Effects Of Social Skills Research Articles

THE EFFECT OF SELF-AWARENESS, SELF-CONTROL, SELF-MOTIVATION, SOCIAL AWARENESS, AND SOCIAL SKILLS ON PERFORMANCE OF MSME WOMEN ENTERPRISES

Purpose: The research aims to measure the relationship between self-awareness, self-control, self-motivation, social awareness, and social skills and business performance of female entrepreneurs. Design/methodology/approach: The total population in this study was 248 businesses. The analysis used in this research used several PLS methods, which included several analyses, including Factor Analysis, Designing a Structural Measurement Model (Inner Model), Designing a Measurement Model (Outer Model), and Hypothesis Testing. Findings: The effect of self-awareness on the performance of MSMEs shows a coefficient value of 0.435. The effect of self-control on the performance of MSMEs shows a coefficient value of 0.054. The effect of self-motivation on the performance of MSMEs shows a coefficient value of 0.273. The effect of social awareness on the performance of MSMEs shows a coefficient value of 0.048, and the effect of social skills on the performance of MSMEs shows a coefficient value of 0.246. Research implications: This research shows that self-awareness, self-control, self-motivation, social awareness, and social skills have a positive and significant effect on MSME performance.

The mediator's role of communication skills in the effect of social skills on digital game addiction

This study aimed to investigate the mediating role of communication skills, which has a decisive role in people's healthy interaction with others, between social skills that enable the construction of social networks and digital game addiction. The study was conducted as a relational survey quantitative research model. A total of 474 university students, 232 of whom were female and 242 were male, comprised the participants of the study. The Social Skills Scale, the Communication Skills Scale, and the Digital Game Addiction Scales were used in this research. The data were analyzed using the AMOS-23 program. Results of the analysis showed that social and communication skills were strongly negatively related to digital game addiction, while communication skills were a solid mediator between social skills and digital game addiction. When the results are evaluated holistically, it is thought that digital games are an important escape area for individuals with low social and communication skills.

A Study of Self Confidence of Secondary School Students in Relation to Social Skills

The aim of the present study was to compare and relation between the self confidence and social skills of secondary schools students. In this study collect the data 100 students random sampling from private and government schools for secondary schools students in the Haryana district of Sonipat. The tool used life Social skills was developed adaptation by Sharma (1997) & Self confidence was developed by D.D. Pandey Hardwar (2010). The mean, SD,‘t’-test and co-relation were used to analyze the data. According to study’s finding, there is no effect of social skills by Gender and no relationship between social skills and self confidence of secondary school students.

Effects of social skills on lexical alignment in human-human interaction and human-computer interaction

Over the past decade, people's language behaviors towards computer partners have been capturing growing interests with the prevalence of interaction with dialogue systems. However, it remains controversial whether people perceive and respond to computer and human partners in the same way. To address this issue, the current study investigated whether speakers converge with their conversational partner on lexical choices (i.e., lexical alignment) to the same extent when they believed the partner was a human (i.e., human-human interaction, HHI) and when they believed the partner was a computer (i.e., human-computer interaction, HCI), and whether the strength of lexical alignment is moderated by individuals' social skills in the same fashion in HHI and HCI. A speech-based picture naming and matching task was adopted to measure participants' lexical alignment towards their conversational partner while participants' social skills were assessed by using the Chinese University-students Social Skill Inventory (ChUSSI). Results indicated that lexical alignment in HCI was stronger than that in HHI (79.5% vs. 58.6%). In addition, participants' social skills score, in particular the score on protecting Partner's Mianzi (i.e., dignity and prestige) in the ChUSSI significantly predicted participants' propensity of lexical alignment in HHI but didn't in HCI. More specifically, participants who were evaluated to be more concerned with others' social standing were significantly more likely to align with their partner in the HHI context (β = 0.896, Z = 2.847, p < 0.001), but this correlation did not hold in HCI (β = −0.333, Z = −1.241, p = 0.214). These findings shed light on the potential boundary between speakers' representations of human and computer interlocutors.

The Effect of Social Skills and Emotional Intelligence on Learning Outcomes of Elementary School Students

The purpose of this research is to determine the influence of social skills and emotional intelligence on student learning outcomes. The research design uses a quantitative approach with a descriptive analysis design. The research population included students in grades IV, V, and VI (AB) at Muhamadiyah 4 Kandang Sapi Elementary School, Jebres, Surakarta, while the sample consisted of 111 students from these classes. Data was collected through observation, questionnaires regarding social skills and emotional intelligence, and documentation of learning outcomes from odd semester report cards. Data analysis used the multiple linear regression method with the help of the IBM SPSS Statistical 26 application. The research results show a positive and significant relationship between social skills and emotional intelligence and the learning achievement of students in grades IV, V, and VI (AB). Social skills have a t-value of 2.972 with a significance level of 0.004, while emotional intelligence has a t-value of 2.469 with a significance level of 0.015. Thus, it can be concluded that social skills and emotional intelligence positively influence student learning outcomes. This study uses a quantitative method with a descriptive analysis approach.

