Communication Skills Evaluation Scale Research Articles

Determination of Critical Thinking Dispositions and Communication Skills of Gifted Middle School Students

The purpose of the study is to determine the critical thinking dispositions and communication skills of gifted students, and to investigate whether these students’ critical thinking dispositions and communication skills vary significantly by some demographic variables. This study used the descriptive survey model. The sample, which was determined by using maximum variation sampling, consists of 326 gifted students attending BİLSEMs. To collect data, the “California Critical Thinking Disposition Inventory”, the “Communication Skills Evaluation Scale” with “Information Form” were used. In the analysis, descriptive statistics, t-test, ANOVA and correlation analysis techniques were employed. It was seen that the critical thinking level of the students is medium and communication skills level is high. Their critical thinking does not vary significantly by the variables of gender, birth order, grade level and family type. However, their level of critical thinking was determined to vary significantly by the variables of the number of siblings and mother’s/father’s education level. Their communication skills vary significantly by the variables of gender, grade level, mother’s/father’s education level and the number of siblings but does not vary significantly by the variables of birth order and family type.

The Relationship Between the Emotional Literacy Skills and Communication Skills of Pre-Service Turkish Teachers

The aim of the current study is to determine the relationship between the emotional literacy skills and communication skills of the pre-service Turkish teachers. The population of the study employing the relational survev model based on discriptive model, is comprised of 249 pre-service teachers attending the Department of Turkish Teaching in Mugla Sitki Kocman University while the sample is comprised of 196 pre-service teachers who could be reached from the population without any sampling. As the data collection tools, a personal information form, the “Emotional Literacy Skills Scale (ELSS)” and the “Communication Skills Evaluation Scale” were used. In order to determine the emotional literacy and communication skills of the pre-service teachers, t-test was used in binary comparisons, and one-way analysis of variance (ANOVA) was used for comparisons having more than two dimensions. Pearson correlation coefficient was calculated to determine the relationship between the levels of emotional literacy skills and communication skills of the pre-service teachers. In the analysis of the collected data, descriptive statistics such as arithmetic means and standard deviations were used. As a result of the study, it was concluded that the levels of the emotional literacy skills and communication skills of the pre-service Turkish teachers are high. The pre-service teachers’ emotional literacy skills and communication skills were found to be varying significantly depending on gender in favour of the female pre-service teachers, yet, they were found to be not varying significantly depending on grade level. It was also found that with the increasing level of emotional literacy skills, the pre-service teachers’ level of communication skills also increased and that there is a positive, medium and significant correlation between their emotional literacy skills and communication skills.

Investigation of communication skills perceived by students from instructors

Background and Study Aim. The aim of this research is to examine the communication skills of the students studying at the faculties of sports sciences, as perceived by the instructors.
 Material and Methods. The study was conducted using general survey model. The sample group of the study is consisted of a total of 714 randomly selected voluntary students, including 423 males and 291 females, who study at Faculty of Sports Sciences. The Communication Skills Evaluation Scale, was used as the data collection tool in the study. In the analysis of the data, t-test and one-way variance analysis and Tukey test analysis were used.
 Results. According to the variables of the high school they graduated from, the department they studied and the grade level, it was determined that the communication skills they perceived from the instructors were at a moderate level. In addition, it was determined that the perceived communication level of male students studying in the coaching department was higher than that of male students studying in the teaching department.
 Conclusions. Male and female students of sports sciences in the learning process should have effective communication skills in order to be prepared for their sociality and professional life. The acquisition of this skill largely depends on the efforts of the instructors in their courses and extracurricular activities during the undergraduate period. In this context, the instructors who attend the courses should be competent in their own branches, as well as being able to communicate positively and effectively with male and female students.

