Interpersonal Communication Skills Research Articles

The Mediating Role of Self-Regulation in the Relationship between Self-Evaluation and Sense of Coherence with Interpersonal Communication Skills

The Mediating Role of Self-Regulation in the Relationship between Self-Evaluation and Sense of Coherence with Interpersonal Communication Skills

Comparing the Effectiveness of Reality Therapy and Group Schema Therapy on Interpersonal Communication Skills of Patients with Gender Identity Disorder

Comparing the Effectiveness of Reality Therapy and Group Schema Therapy on Interpersonal Communication Skills of Patients with Gender Identity Disorder

Communication and empathy of nursing students in patient care through telenursing: A comparative cross-sectional study

BackgroundPhone calls and videoconferences are the most widely used systems to interact with patients in real time. Patient care through phone calls or videoconferences is different from an in-person meeting. Interpersonal communication skills, self-confidence communication skills and empathy with the patient may be affected during phone calls or videoconferences. AimThe objective of this study was to describe the interpersonal communication skills, self-confidence communication skills and empathy of nursing students during patient care through phone calls or videoconferences. DesignA cross-sectional study. ParticipantsA total of 170 nursing students participated from the University of Almeria. The subjects were randomly assigned to the phone call group or videoconference group. MethodsThe students contacted standardised patients through phone calls or videoconferences. Questionnaires were used to assess interpersonal communication skills with patient, empathy, and self-confidence in communication skills. Data collection was carried out between March and May 2022. ResultsNo statistically significant differences were found between self-confidence in communication skills with the patient and the type of consultation, nor were statistically significant differences found between the empathy of the nursing students and the type of consultation. The students who used videoconference reported higher patient interpersonal communication skills than the students who made phone calls. Finally, the participants who made videoconferences obtained a higher score in dimension therapeutic use of self than those who made phone calls. ConclusionsNursing students have shown a high level of empathy and interpersonal communication skills with patients and a moderate level of self-confidence in communication skills, both when interacting with patients through phone calls and videoconferences. Finally, differences were found in interpersonal communication skills with patient and type of consultation. In particular, interpersonal communication skills with the patient are greater when the nursing students make a videoconference.

RTS,S/AS01 malaria vaccine pilot implementation in western Kenya: a qualitative longitudinal study to understand immunisation barriers and optimise uptake

BackgroundMalaria is a significant public health threat in sub-Saharan Africa, particularly among children. The RTS,S/AS01 malaria vaccine reduces the risk and severity of malaria in children. RTS,S/AS01 was piloted in three African countries, Ghana, Kenya and Malawi, to assess safety, feasibility and cost-effectiveness in real-world settings. A qualitative longitudinal study was conducted as part of the feasibility assessment. This analysis explores RTS,S/AS01 vaccination barriers and identifies potential motivators among caregivers in three sub-counties in western Kenya.MethodsA cohort of 63 caregivers with a malaria vaccine eligible child was interviewed at three time points over 24 months. A sub-set of 11 caregivers whose eligible children were either partially or non-vaccinated were selected for this sub-analysis. The 5A Taxonomy for root causes of under-vaccination was used to organise the inductively-coded data into categories (awareness, acceptance, access, affordability, and activation) and identify the factors influencing uptake across caregivers. A trajectory analysis was conducted to understand changes in factors over time within each caregiver experience. Caregiver narratives are used to illustrate how the factors influencing uptake were interrelated and changed over time.ResultsLack of awareness, previous negative experiences with routine childhood immunisations and the burden of getting to the health facility contributed to caregivers initially delaying uptake of the vaccine. Over time concerns about vaccine side effects diminished and anticipated vaccination benefits strongly motivated caregivers to vaccinate their children. Persistent health system barriers (e.g., healthcare provider strikes, vaccine stockouts, negative provider attitudes) meant some children missed the first-dose eligibility window by aging-out.ConclusionsCaregivers in this study believed the RTS,S/AS01 to be effective and were motivated to have their children vaccinated. Despite these positive perceptions of the malaria vaccine, uptake was substantially hindered by persistent health system constraints. Negative provider attitudes emerged as a powerful deterrent to attending immunisation services and hampered uptake of the vaccine. Strategies that focus on improving interpersonal communication skills among healthcare providers are needed.

