Does Interpersonal Interaction Really Improve Emotion, Sleep Quality, and Self-Efficacy among Junior College Students?

Po-Yu Wang,Shang-Yu Yang,Kai-Li Chen,Chung-Ying Lin,Pin-Hsuan Lin

doi:10.3390/ijerph17124542

Abstract

This study discusses the correlation between teenagers’ real-life interpersonal interactions and teenagers’ online interpersonal interactions with regards to emotion, sleep quality, and self-efficacy. This study adopted a cross-sectional design that included a survey using a structured questionnaire which included demographic data, the Chinese version of the Depression Anxiety Stress Scale (DASS-21), the Pittsburgh Sleep Quality Index (PSQI), the General Self-Efficacy Scale (GSE), the Real Interpersonal Interaction Scale (RIIS), and the Internet Interpersonal Interaction Scale (IIIS). This study enlisted 917 teenage students (age = 17.16 ± 1.48 years). The study found that RIIS had significant negative correlations with DASS and PSQI scores and a significant positive correlation with GSE. Namely, the greater the degree of real-life interpersonal interaction, the lower the degree of negative emotion. Likewise, the more satisfactory sleep quality is, the higher self-efficacy is. In addition, IIIS scores demonstrate significantly positive correlations with DASS and PSQI scores. Therefore, the greater the degree of online interpersonal interaction, the greater the levels of negative emotion, and the poorer the sleep quality is. This study showed that online interpersonal interaction may not improve emotions, sleep quality, or self-efficacy among junior college students. However, real-life interpersonal interaction may improve those three parameters.

Highlights

Based on Bowlby’s attachment theory [1], the interaction between an individual and his/her parents has an impact on the individual’s interpersonal behavior, mental health, and personality development
The results of the Pearson correlation coefficient analysis indicate that the correlation coefficients of DASS-21, Pittsburgh Sleep Quality Index (PSQI), and General Self-Efficacy Scale (GSE) with Real Interpersonal Interaction Scale (RIIS) are −0.20 (p < 0.01), −0.14 (p < 0.01), and 0.25 (p < 0.01), respectively
The results of this study indicated that real-life interpersonal interactions were significantly correlated with emotions, sleep quality, and self-efficacy

Summary

Introduction

Based on Bowlby’s attachment theory [1], the interaction between an individual and his/her parents has an impact on the individual’s interpersonal behavior, mental health, and personality development. Armsden and Greenberg [2] advocated that, for adolescents, besides their parents, peers are essential for the development of personal relationships. Interaction with peers is important for a teenager’s development. Interpersonal interactions affect a teenager’s emotions, with more positive interpersonal interactions with peers leading to lower levels of depression and detrimental emotions [3]. Negative interpersonal interaction with peers or teachers generates higher levels of depression and more harmful emotions [3].

Objectives

Methods

Results

Discussion

Conclusion