Interpersonal Competence Questionnaire Research Articles

Social and emotional competence and teachers’ self efficacy in Spain

This study aimed to explore the relationships between social and emotional competence and teachers' self-efficacy in the Spanish educational context, as understanding these dynamics is essential for enhancing teachers’ ability oversee classrooms effectively, foster favorable student outcomes and advance overall wellbeing in educational environments. The quantitative approach and descriptive correlational study were used to conduct the investigation. The data was gathered from 212 primary school teachers who were selected using a non-probabilistic sampling method in Cordoba. Participants completed three questionnaires- emotional intelligence questionnaire, which assess emotional competence; interpersonal competence questionnaire, which evaluates social competence; and self-efficacy questionnaire, which measures teachers’ beliefs in their ability to successfully manage teaching tasks. Descriptive analysis was employed to summarize the characteristics of the variables, while correlation analysis explored the relationships between them. According to the results of these analyses social and emotional competence and dimensions of teachers’ self-efficacy were positively correlated with each other according to Pearson correlation. Additionally, t-tests were used to discover possible differences in these variables based on democratic characteristics like gender and teaching experience. Considering gender, it was determined that there were not any differences in most variables. Additionally, there was not a significant association between teachers' experience and any of the self-efficacy subscales.

Mentalizing and interpersonal competence: A resting-state functional magnetic resonance imaging study

Mentalizing enables individuals to understand others, thereby playing an important role in social interactions. Interpersonal competence reflects the ability to cultivate close relationships with others. This study utilized restingstate functional magnetic resonance imaging to further explore the relationship between mentalizing and interpersonal competence. We assessed the correlation between participants' interpersonal competence and their functional connectivity values within the mentalizing network. The results revealed significant positive correlations between Interpersonal Competence Questionnaire scores and functional connectivity values, particularly in connections involving the right temporoparietal junction with the dorsomedial prefrontal cortex, the precuneus, and the left temporoparietal junction. These findings highlight the collaborative effect of the mentalizing network and provide empirical evidence for the significant role of mentalizing in interpersonal interactions.

Impact of Helicopter Parenting on Social Competence: The Serial Mediation through Insecure Peer Attachment and Self Efficacy among Adults

The present research aimed to check the impact of helicopter parenting on social competence and the chain mediating effect of insecure peer attachment and self-efficacy among adults. A cross-sectional research design was utilized. The sample of the study was selected through the convenient sampling technique from different universities, educational institutions and acquaintances that comprised of 350 adults aged 20 to 31 years. The chosen participants must have proper education and can understand the English language easily. Students were selected for study utilizing the Helicopter parenting scale (LeMoyne & Buchanan, 2011), The interpersonal competence questionnaire (Coroiu et al., 2015), the General Self-efficacy scale (Schwarzer & Jerusalem, 1995), and the Inventory of parent and peer attachment (Armsden & Greenberg (1987). The results showed that addressing the negative consequences of helicopter parenting requires encouraging parents to allow more autonomy, supporting young adults in developing secure peer relationships, and bolstering their self-efficacy.

심리적으로 소진된 초등교사의 학생·학부모 대인관계능력 향상을 위한 집단상담 프로그램 개발

Objectives The purpose of this study is to develop a group counseling program to improve interpersonal competence for dealing with students and their parents of psychologically exhausted elementary school teachers and examine its effectiveness.
 Methods 350 elementary school teachers were assessed to measure psychological exhaustion (TBI), and 20 out of 75 teachers who scored intermediate or higher risk (T≥65) in the dimension of ‘crisis over teaching rights’ were randomly placed into experimental (n=10) and control groups (n=10). The 12 sessions of the group counseling program were conducted. The interpersonal competence questionnaire (ICQ) was adapted to measure psychologically exhausted teacher’s interpersonal competence. To test the effectiveness of the program, mixed ANOVA was conducted.
 Results The result showed that the group counseling program effectively improved the interpersonal competence of psychologically exhausted elementary school teachers. Specially, there was a significant difference between the control group and the experimental group in the four dimensions of interpersonal competence, (1) initiating relationships, (2) asserting displeasure with others’ actions, (3) self-disclosure, and (4) providing emotional support, except for managing interpersonal conflicts. Lastly, based on the analysis of the experience report data, this study demonstrated the effectiveness of the group counseling program for improving psychologically exhausted elementary school teachers.
 Conclusions This study developed the group counseling program for interpersonal competence for dealing with students and their parents of elementary school teachers who have been psychologically exhausted and demonstrated its effectiveness.