Öğretmen Adaylarının İletişim Becerilerinin Farklı Değişkenler Açısından İncelenmesi

İletişime kişilerin karşılıklı olarak birbirlerini anlama ve anlamlandırma süreci diyebiliriz. İletişim hayatımızın tüm evresinde yararlandığımız etkili ve vazgeçilmez araçlardan birisidir. Süreç olarak iletişim kavramının insanların hayatının var olmasında çok eski süreçlere dayandığı belirtilmektedir. İletişim sürecinin düzenli şekilde anlamlandırılması oldukça önemlidir. Bu süreçte ne kadar kendimizi iyi açarsak insanlar ile iletişimimiz o kadar güçlü olur. Günümüzde gerek kurumlardaki başarıyı belirleyen ve toplumda birlik beraberliği sağlayan en önemli faktör iletişimdir. Günlük hayatın her aşamasında öğretmenler toplum ile sürekli etkileşim halindedir. Bu anlamda öğretmenlerin, insanlar ile tam anlamıyla ilgilenebilmesi, onları yönlendirme ve etkilemesi için iyi bir iletişim becerisine sahip olmaları gerekmektedir. Bu araştırma, Öğretmen adaylarının iletişim becerilerinin incelenmesi amacıyla yapılan betimsel bir çalışmadır. Araştırma evrenini 2019-2020 eğitim öğretim yılında Gaziantep Üniversitesine bağlı farklı bölümlerde öğrenim görmekte olan öğretmen adayları, örneklem grubunu ise gönüllülük esasına dayalı olarak seçilen 505 (264 Kadın, 241 Erkek) birey oluşturmaktadır. Araştırmada veri toplama aracı olarak, Korkut (1996) tarafından geliştirilen “İletişim Becerileri Değerlendirme Ölçeği (İBÖ)” kullanılmıştır. Verilerin analizinde SPSS 22.0 programından yararlanılmıştır. İstatistiksel yöntem olarak t testi ve varyans analizi kullanılmıştır. Verilerin normal dağılım gösterdiği tespit edilmiş olup, ikili grupların karşılaştırmasında İndependent Sample t testi, çoklu grupların karşılaştırmasında OneWay ANOVA analizi kullanılmıştır. Anlamlılık düzeyi p

The Relationship between Communication Skills and Career Awareness: An Example of Sports Sciences Faculty Students

The main aim of the research was to determine the relationship between communication skills and career awareness of individuals studying at the faculty of sports sciences. This study was performed according to the relational screening model. The study group of the research consisted of a total of 386 students, 215 males and 171 females, studying at Istanbul University-Cerrahpaşa Faculty of Sports Sciences. In addition to the personal information form in the research, the “Communication Skills Evaluation Scale (CSES)” was developed by Korkut (1996) and the “Career Awareness Scale (CAS)” was developed by Yaşar and Sunay (2019) were used as data collection tools. It was accepted that the research data showed a normal distribution according to the skewness and kurtosis values. After the research data showed normal distribution, t-test, ANOVA and Pearson correlation test were applied in the analysis. In the research results, no significant difference was found between the communication skills of Sport Sciences students according to their gender and grade levels. However, a significant difference was determined between the sub-dimensions of career awareness according to the variables of individuals’ gender and class. As a result of the research, a positive moderate relationship was determined between communication skills and career awareness. Considering that as the communication skills of the students studying at the faculty of sports sciences increase, their career awareness will increase, it is recommended that more studies be conducted to increase the communication skills of the students.

An Investigation of the Relationship Between Level of Aggression, Communication Skills and Computer Game Addiction Among Secondary School Students: Structural Equation Modelling