Parental Interpersonal Communication Skills on Adolescent Reproductive Health

Background: Adolescent reproductive health issues can be prevented and controlled with reproductive health education by families through interpersonal communication between parents and adolescents. In reality, there are still many parents who do not discuss this because the communication skills of parents still lacking. This study aims to obtain an overview of interpersonal communication skills from parents to adolescents regarding adolescent reproductive health in Pajang Village, Surakarta.Method: This type of research is qualitative research with a case study approach of working parents who have provided reproductive health information to adolescents aged 15-19 years. A total of 15 mothers were involved in this study who agreed to conduct semi-structured interviews as a data collection technique. Fifteen adolescents and 15 husbands also conducted semi structured interviews as triangulation informants. Determination of informants using the Purposive Sampling technique.Results: The results showed that the communication skills of parents in the Pajang Village were in accordance with interpersonal communication skills which required openness, empathy, positiveness, supportiveness, and equality when communicating with the other person. It's just necessary for parents to have the willingness to start communicating about reproductive health even if teenagers don't ask questions, increase nonverbal empathy, get used to giving praise or appreciation to teenagers for maintaining their good reproductive health, and are expected to be a credible source of information for teenagers by choosing literacy sources.

STUDENTS' STRATEGIC EFFORTS RELATED TO MANDARIN LANGUAGE PRACTICING DURING INDUSTRIAL TRAINING

This study intends to investigate the Chinese language usage and communication requirements of Industrial Trainees, the difficulties they encountered, and the applicability of Diploma in Mandarin courses at PT Formosa Bag Indonesia to these requirements. The interviewees consist of 16 Mandarin diploma students in their last year who had recently finished their three months of industrial training at various companies make up the sample. The data was gathered use semi-structured interviews. The findings of the study demonstrated that Mandarin was not commonly used in companies and that all four linguistic skills were required to carry out a variety of tasks at work. The majority of trainees found it difficult to conduct briefings, respond to client concerns and complaints, negotiate a deal with clients face-to-face, deliver oral presentations, connect with other firms, set up the filing system, make flyers, brochures, posters, and advertisements, as well as prepare accounts. As a result, it is advised that the fundamental courses, particularly those pertaining to public speaking and interpersonal communication skills, prior to the students' internships being taught. The study's conclusions have some pedagogical repercussions. These data can be used to revise the curriculum for similar courses offered by higher education institutions. Program that complies with the current needs of the workforce and of education. Additionally, lecturers can reconsider how individual courses should be taught to accommodate students' requirements and let them engage in meaningful exploration learning through practical experience.

Pengaruh konsep diri dan lingkungan teman sebaya terhadap kemampuan komunikasi interpersonal siswa OTKP SMK Negeri 1 Karanganyar

<p><em>This study aims to determine the effect of self-concept and peer environment variables, partially and simultaneously, on students' interpersonal communication skills. This research is quantitative with a correlational method. The population of this research is 216 people majoring in OTKP classes X, XI, and XII. This research used proportionately stratified random sampling techniques. This research collected the data using questionnaires and used multiple linear regression techniques supported by IBM SPSS 26 to analyze the data. The results showed that: (1) there was a positive and significant effect of the self-concept variable on students interpersonal communication skills, as evidenced by a significance value of 0,00 0,05 and a t value of 12,227 > Table 1,976; (2) there was a positive and significant effect of the peer environment variable on students interpersonal communication skills, as evidenced by a significance value of 0,000,05 and a t value of 6,272 > Table 1,976; (3) there was a positive and significant effect of the self-concept and peer environment variables on students interpersonal communication skills, as evidenced by a significance value of 0.000.05 and a F value of 203,496>. F<sub>table</sub> 3,063. The results of this study indicate that the effective contribution is simultaneously 67.4% and that the remaining 32.6% is influenced by other variables not included in this study.</em></p>

Stakeholder perspectives on six identified interpersonal communication components of patient navigation in breast cancer care.