Evaluation of the social skills of low birthweight infants using the Interaction Rating Scale.

[Purpose] This study aimed to examine, using the Interaction Rating Scale, the effect of social skills at 18 months of life on the subsequent development of low birthweight infants. [Participants and Methods] The study participants were made up of a total of 23 infants who were admitted to the neonatal intensive care unit of Hospital A and whose developmental indexes were followed up at the outpatient clinic for up to 3 years of age. The survey was conducted twice in each infant, at a corrected age of 18 months and at 36 full months of age. Social skills and developmental indexes were assessed at the corrected age of 18 months, meanwhile only developmental indexes were assessed at 36 full months, to examine associations. The Interaction Rating Scale was used to assess social skills. This scale measures various aspects of social development by observing caregiver-child interactions in situations wherein children are engaged in tasks more difficult for their age. [Results] The results demonstrated that social skills at 18 months were associated with the developmental indexes at 18 and 36 months, whereas more items were associated with the developmental index at 36 months. [Conclusion] The results indicate the need for early prediction of developmental delay and timely intervention, by assessing social skills in low birthweight infants.

PENGARUH KETERAMPILAN SOSIAL TERHADAP KEDISIPLINAN ANAK USIA DINI

The aim of the research was to know the effect of social skills on early childhood discipline at TKIT Insan Ekselensia Jatiranggon. The research sample used was 40 students who were determined based on the cluster sampling technique. The data analyzed in this research is descriptive analysis and infrensial analysis. The results of the study show that the social skills possessed by a child affect their discipline, this is evidenced by the coefficient of determination (R-Square) = 0.265, this indicates that 26% of the variation in the discipline variable can be influenced by Social Skills.

PENGARUH KETERAMPILAN SOSIAL TERHADAP PEMECAHAN MASALAH DALAM PEMBELAJARAN FISIKA

Abstract. This study aims to determine the effect of social skills on problem solving in physics learning. Research uses survey methods with regression analysis techniques. A sample of 150 came from mathematics education students at Indraprasta PGRI University. Test instruments are used to measure physics problem solving, while social skills use questionnaires with attitude scale. The results of analysis of variance (Anava) obtained Fcount=16,67&gt;Ftable =3,91, pada =0,05, which indicates that social skills have a positive effect on physics problems solving. Increased social skills lead to increased physics problem solving. Efforts to improve physics problem solving are done through the development of social skills in learning physics. The role of social skills in problem solving in physics learning is by activating social cognitive processes.&#x0D; &#x0D; Keywords: social skills, physics problem solving.

Is Inspiring Group Members an Effective Predictor of Social Dominance in Early Adolescence? Direct and Moderated Effects of Behavioral Strategies, Social Skills, and Gender on Resource Control and Popularity

Dominance in the peer group is important for adolescents. Resource Control Theory posits that both coercive and prosocial (positively assertive) strategies are associated with dominance. Combining Resource Control Theory with Socioanalytic Theory on personality, we hypothesized that inspiring group members would be an additional effective strategy. This study examined whether the three behavioral strategies and two types of social skills (social competence and manipulation) predicted dominance (resource control and popularity). Participants were 619 Dutch adolescents (Mage = 13.1; 47% female) in the first grade of secondary school. They completed peer reports (behavioral strategies and dominance) and self-reports (social skills). Only inspirational and coercive strategies substantially predicted dominance. Main effects of social skills emerged. Moderation between strategies and social skills was only observed for girls (e.g., coercive strategy use was associated with more popularity for girls with higher levels of social manipulation skills). This study furthered our understanding of the predictors of dominance in adolescence by including inspirational behavior and examining prosocial and antisocial skills.

The Effect of Social Skills on a Timing of Getting the First Job Offer in Job-Hunting Activities among Japanese University Students

The Effect of Social Skills on a Timing of Getting the First Job Offer in Job-Hunting Activities among Japanese University Students

The Effect of Social Skills through Role-play on the Self-concept of Students with and without ADHD

The aim of the present research is to find out the effect of role-playing on total self-concept score of students suffering from ADHD (attention-deficit hyperactivity disorder). Participants of this study were 120 children divided into two groups of 60. The first group included ADHD children, and the second group were normal children. The participants in the second group were randomly selected among the students of a primary school. The research instruments were ADHD Questionnaire (Tavakoli, 1380), Piers-Harris Children's Self-Concept, and Scale Role-playing scenarios &amp; Clinical interview. The data gathered through the questionnaires were analyzed by the t-test. This is the indicator of a positive effect of role-playing on selfconcept of the students with or without ADHD.&#x0D; Keywords: role-playing; self-concept; ADHD;

Longitudinal Effects of Effortful Control on Depression and Aggression in School Age Children: Mediating Effects of Social Skills and Coping Strategies for Stress and Gender Differences