Psychometric Properties of the Chinese Version of the Brief Interpersonal Competence Questionnaire for Adolescents.

This study aimed to evaluate the psychometric properties of the Brief Interpersonal Competence Questionnaire (ICQ-15) administered to Chinese adolescents. A sample of 1705 adolescents (Mean age = 14.08, SD = 3.22, 46.5% male) completed a questionnaire including the Chinese version of the ICQ-15, as well as measurements of well-being, psychological resilience, and depression. To examine the psychometric properties of the ICQ-15, item analyses (item-total correlation and normality test), confirmatory factor analysis, concurrent validity analyses, multi-group analyses, and internal consistency analyses were performed. The results of the item analyses suggested a good item-total correlation, and the item scores were distributed approximately normally. The confirmatory factor analysis showed that the five-factor model had acceptable fit indices. The concurrent validity analyses indicated that the Chinese version of the ICQ-15 had a satisfactory concurrent validity. The multi-group analyses proved the measurement invariance across females and males, as well as participants in early, middle, and late adolescence. The ICQ-15 demonstrated satisfactory internal consistency reliability among Chinese adolescents. The ICQ-15 presents good psychometric properties and can be used to assess interpersonal competence in Chinese adolescents.

Interpersonal Competences and Attitude to Online Collaborative Learning (OCL) among Future Pedagogues and Educators—A Polish and Portuguese Perspective

Interpersonal competences in relationship building, collaboration and teamwork are essential both in F2F education and in distance or hybrid styles of education. In the face of the COVID-19 crisis, as well as previous trends, some or all of the higher education didactics were transferred to the online environment. In this context, the Online Collaborative Learning (OCL) model, now known as collaborativism, is gaining importance. This research aims to diagnose and compare the level of interpersonal competences and attitude in the OCL model among students preparing for the profession of an educator, pedagogue or teacher in the autonomous region of Madeira and in Poland. Quantitative studies were conducted using the Interpersonal Competence Questionnaire by D. Buhrmester, W. Furman, M.T. Wittenberg and H.T. Reis—as adapted by Poland and Portugal. In addition, the respondents expressed their views on OCL in the self-written questionnaire. According to the research findings, the highest level of competence in the Portuguese group was achieved by the respondents in terms of: Emotional Support (EW), Conflict Management and Resolution (RK) and Negative Assertion—Asserting Influence (AO). In the Polish group, EW was the lowest. The highest level of interpersonal competences was observed for Conflict Management and Resolution (RK), Disclosure (US) and Initiation (IR). The largest group of the surveyed students in both countries expressed a positive attitude towards implementing OCL in their courses of study and declared their willingness to be a member of a group that learns online together.

From Facebook Toward the Metaverse – How the Future Educators Build Interpersonal Relationships Using Social Media

At the threshold of emerging parallel immersive environments and metaverse worlds, the use of social media to build interpersonal relationships is a common phenomenon. This study aimed to diagnose, describe, and compare the use of social media to build and sustain interpersonal contacts and to refer to the level of interpersonal competences among students of pedagogical courses in two selected universities in Poland and Portugal. The studies were quantitative and employed the Interpersonal Competence Questionnaire by D. Buhrmester, W. Furman, M.T. Wittenberg and H.T. Reis, as well as the author’s own questionnaire. The analyses show that social media play a major role in building interpersonal relationships for Polish and Portuguese students in areas such as establishing new contacts, maintaining offline relationships, mutual learning and self-presentation. Non-face-to-face relations may interfere with establishing contact face to face. The analyses also show that the level of interpersonal competences among the respondents in terms of the skills and readiness to provide emotional support to others is differentiated by the way and scope of social media usage in the area under consideration. It can be assumed that in the group of respondents, the more they are willing and able to provide emotional support to others, the more effective and balanced way they use social media in building interpersonal relationships.