Although identified as a key competency domain and a needed area of professional development, interpersonal communication in breast cancer care patient navigation is understudied. Moreover, the patient-navigator relationship may be influenced by the interpersonal communication skills and behaviors of the patient navigator. This paper reports on the interpretation step of a concept mapping study, where key stakeholders shared their perspectives on six identified interpersonal communication components of breast cancer care patient navigation. This study utilized concept mapping, a community-engaged mixed method approach. After conducting brainstorming, sorting, and concept mapping analysis, a six-cluster concept map of interpersonal communication in breast cancer care patient navigation was identified. Interpretation sessions with each participant group (patients, patient navigators, administrators) allowed both naming and more in-depth exploration of the six clusters. The sessions were led by a facilitator, the PI, and were audio recorded and transcribed. Six 2-h interpretation sessions were conducted with 21 participants, including patients with breast cancer, breast cancer patient navigators (lay or medically trained), and patient navigation administrators from Western Pennsylvania. Through a group consensus process, the six clusters were named. Participants identified that all six identified components were essential to patient navigation, but the ability to build patient-centered trust and relationships and maintain professional communication were the most impactful components of the patient-navigator relationship. These findings validate the importance of interpersonal skills and behaviors of patient navigators in breast cancer care. These findings can inform the patient navigation role description, competencies, and the development of curriculum for training and metrics for evaluation.

The role of teacher empathy and immediacy in Chinese EFL students' affective learning outcomes: unveiling the associations.

The positive influences of teacher-student interpersonal communication skills on second language (L2) students have been considerably endorsed in the literature. However, the contribution of teacher empathy and immediacy behaviors, as realizations of such skills, to students' affective learning outcomes is unaddressed in L2 research. To fill this gap, three scales were distributed among a sample of 350 Chinese EFL students to see if teachers' empathy and immediacy correlate with and predict students' affective learning outcomes. The results of correlation analysis revealed strong and positive relationships among teacher empathy, teacher immediacy, and learners' affective learning outcomes. Moreover, the results of multiple regression indicated that Chinese EFL teachers' empathy and immediacy could predict about 65 and 60% of changes in the learners' affective learning outcomes, respectively. Implications of the study for EFL teachers' interpersonal communication skills development and emotional literacy are discussed. Future research trends are also presented at the end of the article.

The Effect of Self-Concept and Self-Confidence on Students' Interpersonal Communication of Buddhist College

The research is driven by communication phenomena in order to define the goals to be achieved related to the students’ interpersonal communication improvement skills of STIAB Jinarakkhita, which are influenced by self-concept and self-confidence. Self-concept and self-confidence play an important role in fostering communication skills between individuals and groups. The approach used is quantitative-descriptive, with a population of 148 students and a sample of 108. The analysis was carried out to see the effect of self-concept and self-confidence on student interpersonal communication. The data is obtained randomly to ensure the accuracy of the test. The results obtained are based on statistical testing of the coefficient of determination (R Square) of self-concept on interpersonal communication, which has a value of 90.9%; for the variable confidence in interpersonal communication, it has an effect of 23.4%; and for the variables self-concept and confidence in interpersonal communication, the value of the determination coefficient (R square) is 91.2%. The conclusions obtained based on the test show that students' interpersonal communication skills are influenced by self-concept and self-confidence. The results of testing the data obtained support the hypothesis of the two independent variables that affect interpersonal communication in STIAB Jinarakkhita Lampung students.

Teaching Competencies in Nursing Professors: Visions of Students and Academics.

This work sought to know the view of Nursing professors and students about the competencies the faculty staff must have to deploy their educational function with maximum quality and efficiency. Descriptive qualitative study through focus groups conducted with professors, students and recent Nursing career graduates from universities in Spain. The importance of the proposed teaching competencies was delved into, highlighting the importance of professors knowing the context in which they teach, having the ability to self-evaluate their activity, and having adequate interpersonal communication skills, and deploy the teaching-learning process by performing proper planning, using new technologies, and knowing how to engage in teamwork. Moreover, a small discrepancy was detected in relation to disciplinary competence, which students felt was of importance, but which academics indicated is taken for granted in nursing professors; competencies directly related to the act of teaching must be enhanced. . Practical unanimity was found between academics and students in affirming that the competencies investigated are important for adequate development of the teaching activity in nursing professors. In all cases, the urgent need was highlighted for nursing professors to have adequate teaching training to provide their students with formation of the highest quality.

