• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.11
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• pp.454-462
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• 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 Korean Public Health Nursing
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• v.28 no.1
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• pp.46-56
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• 2014

Purpose: The purpose of this study was to investigate the difference and correlation of interpersonal relationship and purpose-in-life in health allied college students depending on their ability to manage anger. Method: A total of 244 students were surveyed using structured questionnaires. Data were analyzed using descriptive statistics, t-test, and Pearson Correlation Coefficient with the SPSS program. Results: No significant difference of interpersonal relationship was observed between the anger controlled group and the anger uncontrolled group. Intimacy (p=.008) and understanding (p=.017) were significantly higher and openness was significantly lower in the anger controlled group (p=.024). Purpose-in-life was significantly higher in the anger controlled group (p<.001). There was no significant correlation of anger management and interpersonal relationship, however, there was significant positive correlation of anger management and purpose-in-life (r=0.15, p=.017) and interpersonal relationship and purpose-in-life (r=0.29, p<.001). Conclusion: An education program for freshmen who cannot control anger can promote interpersonal relationship and purpose-in-life.

• Journal of Families and Better Life
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• v.30 no.3
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• pp.179-192
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• 2012

The purpose of this study is to investigate the variable factors influencing children's interpersonal relationship skills and analyze the effects of marital perspective-taking ability, managing responses of young children and emotional intelligence on the interpersonal relationship skills of children. The study subjects were young children aged from four to seven attending private kindergartens or public day care centers in Seoul or Kyeongki-do and their mothers. The results are as follows : 1) First, marital perspective-taking abilities were indicated higher on boys than girls, children in a full-day program than those in a half-day program, university graduates or higher degree holders than collage graduates, single-income families than double-income families. In case of managing responses of young children, boys showed high avoidance of offensive disposition and girls showed high emotions dissipation. Also, young children in a full-day program showed non-responses on managing responses but high responses on emotions dissipation, and children of mothers with bachelor's degree or higher education showed support and children from double-income family showed no responses in high. Moreover, emotional intelligence of young children in a full-day program was higher than that of children in a half-day program, interpersonal relationship skills were showed higher on girls than boys, half-day children than full-day ones, children from single-income family than those from double-income family. 2) Meaningful relationships were indicated between these variables; managing responses of young children, emotional intelligence and interpersonal relationship skills by partly showing correlations. 3) Children in a half-day program with low in emotions dissipation, non-responses, offensive dispositional managing responses but high on Avoid, emotional intelligence showed high interpersonal relationship skills.

• The Journal of the Convergence on Culture Technology
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• v.8 no.4
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• pp.205-212
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• 2022

The study was to examine the effect that perceived stress, self-efficacy, Interpersonal relationship ability affect resilience of Humanities and Social Sciences undergraduate students. Population of this study were 330 students in B city. Data were analyzed by a real number, percentage, Mean, SD, t-test, ANOVA, Pearson correlation coefficient, logistic regression analyzation using SPSS 22.0. Resilience mean of population was 3.34±0.45. Resiilence of population had a positive correlation with self-efficacy(r=.521, p<.001), Interpersonal relationship ability(r=.678, p<.001) and had a negative correlation with perceived stress(r=.234, p<.001). The factors affected to resilience of population were self-efficacy(β=.280, p<.001), Interpersonal relationship ability(β=.394, p<.001), prceived stress((β=-.191, p<.001), R² was 53.3%. This results indicated the factors that affect resilience of Humanities and Social Sciences undergraduate students.

• Journal of Convergence for Information Technology
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• v.7 no.3
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• pp.147-152
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• 2017

Recently, colleges and universities provide programs of field experience for students to improve career development skills. The purpose of this study was to analyze the effects of participating field experience on communication ability, interpersonal relationship ability, and convergence competence. Data were collected from 1,887 college students, and were analyzed using one-way ANOVA. As a result, students who participated field experience program improved their communication ability, interpersonal relationship ability, and convergence competence. This study is expected to be utilized as basic references to promote field experience program in colleges and universities.