Alexithymia and Autistic Traits: Associations With Social and Emotional Challenges Among College Students.

Background: Alexithymia is a multifaceted personality construct defined by marked difficulties in identifying and describing feelings and in externally oriented thinking. Given its intrinsic role in social-emotional processing, alexithymia is now recognized as a trans-diagnostic trait in a range of neurodevelopmental disorders, including autism. Research has pinpointed to the co-occurrence of autism with characteristics typical of alexithymic normative samples, such as social-communication difficulties and decreased emotion regulation abilities. Nonetheless, the role of individual facets of alexithymia in predicting challenges in social communication functioning is still understudied.Methods: In total, 275 young adults completed the Toronto Alexithymia Scale, the Autism Spectrum Quotient (short form), the Interpersonal Competence Questionnaire, and the Difficulties in Emotion Regulation Scale self-reported questionnaires for assessing alexithymic and autistic traits, social-communication abilities, and emotion regulation difficulties. We used regression models to establish cross-sectional associations between autism, alexithymia, and social-emotional difficulties. Also, we ran a parallel mediation analysis to determine whether the relationship between autistic traits and emotion regulations challenges are mediated by Alexithymia facets.Results: Analysis showed a significant positive association between autistic traits and alexithymic traits and between autistic traits and emotion regulation difficulties while, as expected, autistic traits were negatively correlated with social skills. A significant relationship was found among the participants’ levels of alexithymia and their interpersonal skills with two of three alexithymic subscales significantly contributing to the model. Similarly, a significant relationship was found among alexithymia subscales and emotion regulation difficulties with all three alexithymia subscales being statistically significant. Finally, analysis on two mediator models indicated a significant effect of autistic traits on social skills mediated by alexithymic traits as well as a significant indirect effect of autistic traits on emotion regulation difficulties mediated by alexithymic traits.Conclusion: The results of this study provide evidence of the influence of different alexithymic facets on the relationship between autistic traits and social-emotional challenges in young adults. Longitudinal studies may explore further alexithymia and its associations with social-emotional difficulties in autism as well as the potential implications of these findings in intervention and treatment programs.

Interpersonal competences of students, their interpersonal relations, and emotional intelligence.

Some of the most important interpersonal competences are: effectiveness in dealing with specific interpersonal challenges and the ability to undertake appropriate actions in a given situation; the range of interpersonal challenges with which one can effectively deal; and satisfaction derived from one's interpersonal contacts and relations, and from one's social standing. One's time at university is one of the most influential educational stages in one's life and is a time of accumulation of changes related to a variety of dimensions of life. At university, young people, often away from their parents, learn how to be independent, make new friends, and make decisions related to their personal and professional lives. The participants in the study were 173 (92 women and 81 men) psychology students of three universities in Poland who volunteered to complete three questionnaires: the Interpersonal Competence Questionnaire, the Interpersonal Adjective Scales, and the Popular Emotional Intelligence Questionnaire. The results showed a positive correlation between the students' interpersonal competence and emotional intelligence. The research has confirmed the value of the applied methods and the significance of social competences in the development of positive interpersonal relations and the ability to adapt to a new environment. The study confirmed that the interpersonal relations of initiating relationships, negative assertion, self-disclosure, providing emotional support, and conflict resolution positively correlate with the interpersonal relations directed towards cooperation, support, taking initiative, and mutual understanding and that they are also positively interdependent with emotional intelligence of the studied group. One can hope that the confirmed correlations of the students' interpersonal competences and the kinds of interpersonal connections they establish and emotional intelligence will encourage their social development and future professional activity.