Perceived Parental Styles and Parental Conflicts Predicting Emerging Adults’ Interpersonal Communication Skills: Mediator Role of Self-Compassion

Çocukluk döneminde algılanan ebeveyn davranışlarının, bireyin kişilerarası ilişki dinamikleri üzerindeki etkisi yaygın bir şekilde çalışılmıştır. Bu çalışmada ise ebeveyn tutumu ve ebeveynler arası çatışma algısının genç yetişkinlerin kişilerarası iletişim becerileri ile ilişkisi incelenmiş ve bu ilişkide öz duyarlığın aracı rolü test edilmiştir. Çalışmada ilişkisel-kesitsel desen kullanılmıştır. Çalışma kapsamında, 543 genç yetişkine ulaşılmıştır (K = 424, E = 119; M =22,65, SD =2,95). Katılımcılara, Çocukların Algıladığı Evlilik Çatışması Ölçeği, Kısaltılmış Ebeveyn Tutum Ölçeği- Çocuk Formu, Öz Duyarlık Ölçeği ve İletişim Becerileri Ölçeği ile birlikte demografik bilgi formu uygulanmıştır. Katılımcılar, çocukluklarında algıladıkları ebeveyn tutumlarını ve ebeveynler arası çatışmayı geçmişteki yaşantılarını düşünerek cevaplamışlardır. Verilerin analizinde sıralı regresyon analizi ile Hayes’in aracı değişken analizi yöntemi kullanılmıştır. Analiz sonuçlarında, ebeveynler arası çatışmanın, ebeveyn tutumları algısının ve öz duyarlığın kişilerarası iletişim becerileri ile ilişkili olduğu bulunmuştur. Yapılan aracı rol analizinde ise iletişim becerileri ile aşırı koruyucu, reddedici ve duygusal yakın ebeveyn tutum algısı ve ebeveyn çatışma algısı arasındaki ilişkide öz duyarlığın aracı değişken olduğu görülmüştür. Elde edilen bulgular ışığında, öz duyarlığın geçmiş ebeveyn davranışlarının genç yetişkinlerin kişilerarası iletişim becerileri ile olan olası olumsuz ilişkisini hafifletmede kullanılabileceği düşünülmektedir. Bulguların gelecek araştırmalar ve psikolojik yardım müdahale yöntemleri için anlamı tartışılmıştır.

A cross-cultural, cross-disciplinary, and cross-gender study on Appraisal resources in PhD dissertation abstracts: Martin & White's (2005) Appraisal Theory in focus

The abstract which complements proposals, articles, and dissertations, is a remarkable convention in scientific studies since it creates access for readers and authors to read or publish studies or articles. Research abstracts (RA) function as the gateway to view an article, journals' selection for contributions, and for conferences to accept or reject articles (Lores, 2004) In this study, we aimed to investigate the preferences of writers in 160 PhD dissertation abstracts, encompassing both male and female native and non-native authors, across various fields of study, both in the hard and soft sciences. Our primary objective was to discern the writers' inclinations towards utilizing specific linguistic resources, as proposed by Martin and White's Appraisal theory (2005), to convey their positions and engage with the perspectives articulated by their peers. The analysis of the data, conducted using statistical methods, unveiled a pervasive utilization of appraisal resources by the writers, enabling them to articulate their viewpoints, prospects, perceptions, and evaluations concerning diverse subjects. Among these resources, Attitude resources stood out prominently, constituting a substantial 84% of the total Appraisal resources employed in all the abstracts. Graduation resources held an intermediate position, while Engagement resources were the least utilized. Within the realm of Attitude subcategories, Appreciation resources emerged as the most prevalent. Remarkably, female authors specializing in the soft sciences displayed a higher degree of proficiency in the use of these resources, surpassing their counterparts in other categories. This finding suggests that female writers in the soft sciences possess exceptional interpersonal communication skills, making them particularly persuasive and inspirational. The implications of this study extend to the domains of language teaching and learning, material development, and syllabus design. It sheds light on how writers employ linguistic resources to convey their positions effectively, offering valuable insights for educational practices and curriculum enhancement.

