Development Of Interpersonal Competence Research Articles

일개 지역 남자고등학생의 학업스트레스, 스마트폰 과의존, 대인관계역량이 건강증진행위에 미치는 영향

Objectives The purpose of this study was to identify the factors affecting health promoting behaviors in male high school students.
 Methods The subjects were 212 male high school students located in C city. Data were collected using self-report questionnaires. For data analysis, descriptive statistics, independent t-test, one-way ANOVA, Pearson's correlation coefficient, and stepwise multiple regression analysis were used using SPSS version 27.0.
 Results Influences of academic stress, overdependence on smartphones, and interpersonal competence were positively correlated with health promoting behaviors. The variables affecting the health promoting behaviors of the subjects were interpersonal competence (β=.614, p<.001), grade level (β=.170, p=.001), smartphone dependence (β=-.160, p=.002), and the total explanatory power of these variables was 52.3% (F=78.129, p<.001).
 Conclusions Interpersonal competence was one of the biggest influential factors on health promoting behaviors. In order to improve the health promoting behavior of high school students, the development of interpersonal competence in consideration of the characteristics of their developmental stages must be carried out in parallel. And it is necessary to create an educational plan that can reduce the negative impact of overindependence on smartphones in consideration of the subject's personal environment.

Rola odkrywania i rozwijania siebie w kształceniu przyszłych nauczycieli – analizy i refleksje z praktyki akademickiej

The paper addresses the contexts of pedeutology, incidentally revealed in the literature, considering personal development as an important educational element preparing for the role of a teacher. Pedagogy is a praxeological science, linked to continuous development and inspiration search, the acquisition of new theoretical knowledge and methodological skills, supplemented with the development of interpersonal competences and improvement of self-knowledge. Hence, an important element of the academic training of future teachers is personal development classes. It is also necessary to develop a curriculum of courses with the widest possible range of optional workshop classes, which help students build their self-knowledge, recognise and discover their individual areas of self-fulfilment, and develop self-creation competences. The analyses of the narratives of pre-school education students and early childhood pedagogy of the University of Silesia in Katowice show the relevance and efficiency of self-improvement through participation in workshops based on dance and movement, and in other expressive activities, which are indeed an integral part of academic education.

Project-Based Learning (PBL) and Its Impact on the Development of Interpersonal Competences in Higher Education

In response to globalisation, and the cultural, socio-economic, and educational changes it implies, higher education must offer a comprehensive education that favours personal and professional growth. To do this, it must promote competence-based learning through active teaching methodologies. This study will analyse the use of Project-Based Learning (PBL) methodologies in the context of transversal subjects, as an efficient technique to develop interpersonal communication and teamworking skills. This research is quasi-experimental, with a pre-test/post-test design with an equivalent control group. The sample consists of 610 university students from the Community of Madrid, of whom 387 participated in the PBL (Experimental Group: EG) and 223 did not (Control Group: CG). A reliable and validated questionnaire on personal competences was used as a measurement instrument. The hypotheses on the effectiveness of PBL as a technique for the development of interpersonal communication and teamworking skills in the context of transversal subjects are confirmed. The results suggest that greater use of active methodologies to promote the development of transversal or generic competences is highly recommended and that the insertion of transversal subjects into university curricula may be highly beneficial.

Learning processes for interpersonal competence development in project-based sustainability courses – insights from a comparative international study