Computer game addiction is a widespread problem, especially among children and adolescents. In order to prevent or minimize computer game addictions, it is substantial to understand why they became addicted to computer games. The reasons behind computer game addiction will also direct prospective interventions. Therefore, the research is based on these variables, considering that communication skills and aggression may cause computer game addiction. The research aims to examine the relationship between computer game addiction and aggression levels and communication skills in secondary school students by using structural equation modeling. According to the constructed structural equation model, it was expected that students' communication skills would be effective on aggression in computer game addictions. The method of the research was determined as a correlational pattern from quantitative research methods. The sample of the study consists of 1123 secondary school students (5th, 6th, 7th and 8th grade) who are studying in six public schools in the Serdivan, Sakarya in the 2019-2020 academic year. Data from students were collected using personal information form, Computer Game Addiction Scale for Children, Aggression Scale, and Communication Skills Evaluation Scale. The collected data were analyzed with SPSS 22.0 and AMOS. As a result of the Kolmogorov-Smirnov test, the data showed normal distribution. Therefore, parametric tests (independent sample t-test, ANOVA) were used. In order to find answers to the problem sentence of the research, firstly, the relationship between the variables of the research was analyzed in the SPSS. Then, the structural equation model was tested in AMOS. As a result of the analysis, it was seen that the middle school students who participated in the research had low computer game addiction levels and their communication skills affected computer game addiction through aggression. Also, according to the findings, communication skills directly affected the aggression; aggression directly affected computer game addiction. Keywords: Computer game addiction, Aggression, Communication skills, Structural Equation Modeling DOI: 10.7176/JEP/12-26-01 Publication date: September 30 th 2021

Evaluation of the effects of emotional intelligence status on the communication skills of the faculty of medicine students

Objective: In this study, we aimed to evaluate the emotional intelligence levels of the faculty of medicine students and to determine the effects of emotional intelligence levels on communication skills, and the effect of sociodemographic factors on emotional intelligence and communication skills. Materials and Methods: The faculty of medicine students constituted the sample of this descriptive study. The research was completed with a total of 225 students selected by the haphazard sampling method from each year of a six – year medical school. The data were collected using a questionnaire consisting of sociodemographic characteristics, the Emotional Intelligence Assessment Scale (EIAS), and the Communication Skills Evaluation Scale (CSES). Results: In our study, 44.4% (n = 100) of the participants were male , 55.6% (n = 125) were female. Approximately, 46.7% (n = 105) had low, 44.4% (100) had normal and 8.9% (n = 20) had high emotional intelligence. The communication skills mean score was found to be statistically significantly higher in female than in male. There was a moderate level of a positive correlation between emotional intelligence and communication skills. Conclusion: In conclusion, participants with a high level of emotional intelligence have better communication skills. In training programs, more emphasis can be given to emotion management, emotional intelligence, and communication skills.

THE EVALUATION OF BURNOUT AND COMMUNICATİON SKILLS IN PRIMARY CARE STAFF

Objective: Burnout syndrome is an important problem among health professionals. The aim of the study is to evaluate the relationship between the burnout status and communication skills in primary care staff. Methods: The study was conducted in the cross-sectional type between April and June 2019. The population of the study comprised of physicians and family health professionals working in primary care unit. The participants were administered the Maslach Burnout Inventory, certain questions concerning sociodemographic characteristics, and the communication skills evaluation scale. Results: In total, 383 individuals working in the primary care unit participated in the study. The mean age was 43 ± 8,1 and among them, 64.8% were women. The scores of the emotional exhaustion and depersonalization of physicians were significantly higher compared to nurses. While the depersonalization score of women was significantly lower than men, the sense of personal accomplishment score was higher than men. As the number of daily clinic visits of the physicians increased, the rate of their emotional exhaustion and depersonalization increased. While the communication skills decreased as the emotional exhaustion and depersonalization increased, the communication skills level increased as the sense of personal accomplishment increased. Women, nurses, the widowed/the divorced women, and age group were determined to have better communication skills. Conclusion: A significant relation was determined between burnout subscales and increased number of daily average clinic visits of physicians, gender and occupational groups. There was a significant relationship between communication skill levels and burnout subscales concerning occupational groups, gender, marital status and age groups.