4 Second-Language Neuropsychology: A Pragmatic Strategy for Reaching the Next Billion People

Objective:The world’s 8 billion people speak about 7000 languages; 3.2 billion of those people natively speak the top 10 languages. Currently neuropsychology is moderately well-developed in 6 of the top 10 languages, serving roughly 2.5 billion. Developing robust neuropsychology in all 7000 languages to serve everyone equitably in their native language seems impractical within the next few decades. However, 1-2 billion people speak a major language as their second language so a pragmatic strategy may be to develop an alternative approach of second-language neuropsychology (SLN) to serve clients who speak rare languages natively but widely-diffused languages as their second language. This strategy involves adapting all levels of neuropsychological services to the second language user.Participants and Methods:Intended participants are those who speak a language of limited (e.g., <1 million speakers) diffusion as their first language and a language of wider diffusion (historically-colonial languages such as English, Russian, Mandarin, or Arabic; regional trade languages such as Swahili or Lingala; or nationalized languages such as Indonesian or Tagalog) as their second or more language. Intended participants are those with Basic Interpersonal Communication Skills (BICS) in their second language, but not necessarily Cognitive and Academic Language Proficiency (CALP). SLN will adapt current neuropsychology techniques in the following domains: 1.Oral language: interview, feedback, treatment, and communication among professionals;2.Detailed language use evaluation;3.testing and norms;4.written materials: reports, client education materials, treatment materials, professional education materials, etc.The language style for such communication will use standard versions of such traditional or national languages, as commonly taught as a second language. It will use basic vocabulary, simple grammatical structures, and broadly-understood cultural referents. It will minimize grammatical complexity, slang, regionalisms, figures of speech, and metaphor. Materials will be available in the specified language both for those who are literate and for those with inadequate literacy. The development of such language style will require both written materials and training of neuropsychologists and allies. Once core SLN materials are developed, these may be further localized for specific communities to contribute to acceptance and effectiveness. These general strategies will need modification to the specifics of each major language, writing system, and population. This will be particularly true for testing language functioning itself, a particular challenge for the SLN strategy. The SLN strategy will require empirical verification of its viability in each major language and population. Some may perceive SLN as neo-colonialist and culturally insensitive; this may be mitigated in part through diversifying the neuropsychology workforce, community-based research, piloting, focus groups, and localization of materials.Results:Because this is a proposal and not yet a research project, prototype neuropsychological screening protocols for English-as-a-Second-Language and Spanish-as-a-Second-Language will be presented as examples.Conclusions:Cultural and linguistic diversity present major challenges to providing equitable neuropsychological services to the world’s population. Current neuropsychology resources are least accessible to major populations that may be most in need. The SLN strategy is not perfect or universal but may reach the next 1-2 billion underserved population

DEVELOPMENT OF INTERPERSONAL COMMUNICATION IN THE SOFT SKILLS SYSTEM OF YOUTH IN THE CONDITIONS OF THE INSTITUTION OF HIGHER EDUCATION

The article identifies the socio-psych ological features of the development of interpersonal communication in the soft-skills system of young people in the environment of non-formal education. The main concepts of scientific research «interpersonal communication», «soft skills», «personal socialization», «informal education» are summarized. The main forms of informal education are presented, which are aimed at the formation of social skills (soft skills) of young people, interpersonal communication skills. The experience of the Faculty of Social and Psychological Education of the Pavlo Tychyna Uman State Pedagogical University in the identification and formation of «soft skills» among students of higher education in the conditions of extracurricular, out-of-class work, and professional development is covered.

The measurement model of leadership communication: Perspective of youths’ association in Terengganu, Malaysia

Communication skills are an essential component to connect and interact with other individuals in an organization. Mastery in leadership communication is important for youth to become successful leaders. The aim of this study is to develop a measurement model of youth leadership communication. The youth’s leadership communication model consists of three constructs namely interpersonal communication, persuasive communication, and problem-solving skills. The questionnaire was distributed among 384 respondents from youth associations members in Terengganu, Malaysia. The data were analyzed using Amos version 23. The constructs and indicators were accepted as measurement elements, including the loading factor, average variance extracted (AVE), composite reliability (CR), the square root of AVE (√AVE) and at least three fit indexes accepted for model fitness. The results indicated all constructs were significant when the values of loading factor (0.852–0.964), AVE (0.834), CR (0.938), and the square root of AVE (0.913) achieved all the required criteria. The results of confirmatory factor analysis (CFA) from three constructs of youth leadership communication within the 31 indicators suggested were acceptable. Finally, this study successfully developed a measurement model of youths' leadership communication models. These models can be applied by youth to improve communication skills, individual and organizational leadership, and identify further research areas.