Purpose For professional sustainability work, graduates need to be able to work in teams and collaborate with stakeholders; in other words, they need to have developed interpersonal competence. There is growing evidence that project-based sustainability courses facilitate interpersonal competence development. However, research so far has focused on single case studies and on assessing learning outcomes. The purpose of this study is to deepen the understanding of how graduate students learn interpersonal competence in project-based sustainability courses. Design/methodology/approach This study adopts a multi-case study approach triangulating observations, semi-structured interviews and focus groups supported by Photovoice method. A comparison of three project-based sustainability courses in graduate programs at universities in the USA, Germany, Switzerland and Spain is conducted to gain generalizable insights on how interpersonal competence can be developed through project-based sustainability courses. Findings Receiving inputs, experiencing, reflecting and experimenting are four learning processes supportive of interpersonal competence development. Interpersonal attitudes seem to be mostly learned through a combination of experiencing and reflecting, followed by experimenting; not surprisingly, interpersonal knowledge is mostly developed through a combination of receiving inputs, experiencing and (collective) reflection; and interpersonal skills seem to be mostly learned through a combination of receiving inputs and experimenting, or, more directly, experiencing and experimenting. Practical implications These findings support the unique learning opportunities offered through project-based sustainability courses and can help instructors to better facilitate students’ development of interpersonal competence. Originality/value The value of this study is three-fold: (i) it provides a comprehensive picture of interpersonal competence, including attitudes, knowledge, and skills; (ii) it spells out specific teaching and learning processes; and (iii) it links these to specific interpersonal competence facets and components.

Analysis of Interpersonal Competences in the Use of ICT in the Spanish University Context

This article analyzes Higher Education students’ development of interpersonal competences when using Information and Communication Technologies. The participating sample was made up of 1490 students from three Spanish universities: Complutense University of Madrid (Spain), Pablo de Olavide University (Spain), and National Distance Education University (UNED). The data were collected through a questionnaire called “Basic digital skills 2.0 of university students” COBADI® (Registered trademark: 2970648). A factorial analysis was performed to determine possible groupings of representative factors and subsequently the trees technique was applied by running the CHAID (Chi-squared Automatic Interaction Detector) algorithm. This made it possible to develop a map of possible differences between universities, ages, and gender of students. The results showed that university students have higher competences in communicating through interactive presentations and video-images, as well as in collaborating and working with documents online through mobile devices.

Advancing Critical Thinking Through Learning Issues in Problem-Based Learning.

Health professions educators are increasingly urged to use learning designs that promote critical thinking and the development of interpersonal competencies. Problem-based learning (PBL) has a long, albeit contested, history as a collaborative and deep think-aloud process that participants use to reach conclusions about medical cases. In order to make progress, participants must assess what they do not know and what they must learn in order to continue. Answering these learning issues (LI) requires self-direction and cognitive presence. This study analyzes the discussions that participants used in the reporting phase of the LI process in an 8-week PBL module on cardiac-renal systems. Data were drawn from 10 class sessions and analyzed for critical thinking using a model based on Garrison and Newman et al. Participants at first presented LI reports didactically but over time initiated active learning strategies. The findings indicate large increases in the numbers of LI reports in which participants engaged in collaborative thinking. There were also large increases in the amount of time devoted to critical thinking as participants aligned the LI process more closely with the intent of PBL. Participants' identity development as experts also underwent changes and the fluidity of the expert roles increased. Thoughtful design of the LI process can help learners develop the habitus of self-direction and collaborative critical thinking that they need in order to develop clinical reasoning.

Technology-Based Communication and the Development of Interpersonal Competencies Within Adolescent Romantic Relationships: A Preliminary Investigation

Technology-Based Communication and the Development of Interpersonal Competencies Within Adolescent Romantic Relationships: A Preliminary Investigation

Technology-Based Communication and the Development of Interpersonal Competencies Within Adolescent Romantic Relationships: A Preliminary Investigation.

This study investigated longitudinal associations between adolescents' technology-based communication and the development of interpersonal competencies within romantic relationships. A school-based sample of 487 adolescents (58% girls; Mage =14.1) participated at two time points, one year apart. Participants reported (1) proportions of daily communication with romantic partners via traditional modes (in person, on the phone) versus technological modes (text messaging, social networking sites) and (2) competence in the romantic relationship skill domains of negative assertion and conflict management. Results of cross-lagged panel models indicated that adolescents who engaged in greater proportions of technology-based communication with romantic partners reported lower levels of interpersonal competencies one year later, but not vice versa; associations were particularly strong for boys.

