-differentiation were negatively related with the interpersonal problems. Third, hierarchical regression analyses showed that parent-young adult relationship and the level of self-differentiation had significant influences on the interpersonal problems(moving toward people, moving against people and moving away from people among 20s). Conclusions: The results indicate that both parent-young adult relationship and the level of self-differentiation need to be considered to reduce young adults' interpersonal problems in counseling situations.

• Human Ecology Research
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• v.57 no.2
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• pp.213-224
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• 2019

This study investigates the effect of depressive vulnerability on the interpersonal problems of university students. We explore the moderating effects of ego-resilience on the relation between depressive vulnerability and interpersonal problems. We selected 380 university students as participants from Daegu and Gyeongsan cities. Collected data was analyzed by descriptive statistics, Pearson's correlation, moderating effect with SPSS 23.0. PROCESS, a SPSS macro program developed by Hayes (2013). The findings are as follows. First, there were significant correlations between non-sociability and dependency, self-criticism, non-self-assertiveness, over-consideration, dominance, personal relations, emotion control, and optimism. Second, ego-resilience was found to moderate the relationship between depressive vulnerability and non-self- assertiveness, over-consideration, and dominance among university students. This study suggests that intervention to address ego-resilience are important to resolve the interpersonal problems of university students.

• Journal of the Korean Home Economics Association
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• v.48 no.2
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• pp.39-49
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• 2010

This study focused on the links between emotionality, interpersonal and intrapersonal intelligence, and behavior problems in a sample of 185 four- to five-year-old children in kindergarten and daycare centers in Seoul. All variables were measured by the teachers of surveyed children. Collected data were analyzed by Simple Regression and Hierarchical Multiple Regression. The main results of this study were as follows: Firstly, children's positive and negative emotionality each exerted negative and positive effects on their interpersonal and intrapersonal intelligence. Secondly, children's positive emotionality had a negative influence on internalizing behavior problems. On the other hand, children's negative emotionality had a positive influence on internalizing and externalizing behavior problems. Finally, effect of children's positive emotionality on their internalizing behavior problems was totally mediated by interpersonal and intrapersonal intelligence. On the other hand, effect of children's negative emotionality on their internalizing and externalizing behavior problems was partially mediated by their interpersonal and intrapersonal intelligence.

• Journal of Family Relations
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• v.23 no.1
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• pp.97-120
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• 2018

Objectives: The purpose of this study is to examine the process of how a parent-child relationship affects an impaired objective self, emotional regulation difficulties, and, consequently, interpersonal problems. Methods: To carry out this study, a total of 467 married women were surveyed on their parent-child relationship, impaired objective self, and emotional regulation difficulties. The resulting data was interpreted using descriptive statistics analysis, correlation analysis, and structural equation models analysis. Results: First, the parent-child relationship shows negative correlations with an impaired objective self, emotional regulation difficulties, and interpersonal problems. In addition, an impaired objective self, emotional regulation difficulties, and interpersonal problems show positive correlations with one another. Second, an impaired objective self and emotional regulation difficulties mediate the parent-child relationship and intrapersonal problems consecutively. Conclusions: This indicates that efforts to mitigate an impaired objective self and to intervene in difficulties in emotional regulation can help address intrapersonal difficulties. Finally, this paper examines how this study affects the ongoing discussion on this matter and its implications for future studies.

• Journal of Digital Convergence
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• v.19 no.1
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• pp.295-305
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• 2021

This study identifies the relationship between the anger expression and interpersonal problems of college students, and then confirms the influence on emotion regulation difficulties as a mediating effect. And, it was conducted to understand college students who complain of interpersonal problems and to provide basic data for developing programs that can solve their problems. As a result of the study, anger expression showed a positive correlation in interpersonal relations problem and emotion regulation difficulty, and interpersonal relations problem showed somewhat high positive correlation with emotion regulation difficulty. In addition, it was found that emotion control difficulties were partially mediated in the anger expression among college students and interpersonal relationships. In conclusion, we could see the need for future research to develop educational programs that reduce the difficulty of emotion control and lead to positive anger expression among college students, and intervention programs that can improve interpersonal relationships.

• Journal of Korean Physical Therapy Science
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• v.31 no.1
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• pp.53-69
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• 2024

Background: This study aims to examine the multiple-parallel mediation effects of depression, anxiety, and anger in the relationship between anger-out and interpersonal problems in men. In addition, the purpose of this study was provide a basis for supporting psychological services alongside therapeutic services as a way to increase the overall interpersonal relationship of men. Design: Survey. Methods: This study targeted 208 adult men aged 20 to 59 years. Participants were recruited through online cafe postings, and data were collected by running an online survey link. Based on the collected data, correlations between variables were investigated, and multiple parallel mediation analysis was performed using the model (Model 4) presented by SPSS PROCESS Macro. In addition, the significance of statistics was confirmed by applying the bootstrapping method, and the significance of the indirect effect was confirmed by the Sobel Z test. Results: First, Anger-out in men is related to interpersonal problems(β=.614, P<.001). Second, it can see that anger-out not only increases depression·anxiety, but also increases anger. Third, Anger-out has been shown to increase depression, anxiety, and anger, leading to increasing interpersonal problems. Anger-out had a significant effect on depression, anxiety(β=.324 P<.001), and anger(β=.551, P<.001), and depression, anxiety(β=.239, P<.001), and anger (β=.318, P<.01) had a significant effect on interpersonal relationship problems. Lastly, it can be seen that men's anger-out is experienced more as anger than depression or anxiety. Conclusion: When providing medical services to men, I believe that if externally expressed anger is addressed along with therapeutic treatment, invisible depression can also be intervened and a more positive prognosis can be expected

• Korean Journal of Child Studies
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• v.18 no.2
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• pp.299-310
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• 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 Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.356-365
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• 2017

This study was conducted to identify the degree and correlation among clinical nurses' interpersonal problems, emotional labor and professional self-concept and to examine the effects of interpersonal problems and emotional labor on professional self-concept. Data were collected through a self reported structured questionnaire of 150 clinical nurses using convenient sampling methods from August 2, 2016 to August 30, 2016. The mean score of interpersonal problems was 2.57 and the score of moving toward people was the highest. The mean score of emotional labor was 3.50 and the score of emotional expression frequency was highest. The mean score of professional self-concept was 2.54 and the score of communication was highest. Interpersonal problems were positively correlated with emotional labor(r=0.392, p<0.001), while professional self-concept was negatively correlated with interpersonal problems(r=-0.452, p<0.001) and emotional labor(r=-0.376, p<0.001). Stepwise regression showed that interpersonal problems had the greatest effect on professional self-concept(${\beta}=-0.377$, p<0.001), followed by $Age(yr){\geq}40$, Age(yr)>$30{\leq}40$, education level and emotional labor. These variables together explained 44% of the professional self-concept among clinical nurses(F=24.38, p<0.001). In conclusion, strategies for reducing interpersonal problems and emotional labor should be developed to improve professional self-concept of clinical nurses.

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