• Korean Journal of Occupational Health Nursing
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• v.27 no.1
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• pp.36-47
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• 2018

Purpose: This study aimed to examine the effects of interpersonal relationship ability, job stress, and stress coping type on the turnover intention of nurses in the early stage of their careers. Methods: Data were collected from 136 early stage nurses from two general hospitals and one tertiary hospital in Chungbuk province. An early stage nurse was defined as the nurse with a work experience of 3 to 36 months. The collected data were analyzed using independent t-test, one-way ANOVA, Mann-Whitney U test, Person's correlation coefficient, and stepwise multiple regression. Results: It was seen that turnover intention had a negative correlation with interpersonal competency (r=-.20, p=.020) and a positive correlation with job stress (r=.56, p<.001). Job stress due to work over load, inadequate compensation and working environment, interpersonal relationship ability, and length of clinical career were significant factors influencing turnover intention (p<.05). These variables explained for 50.4% of the variance in turnover intention. Conclusion: It is necessary to develop an interpersonal relationship ability improvement program to decrease turnover intention among early stage nurses by helping them to successfully adapt to their job. Moreover, it is important to bring about continuous improvements in terms of provision of adequate workload and appropriate rewards, and creation of a suitable work environment to reduce the job stress of early stage nurses.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.406-413
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• 2019

This study is a descriptive study to investigate the relationship between communication competency, interpersonal relationship ability and self-management competency of nursing college students in graduation year. Data collection was conducted from November 1, 2016, to December 9, 2016, in 135 students of 4th grade nursing students in M and K areas. The collected data were analyzed using the SPSS WIN 21.0 program. The result of this study showed that average degree of communication competency was $3.55{\pm}.34$(5 point-scale), interpersonal relationship ability was $3.79{\pm}.50$(5 point-scale), self-management competency was $3.67{\pm}.47$(5 point-scale). The communication competency of nursing college students in graduation year showed a significant positive correlation with interpersonal relationship ability(r=.65, p<.001) and self-management competency(r=.70, p<.001). In addition, interpersonal relationship ability also showed a significant positive correlation(r=.69, p<.001) with self-management competency. Therefore, this study proposes an intervention program to help nursing graduates maintain efficient interpersonal relationships through smooth communication with patients, guardians and staff at the job site after graduation by building their own management competency in their academic life.

• Journal of the Korea Convergence Society
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• v.9 no.12
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• pp.475-483
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• 2018

The purpose of this study based on descriptive research is to examine the convergent relationship of interpersonal competence, self-determination motivation and self-regulated learning ability in nursing students. Data collected from 251 nursing students at a university located in C province from June, 2018 to July, 2018 are analyzed using SPSS/WIN 21.0. As a result, there are positive correlation between interpersonal competence(r=.361, p<.001) and self-determination motivation(r=.466, p<.001) and self-regulated-learning-ability. Interpersonal competence and self-determination motivation have not meaningful relationship(r=.091, p=.148). It is turned out that interpersonal competence and self-determination motivation are influenced on the self-regulated learning ability respectively. Based on these results, research should be continued on the developing new educational methods through convergence of factors by analyzing relevant factors to enhance interpersonal competence and self-determination motivation that affect self-regulated learning ability.

• Journal of Digital Convergence
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• v.19 no.2
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• pp.549-560
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• 2021

The study was done to investigate the mediating effects of communication ability on the relationship among self-awareness, empathy, emotional intelligence and interpersonal competence of nursing students. Data on subject's self-awareness, empathy, emotional intelligence and interpersonal competence were collected using a structured self-reporting questionnaire. During September and December 2019, data were collected from 282 nursing students in J and K cities. Data were analyzed using three-step mediated regression analysis with the SPSS WIN 21.0 programs. Self-awareness, empathy, emotional intelligence and communication ability were positively correlated with interpersonal competence of nursing students. Also, communication ability had a partial mediating effect on the relationship among self-awareness, empathy, emotion intelligence and interpersonal competence. These finding indicate that it will be more effective to education strategies that can increase self-awareness, empathy, emotional intelligence and communication ability together when developing education programs that improve interpersonal competence.

• Journal of Digital Convergence
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• v.18 no.8
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• pp.331-341
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• 2020

This study is a descriptive research study aimed at confirming the mediating effect of empathy ability in the relationship between interpersonal ability and adjustment to college life for freshman in nursing college. The study subjects were 179 freshman from the nursing department of four universities. Data were collected using a structured questionnaire from June 11 to June 18, 2018. Data were analyzed using SPSS 21.0. As a result of the study, it was confirmed that the interpersonal ability and empathy ability of the nursing college freshman were factors influencing the adjustment to college life, and that the empathy ability had a partial mediating effect in the relationship between the interpersonal ability and the adjustment to college life. These results suggest that it is necessary to develop and apply curriculum and extra-curricular programs that can enhance students' empathy ability as a way to improve the adjustment to college life in the freshman. Therefore, repeated studies including various variables related to college life adjustmente of freshmen in nursing colleges are needed in the future.