The Effectiveness of Jigsaw Method in Learning Moral Creed at Al - Amri Integrated Islamic High School Probolinggo

The Jigsaw method applied to learning Aqidah Akhlak is an effective alternative method in improving students' understanding and social skills. This research involved students at the al-Amri Integrated Islamic High School as research subjects. This research aims to show the effectiveness of the Jigsaw method in learning Aqidah Akhlak at the Al-Amri Probolinggo Integrated Islamic High School. Data was collected through academic tests, observations and questionnaires. The results of this research confirm the effectiveness of the Jigsaw method in increasing students' understanding of Aqidah Akhlak. This helps teachers and schools in developing effective learning methods in the subject of Aqidah Akhlak. The Jigsaw method is very effective in improving students' social skills through the process of collaborating with other group members to understand and present material. In addition, the Jigsaw method can help students develop interpersonal communication skills

Parental non-cognitive abilities and child mental health

Parents play a crucial role in the mental health and development of their children. This study investigates the impact of parental non-cognitive abilities on the mental health of their children. Our findings show that parental non-cognitive abilities, especially conscientiousness, agreeableness, and neuroticism, positively influence child mental health. This effect varies based on the child’s gender and place of residence. Moreover, disparities in non-cognitive abilities between the father and mother yield a significant negative effect on child mental health. These effects can be ascribed to three primary channels: the influence of parental non-cognitive abilities on the child’s sense of happiness, confidence in the future, and the level of interpersonal communication skills. Furthermore, our findings suggest that cognitive abilities of parents can moderate the influence of their non-cognitive abilities on the mental health of their children.

Improving Interpersonal Communication Skills through Group Guidance with Assertive Training Techniques

This study aims to demonstrate the effectiveness of group mentoring services utilizing assertive training techniques in enhancing the interpersonal communication skills of students. A quasi-experimental design was employed, with a sample of twenty students from a public junior high school in Indonesia, evenly divided into experimental and control groups using probability sampling with simple random sampling techniques. Interpersonal communication skills were assessed using instruments developed by the researchers and evaluated by experts. Data analysis involved the Wilcoxon signed-rank test and Kolmogorov-Smirnov. The results indicate a significant increase in the interpersonal communication skills of the experimental group students, with their average scores increasing from 67.2 before receiving group counseling services to 123 after implementing assertive training techniques. In contrast, the control group's average scores increased from 87.1 to 105.6 after the same intervention. This study highlights the effectiveness of group mentoring with assertive training techniques in enhancing students’ interpersonal communication skills, contributing valuable insights to the field of educational psychology and counseling.

Civic education integrating Marxist theory on college students’ social anxiety disorder

BackgroundCollege students face multiple challenges, such as information explosion, popularity of social media, and increased competitive pressure, which leads to social anxiety disorder in some of them. Marxist theory, as the guiding ideology of China, provides a perspective on the comprehensive development and self-realization of human beings. In recent years, the exploratory attempts of colleges and universities for Civic Education have become a focus of attention in the education sector as to whether they can effectively alleviate the social anxiety disorder of college students after incorporating Marxist theory.Subjects and MethodsFive hundred college students were selected as research subjects for the study. The experimental group was subjected to Civics education incorporating Marxist theory, while the control group received conventional Civics education. The research cycle was one academic year, using the SAS-A scale (Symptom Assessment Scale-adolescent), Negative Appraisal Fear Scale, and Comprehensive Interpersonal Relationship Diagnostic Scale. Pre-intervention, mid-intervention, and post-intervention tests were conducted to examine the subjects’ dynamic changes in social anxiety.ResultsThe study proved that after one academic year of education, in the experimental group, college students’ adaptability to social situations increased, and their confidence in interacting with others significantly improved.ConclusionsThrough the integration of Marxist theory, civic education in colleges and universities can effectively help college students overcome social anxiety and enhance interpersonal communication skills. This kind of education helps students form a healthy outlook on life and values and deepens their understanding and identification with Marxist theory.