Examination of The Factors Related to Violence Against Women in University Students

Çalışma üniversite öğrencilerinde kadına yönelik şiddet tutumu ilgili faktörlerin belirlenmesi amacı ile kesitsel olarak yapılmıştır. Çalışmanın örneklemini 672 öğrenci oluşturmuştur. Veriler “Kişisel bilgi formu”, “İSKEBE Kadına Yönelik Şiddet Tutum Ölçeği”, “Sosyal Kaygı Ölçeği”, “Empatik Eğilim Ölçeği”, “Edilgenlik, Girişkenlik ve Saldırganlık Ölçeği, “İletişim Becerilerini Değerlendirme Ölçeği” kullanılarak toplanmıştır. Verilerin analizinde; sayı, ortalama, yüzde, t testi ve regresyon analizi kullanılmıştır. Kadına yönelik şiddete ilişkin varyansın %5’i bireylerin sosyal kaygısıyla, %3’ü düşük empatik eğilim becerileriyle, %5’i edilgenlikleriyle, %5’i saldırganlıklarıyla ve %3’ü düşük iletişim becerileri ile açıklanmaktadır. Öğrencilerin sosyal kaygı düzeyleri, edilgenlik ve saldırganlık özellikleri kadına yönelik şiddet tutumlarını arttırırken; empatik eğilim becerileri ve iletişim becerileri ise kadına yönelik şiddet tutumlarını azaltmaktadır.

AN ANALYSIS ON THE EFFECT OF VIOLENCE REDUCTION PSYCHOEDUCATION PROGRAM ON COMMUNICATION, CONFLICT RESOLUTION AND EMPATHY SKILL LEVELS OF ADOLESCENT STUDENTS

<p>The purpose of this study is to examine the effect of the "Violence Reduction Psychoeducation Program (VRPP) for Students Aged 11-18" on the levels of communication, conflict resolution and empathy skills of secondary school students. This research was designed as a semi-experimental design defined as "Pretest-Post-test Control Group Model". The study group of the research consisted of 120 students studying in the Selçuklar secondary school affiliated to the Mersin Provincial Directorate of National Education in the 2018-2019 academic year. "Communication Skills Evaluation Scale", "Empathy Scale for Children and Adolescents" and "Determination of Conflict Resolution Behavior Scale" were used as data collection tools. The program was applied to the experimental group for 8 consecutive weeks with 1 60-70-minute session per week at 11 o'clock on Mondays in the conference hall of the school. Independent sample t-test and ANCOVA were used to analyze the data of this research. As a result of the research, it was found that program increased the students' level of communication, empathy and conflict resolution skills in the experimental group. In line with the results obtained, suggestions such as systematic and planned implementation of the developed program at certain hours as part of the curriculum within the scope of the psychological counseling and guidance services were made.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0610/a.php" alt="Hit counter" /></p>

Effects of a Creative Drama Assisted Psychology Course on Students' Social Anxiety, Level of Empathic Tendency, Communication and Assertiveness Skills.

Some areas of education place students at the centre of learning; for example, creative drama is one of these active learning methods. The purpose of this study was to determine the effect of a creative drama-supported psychology course on the levels of self-concept, social anxiety, empathic tendency, and communication/assertiveness skills of 2 nd year ACU Faculty of Health Sciences Nursing Department students. For this study, a quasi-experimental research model with a control group, pre-test, and post-test design was utilized. The teaching methods suggested by the current psychology curriculum were utilized with both the control and experimental groups, and for the experimental group the identical curriculum was also supported through the creative drama method. The study was conducted on sophomore students enrolled in sections A and B of the psychology course offered in the nursing department of Artvin Coruh University. Also, the group which was enrolled to take the drama-supported psychology course was selected randomly. It was determined that students in the experimental and control groups were similar in terms of their age, gender, family type, place of residence, level of social anxiety, empathic tendency skills, communication skills, and level of assertiveness. At the outset of the study, the number of students constituting the research group totalled 63, with 28 in the experimental group considered Class A, and 35 as a control group considered Class B; however, due to attrition from students quitting the university, transferring universities, and not completing the necessary data collection tools the number of participates decreased to a total of 47 with 19 in the experimental group and 28 students in the control group. The lessons planned for the research study were two hours a week over a period of ten weeks. The study data were collected via a Personal Information Form, Social Anxiety Scale, Empathic Tendency Scale, Communication Skills Evaluation Scale and “Rathus Assertiveness Inventory”. Data from the study were then analysed utilizing SPSS 17.0 through number, average, percentage, Chi-square Compliance Test, Mann-Whitney U test and a Willcoxon Signed Ranks Test. In addition, expert opinion was obtained regarding the validity and reliability of the study, as well as, the Cronbach Alpha was calculated. Furthermore, before beginning the study, an ethics committee approval from the university, written permission of the institution where the study was conducted, and informed consent of the participants were obtained. According to the findings from this study, it was determined that the creative drama-supported psychology course brought about positive increases in the levels of students’ self-concept. It was also observed that the social anxiety scores of students in the experimental group who attended creative drama decreased. Also, the scores relating to empathic tendency, communication and assertiveness skill increased for students from the experimental group. Importantly, there was no statistically significant change in the variables in the control group. Finally, the results of this study are considered to contribute knowledge and understanding to the field of creative drama and psychology in terms use of active learning and teaching methods. Article visualizations:

The Effectiveness of the Communication Training Program for Combating Violence Against Women

Domestic violence (also named as domestic abuse, battering, or family violence) is a pattern of behaviour which involves violence or other abuse by one person against another in a domestic setting, such as in marriage or cohabitation. Domestic violence against women can be categorized as physical, sexual, psychological or economical violence. It can be seen that women exposed to such types of violence develop physical or psychological problems, even in some cases the violence ends up with domestic homicide or suicide. It is thought that an educational program which will enable these women to reconstruct their self-esteem and look to the future with hope with healing and developing skills should be prepared. Therefore, Elimination of Violence Communication Training Program was prepared and it is aimed to find the effectiveness, positive/negative conditions occurring during the application of the program or the shortcomings of the program. In this experimental research, pre and post-test control group design was used. The duration of the application of the study was 16 sessions (48 hours). Quantitative data were gathered through "Family Evaluation Scale", which highlights the dimensions of domestic violence against women within the family; "Violence within the Family Scale", which highlights the violence experiences; "Communication Skills Evaluation Scale", which highlights the communication skills; "Life Satisfaction Scale", which scales the life experiences of the participants. In addition, the quantitative data were supported with observation forms, interview records and forms including participant opinions. The participants of the experimental group showed no meaningful relationship between their pre and post test results in terms of communication skills, whereas the sub-categories of violence within the familyverbal violence, emotional response of family functionality, and behaviour control- showed meaningful relationship in favour of post-test and it was found that the mean of pre and post-test results of the experimental group showed an increase in favour of post-test in terms of all dimensions of the scale.

FARKLI DEĞİŞKENLER AÇISINDAN BESYO ÖĞRENCİLERİNİN İLETİŞİM BECERİ DÜZEYLERİ İLE ATILGANLIK İLİŞKİSİNİN İNCELENMESİ

This study has been carried out in order to observe the Communication Skills and Assertiveness Levels of the Students who are enrolled at the Akdeniz University - Physical Education Department and Higher School of Sports. The quota sample of the research was comprised of students enrolled in the Physical Education Department and Higher Schools of Sports in Akdeniz University – Higher School of Physical Education and Sports. The sample was driven from the students who are enrolled to the Physical Education Branch and Higher School of Sports which reports to the Akdeniz University during the academic year of 2013-2014. A total of 420 students, 229 female and 191 male students, enrolled in different classes at the Teacher School of Physical Education and Sports, Sport Administrator, Sportive Coach Training and Recreation Departments, participated in the research. The survey method was used during the research. Rathus Assertiveness Inventory (1973), developed by Spencer Rathus and translated into the Turkish language by Nilufer Voltan Acar, was used to collect data on which validity and reliability studies were performed. The Communication Skills Evaluation Scale (CSES), developed by Korkut (1996) in order to evaluate the perceived assertiveness skills of the teacher candidates was adopted and applied to the university students. Consequently, parallel to the findings obtained, regarding the assertiveness levels of the Physical Education and Sports Higher School Students, statistically significant correlations were also observed between the assertiveness levels of the students and their inherent variables including gender, age, parent’s education levels, place of residence, frequency of doing sports, type of sport, income level and their field of interest. When they were investigated for their communication skills, statistically significant correlations were observed between age, parent’s education levels, place of residence, type of sport, team or individual sportive activity condition, income level and field of interest variables.