Longitudinal Effects of Effortful Control on Depression and Aggression in School Age Children: Mediating Effects of Social Skills and Coping Strategies for Stress and Gender Differences

The Effects of Social Skills on Stress Reduction in Childcare Workers: A Comparative Review with Corporate Employees

The Effects of Social Skills on Stress Reduction in Childcare Workers: A Comparative Review with Corporate Employees

The Effect of Social Skills through Role-play on the Self-concept of Students with and without ADHD

The aim of the present research is to find out the effect of role-playing on total self-concept score of students suffering from ADHD (attention-deficit hyperactivity disorder). Participants of this study were 120 children divided into two groups of 60. The first group included ADHD children, and the second group were normal children. The participants in the second group were randomly selected among the students of a primary school. The research instruments were ADHD Questionnaire (Tavakoli, 1380), Piers-Harris Children's Self-Concept, and Scale Role-playing scenarios &amp; Clinical interview. The data gathered through the questionnaires were analyzed by the t-test. This is the indicator of a positive effect of role-playing on selfconcept of the students with or without ADHD.&#x0D; Keywords: role-playing; self-concept; ADHD;

小児のストレス・マネジメントにおける基礎研究(第2報) : ソーシャル・スキルのストレス軽減効果

小児のストレス・マネジメントにおける基礎研究(第2報) : ソーシャル・スキルのストレス軽減効果

Effects of Social Skills and Pedagogig Skills against Preservice Teacher Adaptation Ability Vocational Education

Effects of Social Skills and Pedagogig Skills against Preservice Teacher Adaptation Ability Vocational Education

Are Social Skills Related to Sociodemographic Variables and Depressive Symptoms? A Cross-Sectional Study with Elderly Sample

Social skills contribute to harmonious interactions and, therefore, are critical to the health and quality of life. Considering its recognized association with sociodemographic variables, it is important to assess this repertoire in different age groups. This study aimed at verifying a possible association between social skills in elderly and variables as age, years of education, income, gender, civil state and depressive symptoms. The participants in the study were 134 elderly aged 60 years or older, recruited from 17 community groups of elderly from Porto Alegre and its metropolitan area. The instruments used were: Mini-mental state examination (MMSE), Sociodemographic Data Sheet, the Brazil Economic Classification Criterion, Geriatric Depression Scale (GDS-15) and the Social Skills Inventory for the Elderly SSIE-Del-Prette). Results indicated a negative association between depressive symptoms and the Social skills Overall Score, being appointed as its stronger predictor. Variables as years of education, socioeconomic status and depressive symptoms had greater influence on the Social skills Overall Score, as well as on the factors of Conversation and Social Resourcefulness and the Affective-Sexual Approach. Gender proved to be the most associated predictor to Affective-Sexual Approach. These results indicated a protective effect of social skills on health aspects of the elderly.

How to Explain the Social Skills Development of Pupils?

Differences of achievement in school, traditionally studied by researchers in Education, can be analyzed in terms of skills and especially social skills. This scientific field is under construction but social skills are becoming a compulsory notion for actors of the school system and for Educational Sciences. Through a multidisciplinary approach, this article proposes to study the determinants of social skills using social and educational indicators widely borrowed into the explanation of the differences of achievement models, with associated self-image, neuroticism and relationship with school measures. Indeed, these three dimensions are involved in the socialization and development of student skills. A reliable analytic tool of social skills (in a sample of 855 students from 7 to 12 years) enables us to understand for example girls' success at school or the weight of the self-image in the development of social interpersonal and intra-individual skills. The results which explain determinants of social skills (self-explanatory success) allow opening the debate on the differences in academic achievement in school and redesign the classic pattern of the direct link between the characteristics and achievement, by intermediate effect of social skills.

The Effects of Social Skills on Burnout Risks of Nurses in Super Psychiatric Facilities

The Effects of Social Skills on Burnout Risks of Nurses in Super Psychiatric Facilities

中学生の抑うつと不安に対する社会的スキルの横断的および縦断的影響の検討

本研究の目的は，中学生の抑うつと不安，および社会的スキルの横断的および縦断的関連を検討することであった。中学生248名について，3ヵ月の期間をあけて，調査1(T1)と調査2(T2)の合計2回の縦断的調査を行った。まず，T1における階層的重回帰分析の結果，引っ込み思案行動から抑うつと不安に有意な正の回帰係数が確認された。一方で，向社会的スキルからは抑うつには有意な負の関連が示され，反対に，不安には有意な正の関連が確認された。次に，T2の抑うつと不安に縦断的影響を与えるT1の変数を検討するために，T1の抑うつや不安を統制した階層的重回帰分析を行った。その結果，T1の不安はT2の抑うつを悪化させることが示唆された。さらに，T1の引っ込み思案行動はT2の不安を悪化させる可能性が示された。最後に，中学生の抑うつと不安に対する社会的スキルの今後の研究と実践の課題が議論された。