Mediating Effects of Empathy on Competence of Korean Nursing Students.

Background:Empathic communication is important for nurses to establish therapeutic relationships with patients and to improve the quality of care. Thus, empathy is essential for nursing students who will be future nurses. The aim of this study was to examine the mediating role of empathy in the influence of communication competence on interpersonal competence of nursing students.Methods:This study was conducted at the Catholic University of Korea. Participants were 218 nursing students who completed a survey questionnaire on general characteristics, Interpersonal Reactivity Index, Primary Communication Inventory, and Interpersonal Competence Questionnaire from Feb. 20 to Feb. 21, 2014. Data were analyzed using simple and multiple regression analyses. Mediation analysis was performed according to the Baron and Kenny method and Sobel test.Results:A three-step regression analysis was performed to verify the mediating role of empathy in the relationship between communication competence and interpersonal competence. Results confirmed that communication competence significantly influenced interpersonal competence, showing that empathy had a partial mediating role (Z=2.40, P=.016).Conclusion:Communication competence improved interpersonal competence through mediation by empathy in nursing students. Result of this study suggested that nursing schools should implement communication education that can strengthen empathy in order to boost nursing students’ interpersonal competence.

Ability to initiate relationships and sense of loneliness mediate the relationship between low self-esteem and excessive internet use

The purpose of the study was to identify possible mechanisms underlying the relationship between low self-esteem and excessive Internet use in a non-clinical sample of young adults. Basing on the theoretical framework and results of existing studies we hypothesized that the association between self-esteem and excessive Internet use will be serially mediated by the ability to initiate contact with others and sense of loneliness. The study sample consisted of 506 participants (60% women) aged between 18 and 35 years (mean = 19). The following questionnaires were administered: the Rosenberg Self-Esteem Scale, the UCLA Loneliness Scale, the Interpersonal Competence Questionnaire and the Excessive Internet Use Scale. The last measure was prepared by authors for the purpose of the study. Serial mediation analysis was conducted. In line with our hypotheses the link between low self-esteem and excessive Internet use was found to be sequentially mediated by the capability to initiate social contacts and chronic loneliness. Difficulty in engaging in social interaction leading to the sense of loneliness may explain the link between low self-esteem and excessive Internet use. These results may help to design early intervention programs.

Influence of interpersonal competence on behavioral intention in social commerce through customer-perceived value

Social commerce is a mixture of e-commerce and social media. The purpose of this study is to examine the effect of interpersonal competency on social commerce behavior through customer-perceived value. We adopt the aspects of interpersonal competence questionnaire (ICQ) to investigate its effect on customer-perceived value including utilitarian value, hedonic value, social value, and privacy risk of social commerce. We then analyze primary data collected from 255 active young consumers of college students of full time and part time at a university who have used social media. Our findings show the effect of interpersonal competence on customer-perceived value. Moreover, they also demonstrate the effect of the utilitarian value and social value on behavioral intention toward social commerce, recognizing the importance of functional utility of commerce activities and social utility of social media use in social commerce.

First results on the efficacy of a digital life-skills program for substance use prevention

Abstract Background Life-skills trainings conducted within the school curriculum are effective in preventing the onset and escalation of substance use among adolescents. However, their dissemination is impeded due to their large resource requirements. Life-skills training provided via mobile phones might represent a more economic and scalable approach. Methods The efficacy of a mobile phone-based life-skills training to prevent substance use among adolescents is currently tested in comparison to an assessment only control group, within a cluster-randomised controlled trial with follow-up assessments after 6 and 18 months. The fully automated program is based on social cognitive theory and addresses self-management skills, social skills, and substance use resistance skills. Participants of the intervention group receive up to 4 individually-tailored text messages per week for a period of 6 months. The study started in 2019 and aims for 1,312 study participants between the ages of 14 and 16 years from approx. 100 secondary school classes in Switzerland. Outcomes are 1) problem drinking, 2) cigarette smoking, 3) perceived stress and 4) interpersonal competences. Results So far, 1'611 students within 88 secondary school classes were invited to participate in the study. Of these, 1,450 (90.0%) consented to participate. To date, 24 out of 726 (3.3%) participants of the intervention group discontinued the program and 945 (65.2%) were invited for 6-month follow-up. Of these, 752 (79.6%) completed the assessment. Preliminary analyses showed a beneficial effect of the intervention for the subscale negative assertion, assessed by the brief version of the Interpersonal Competence Questionnaire. Conclusions A large proportion of adolescents participated in this first study testing the efficacy of a mobile phone-based life-skills training for substance use prevention and the majority of them participated at 6-month follow-up. Key messages A novel, mobile phone-based life-skills training seems widely accepted by secondary students. Given its effectiveness, it could be economically implemented within secondary schools.