Effects of six-step standardized communication procedure on improving nurse-patient communication skills among new nurses

Objective To explore the effects of standardized communication on improving nurse-patient communication skills among new nurses. Methods From September 2014 to September 2016, we selected 92 new nurses of He'nan Provincial People's Hospital & Fuwai Central China Cardiovascular Hospital as subjects. All of the nurses received six-step standardized communication procedure based on the translated and debugged CICARE along with being observed for six months. The communication behavior, nurse-patient communication skills and self-efficacy of nurses as well as patient satisfaction were evaluated with the communication behavior scoring scale, nurses clinical communication skills evaluation scale, self-efficacy scale and self-designed patient satisfaction before and after implementing six-step standardized communication procedure. Results After implementing six-step standardized communication procedure, nurses' scores of six terms and overall score of communication behavior were higher than those before implementation with significant differences (P<0.05) . Nurses' each item's score of nurse-patient communication skills all significantly increased compared with that before implementation (P<0.05) . The scores of patients' satisfaction with nursing care and nurses' self-efficacy all significantly improved compared with that before implementation (P<0.05) . Conclusions The standardized communication has a significant value improving nurse-patient communication skills of new nurses. It can significantly improve nurses' communication skills, play a role in optimizing nurse-patient relationship, improve patients' satisfaction and have positive significance in improving quality of medical care. Key words: Nurses; Communication skills; Patient satisfaction; Six-step standardized communication

ÇOCUK GELİŞİMİ ÖĞRENCİLERİNİN İLETİŞİM BECERİLERİ VE EMPATİK EĞİLİM DÜZEYLERİ ARASINDAKİ İLİŞKİ: BİLECİK ŞEYH EDEBALİ ÜNİVERSİTESİ ÖRNEĞİ

The purpose of this study is to investigate the relationship between communication skills and empathy tendency levels of child developments students of Bilecik Seyh Edebali University who are studying in 1st,2nd,3th grade of undergraduate program and 1st, 2nd grade of the associate degree program. In this research, general survey model has been used. To determine the attitudes of participants, “Personal Information Form” developed by researchers, “Communication Skills Evaluation Scale” developed by Korkut (1996), “Empathic Tendency Scale” developed by Dokmen (1989) have been used. 225 students were volunteered to participate in this study. The medium-level significant meaning was determined between average score of communication skill and the empathic tendency of students. Besides, while these variables were not significant in terms of gender, age and education level, it was determined that the variable of family attitudes showed a significant difference between students communication skills and empathic tendencies.

EXAMINING THE COMMUNICATION AND PROBLEM SOLVING SKILLS OF THE YOUTH CAMP PROGRAM SUPERVISORS

Purpose: The purpose of this study is to examine the communication and problem solving skills of the program supervisors who responsible for youth camps run by the Ministry of Youth and Sports in terms of several variables. Material and Method: The study group consisted of 103 participants 45 of whom were female and 58 of whom were male and who were in charge of the youth camps run by the Ministry of Youth and Sports in 2015-2016 period. The “Communication Skills Evaluation Scale (CSES)” was made use of in determining the communication skills of the people who were in charge of youth camps; and the “Problem Solving Inventory (PSI)” was made use of in determining the problem solving skills. The Findings: It was determined upon the analyses that there were no significant differences between the groups in the communication and problem solving skills of the people responsible for running the program in terms of gender, age, marital status, educational status and in-service training variables (p>0.05); however, it was also determined that there were significant differences between the groups in the communication skills according to the time at office variable as the responsible person (p=0.048), and in problem solving skills according to the occupational status variable. (p=0.042). Upon the analyses that were made to determine the origin of these significant differences, it was determined that the communication skills of the people responsible for the programs who worked for 1-2 years and 5 years and over 5 years were higher; and that the problem solving skills of the students were higher than the public employees. Result: According to the findings obtained in the scope of the study, it was determined that there was a decrease in the communication skills in the 3 rd and 4 th years according to the time at office variable ; and it was also determined that the problem solving skills of the students were higher than the employees who were working in public institutions. As a conclusion, it was determined that the communication skills of the supervisors who were responsible for the program were high, and the problem solving skills were at the medium level. Article visualizations:

The Correlates of Turkish Preschool Preservice Teachers’ Social Competence, Empathy and Communication Skills

The purpose of the current study was to examine the associations between Turkish preschool pre-service teacher’s personal and educational characteristics, and their social competence, empathy, and communication skills. A total of 385 state university Turkish pre-service teachers (age range 18 to 32 years) from the early childhood education field completed a Demographic Information Form on personal and educational characteristics, the Social Skills Inventory (SSI) Scale measuring their social competence, The Scales of Empathic Tendency for measuring empathy skills, and a Communication Skills Evaluation Scale measuring communication skills. Bivariate Pearson-correlations, independent t tests, and one-way ANOVAs were used to test study hypotheses. Results indicated that women scored higher on empathy and communication skills, and having more friends was related to higher social competence and empathy. Pre-service teachers who were members of a social club scored higher on communication skills than their peers. Additional associations among variables, limitations, and future directions are discussed.

The Comparison of Communication Skills of Istanbul Gelisim University Physical Education and Sports School Students According to their Departments

The aim of this research was to compare the levels of communication skills of students from the departments of Recreation, Coaching, Sport Management and Sport and Exercise Science of the School of Physical Education and Sports at Istanbul Gelisim University. The Communication Skills Evaluation Scale was used as data collection tool. Portable IBM SPSS Statistics v20 software package was also used to analyze the obtained data. After the data were examined for normal distribution and homogeneity of variance, it was decided to use the parametric test method. The descriptive analysis and one-way Anova analysis which was used to determine the difference between two variances and Tukey’s test were also used to compare the variables among themselves. At the end of the study, it was determined that the students from the department of Recreation Department have a higher level for communication skills than the students from the other departments.

The Socio-emotional Loneliness and Communication Skills of Preschool Teacher Trainees

During the past decade, loneliness has begun to garner more attention-so much that two separate types and perspectives of loneliness have emerged: emotional loneliness and social loneliness. Emotional loneliness results from the absence of close or intimate ties (usually with a spouse, lover, parent, or child), whereas social loneliness results from a lack of involvement with a network of peers, fellow workers, neighbors, or friends. Several events can cause socioemotional loneliness in the daily life of an individual. One of the most important problems that lead to socio-emotional loneliness is the need to communicate with a social environment. Communication skills may affect our socio-emotional skills and social relationships. This study focuses on the relationship between the socio-emotional loneliness and communication skills of preschool teacher trainees. Two hundred and forty-four university students attending early childhood programs took part in this study. The Social and Emotional Loneliness Scale for Adults-Short Form (SELSA-S) and Communication Skills Evaluation Scale (CSES) were used to collect data. The findings showed that loneliness and communication skills were relative factors.

Emotional Intelligence and Communication Skills of Nursing Students: Example of Harran University School of Health

Nursing is a profession providing services directly to people through interpersonal relationships. Using emotional intelligence and communication skills, nurses, while taking care, could detect more accurately the needs of patients and create a positive impact on patients by providing effective care. Emotional intelligence and communication skills should get involved and developed in the nursing education process. The purpose of this study is to evaluate nursing students’ levels of emotional intelligence and communication skills and to determine the relationship between them. The data were obtained from 195 students studying in Harran University Nursing Department of School of Health through Personal Information Form, Emotional Intelligence Evaluation Scale and Communication Skills Evaluation Scale. To analyze the data t-test, variance analysis and Pearson’s correlation analysis were used. As a result, a significant positive relationship was found between students’ emotional intelligence and communication skills. © 2014 IOJES. All rights reserved