Perceptions of Healthcare Undergraduate Students about a Hospital Clown Training

Hospital clowns work worldwide as a health humanization resort, providing interplay with patients, family and staff. This type of activity varies greatly in terms of professionalism, accountability and artistic methods. Recently, some healthcare universities have introduced the clown language to undergraduates, aiming to train non-technical skills, often underrated in traditional healthcare teaching. Two 64-hour weekly hospital clown trainings were performed in a healthcare university in S?o Paulo, Brazil, in 2011 and 2012, with students from different undergraduate courses. The objective of this study was to assess the students’ perceptions about this training. Subjects were asked to answer an open-ended question about their experience during the training. Answers were analyzed following the thematic analysis principles. Five theme categories were found: 1) expectations about the training; 2) perceptions of developed skills; 3) difficulties, doubts and unquietness; 4) influences on social and academic settings; 5) clown concepts after the training. Students highlighted improvement of listening, sustaining eye contact and dealing with failure as important apprehended concepts. The training process was considered deep and serious, and generated questioning and doubts in the subjects. Students reported influences on their daily activities, namely relationship improvement with family, friends and patients and enhanced of oral presentations. The clown training exhibited a potential for professional attitude construction and reflected on the students’ lives, regarding development of interpersonal competencies.

Music Making: A Bridge Joint of Students' Cultural and Musical Diversity

Abstract This study deals with the importance of music making in promoting interpersonal and social ways of living together in primary and secondary school classrooms. The work focuses on the role of music teachers, laying special emphasis on their ibilities to enhance the creation of significant musical experiences in the music classroom intended promote not only the learning)f music, but also the development of interpersonal competences, in order to foster the positive integration of students and the ‘ecognition of their particular identities. We have considered the opinions of many prestigious Spanish and international experts m music education. The data has been qualitatively analysed. The study presents some results that show the need to use iiversified practical approaches in music education today. It also offers some specific guidelines to promote the creation of educational spaces that enhance good musical practices.

Predicting interpersonal competence in young adulthood: The roles of family, self, and peer systems during adolescence

The present investigation examines the impact of family, self, and peer systems, evaluated during early adolescence, on the development of interpersonal competence in young adulthood. The participants were 110 Caucasian individuals, their mothers, and one of their teachers. At the first assessment, the participants ranged in age from 11.5 to 15.1 years old. Approximately six years later, the participants completed a second evaluation involving assessment of interpersonal competence. Increased interparental conflict and parental divorce predicted decreased self-esteem. Decreased self-esteem predicted poorer peer-adolescent relationships, which, in turn, forecasted poorer adult interpersonal competence. The results suggest that living in a distressed family leads to diminished self-esteem which can influence the quality of peer relationships and place an adolescent on a trejectory toward difficulties in interpersonal competence during adulthood.

The development of interpersonal competence: The role of understanding in conduct

Contemporary research on social-cognitive development from a structural perspective, including the author's analysis of levels of interpersonal understanding, has focused predominantly on universals in social knowledge. Primarily using interview procedures, it has consisted, in the main, of formal descriptions of the qualitative aspects of social concept development, and of their sequential progression with age for individuals within the species (ontogenesis). It is suggested that the developmental study of interpersonal competence requires a broader view than is provided by a structural-developmental framework alone, but a view which, nevertheless, makes use of this orientation as its foundation. Using the more inclusive orthogenetic approach and data drawn from observations of real-life interactions in field and clinical settings, five strategy levels in interpersonal negotiations are described. Several working hypotheses about the relation between levels of interpersonal understanding and interpersonal negotiation strategies are spelled out. The construct of Coordination of Social Perspectives is used as an analytic tool to integrate these two components of the model within a single theoretical framework.

Social skill acquisition and psychosocial development of alcoholics: A review

Abstract Studies with data on male prealcoholics and alcoholics are reviewed. The review concentrates on studies which relate to social skill acquisition and the development of interpersonal competence. The role of modeling and family structure; peer relationships in high school, college and adult life; and the effects of alcohol on social responses are considered. The evidence suggests that a social skill acquisition model is a promising one for research on the development and maintenance of problem drinking behaviors.