INTERPERSONAL COMPETENCE AND LIFE SATISFACTION AS THE PREDICTOR OF RUMINATION ABOUT AN INTERPERSONAL OFFENSE

In this study, it was aimed to investigate the relationships between rumination about an interpersonal offense, interpersonal competence and life satisfaction. The dependent variable of this research is rumination about an interpersonal offense, and its independent variables are interpersonal competence and life satisfaction. The study was conducted on a total of 434 (340 females, 78.3%, and 94 males, 21.7%) individuals, whose ages range between 21 and 59 ( = 30.61). Participants completed the Interpersonal Competence Questionnaire, the Rumination About an Interpersonal Offense Scale, and the Satisfaction with Life Scale in accordance with the volunteering principles. The data were analyzed by descriptive statistics, t-test, Pearson correlation analysis and multiple linear regression analysis techniques. According to the results of the t-test, women’s average points of rumination about an interpersonal offense is significantly higher than that of men. As a result of the correlation analysis, significant negative relationships were found between the scores of the rumination about an interpersonal offense, interpersonal competence and life satisfaction. Regarding the regression analysis result, independent variables significantly predict the rumination about interpersonal offense scale. Article visualizations:

Romantic Competence and Adolescent Courtship: The Multidimensional Nature of the Construct and Differences by Age and Gender.

Adolescent courtship is emerging as an important developmental process which impacts social balance and adjustment in the teenage years. Both the cultural context and different individual competencies seem to determine the success or failure of this process. However, there is little research focusing on the direct relationship between interpersonal skills and adolescent courtship, possibly due to the lack of suitable instruments to measure it. This study takes this process further by adapting a multifactorial measurement of Interpersonal Competence to the framework of adolescent courtship (Adolescent Interpersonal Competence Questionnaire for Courtship (AICQc)), and by analyzing these skills according to gender and age. A total of 1584 adolescents (48.9% girls and 51.1% boys) between the ages of 12 and 17 who were in compulsory secondary education participated in the study. Based on the factor model proposed by Buhrmester et al., the Confirmatory Factor Analysis showed the validity of the instrument and a high internal consistency for five independent domains of competence: (a) initiating relationships; (b) assertiveness and the ability to say no; (c) self-disclosure; (d) providing emotional support; and (e) resolving conflicts. Age, as measured by the school year, was found to be a key factor in this regard. The results are discussed in terms of assessing interpersonal competence for relationships. There has been little research into this type of interpersonal competence and it is a key factor in facing the important developmental task for first-time couples of choosing a partner and managing adolescent courtship.

Cross-Cultural and Gender Measurement Invariance of the Intrapersonal and Interpersonal Emotional Competence Questionnaire

The Intrapersonal and Interpersonal Emotional Competence Questionnaire (IIECQ) was developed from the Emotional Skills and Competence Questionnaire, addressing some of its content issues. Measurement invariance of the two-factor IIECQ model (interpersonal and intrapersonal emotional competence factors) was examined across countries and gender groups using a sample of 998 students from five different countries (Slovenia, Russia, Croatia, India, and theCzech Republic). Our results supported partial scalar invariance of the IIECQ across countries with three items having varying intercepts in different countries. Scalar invariance was fully confirmed across gender groups. Latent means for the two IIECQ factors were compared between the five countries and the two gender groups. While men and women reported similar levels of intrapersonal and interpersonal emotional competences, significant differences were observed between some of the countries. To assess the construct validity of the IIECQ, correlations were examined between the IIECQ subscale scores and the measures of emotion regulation, personality, and well-being. In general, correlations were low to moderate and in accordance with expectations, showing adequate convergent validity of the new scales. Overall, the IIECQ represents a psychometrically sound measure of the intrapersonal and interpersonal emotional competences, which are measured in the same way across the five countries examined as well as across genders.

The Effectiveness of Reality Group Counseling Therapy in Enhancing Multiple Intelligence among Malaysian Students with the Tendency of Problematic Internet Use (PIU)

This study was aimed to explore the effectiveness of group reality therapy in increasing students’ multiple intelligence, focusing on interpersonal skills. We employed quasi-experimental and pretest – posttest design with control group. The statistical population comprised primary and secondary school students in Malaysia, in which out of 24 students were from primary school and 22 students were from secondary school. Participants were selected purposely by school counselors based on students’ vulnerability of having problematic internet use (PIU). Participants then were randomly assigned to the experimental and control groups. The experimental group has undergone counseling session of group reality therapy, while the control group did not receive any intervention. The research tools included Generalized Problematic Internet Use Scale 2 (GPIUS 2) and Interpersonal Competence Questionnaire (ICQ-15). MIX ANOVA was used to analyze the data. The research results revealed that reality therapy in group counseling has increased the students’ interpersonal skills (P < 0.05).

Assessment of the Characteristics of Interpersonal Communication Competence among Postgraduate Students from Different Cultures

This study was carried out to assess the characteristics of interpersonal communication competence among postgraduate students from different cultures at a Malaysian public university. This study applied the mixed methods research design with the participation of 130 postgraduate students from 18 different countries. The Interpersonal Competence Questionnaire (ICQ) was used as the main instrument of this study. Based on the results from this study, their interactions with their peers from different cultures helped the participants to improve the contact initiation, disclosure and conflict management skills of their interpersonal communication competence and gain some new personal and cultural skills and information. However, the participants were struggling to learn how to manage probable conflicts during their interactions with their peers from different cultures. The results from this study illustrate that the level of education variable affect interactions among individuals from different cultures in the Asian context of communication.

The Structure of Interpersonal Communication Skills of the New Generation Senior School Students: The Case of Generations X and Z

The Structure of Interpersonal Communication Skills of the New Generation Senior School Students: The Case of Generations X and Z

Factors associated with romantic relationship formation difficulties in women with breast cancer.

Many un-partnered women report difficulty in forming romantic relationships after breast cancer, characterized by high dating-related anxiety and low perceived interpersonal competence. This study examined the relationship between poor body image (appearance investment and body dissatisfaction) and self-compassion, and women's ability to form romantic relationships post-breast cancer. Women (N=152) diagnosed with breast cancer, who were either un-partnered and expressed interest in romantic dating, or who had commenced a relationship post-diagnosis, completed an online survey. Assessments included the Interpersonal Competence Questionnaire, Dating Anxiety Scale, Self-compassion Scale, Appearance Schemas Inventory-Revised, Body Image Scale, and Experiences in Close Relationships Scale. Multiple regression analyses assessed the relationships between these variables. Partnered and un-partnered women differed in levels of dating anxiety, interpersonal competence, anxious attachment, and the self-evaluative salience facet of appearance investment. Analyses revealed a significant model for dating anxiety, with high self-evaluative salience, body image dissatisfaction, and attachment avoidance independently associated with this outcome. The model for interpersonal competence was also significant, with low attachment avoidance and high self-compassion independently associated with this outcome. Un-partnered women who place high importance on appearance for their self-worth and who report poor body image and low self-compassion are at risk of experiencing difficulties in forming new romantic relationships after breast cancer. Future interventions should target these variables to facilitate romantic dating during cancer survivorship.