Interpersonal Relationship Skills Research Articles

직무스트레스, 대인관계능력, 원장과 동료교사 사회적 지지가보육교사의 행복감에 미치는 영향

The purpose of this study is to investigate the effects of childcare teachers' job stress, interpersonal relationship skills, and social support of the director and fellow teacherson happiness. A survey was conducted on 952 childcare teachers working nationwide. Fordata analysis, SPSS Win. Using the 25.0 program, t-test, one-way variance analysis,correlation analysis, and multiple regression analysis were performed. The results of this studyshow that the happiness of childcare teachers according to their socio-demographiccharacteristics is male, single, 20-25 years old, college graduate, high average monthlyincome, 2-6 years of experience, and working in an institution with 100 students. This wasfound to be highIt appears that there is a correlation between the childcare teacher's feelings of happiness andjob stress, interpersonal skills, the director and fellow teachers, and social support. Factorsinfluencing the feelings of happiness of childcare teachers are in the order of social support ofthe director and fellow teachers, job stress, and interpersonal relationship ability. It is expectedthat social support will be actively implemented, such as promoting the happiness of childcareteachers and developing programs to improve the working environment.

The Influence of Social Media on Seventh Grade Students' Happiness

The rapid increase in social media use among young people has raised concerns about its impact on their psychosocial attributes. This study examines the effects of social media engagement on Grade 7 students psychosocial attributes at Guisguis National High School, highlighting the relationship between social media use and aspects like interpersonal relationships and life satisfaction. Employing the descriptive research method, data was collected through self - report questionnaires, and a modified survey was utilized for assessment. The study reveals that Grade 7 learners exhibit a moderate level of understanding and responsibility in their social media usage. The learners demonstrate a high level of interpersonal relationship skills, life satisfaction, responsible online socialization, and positive social interaction. Findings suggest a positive correlation between responsible social media engagement and psychosocial well - being, underscoring the importance of fostering healthy digital habits among young learners The findings hold implications for learners, teachers, and the school community in understanding the effects of social media use on psychosocial well - being and in developing guidelines to protect learners' mental health while benefiting from social media platforms.

예비유아교사의 공감능력이 적응적 정서조절전략에 미치는 영향

Objectives This study aimed to analyze the relationship between pre-service early childhood teachers' empathic ability, interpersonal relationship skills, and adaptive emotional regulation strategies. Additionally, it sought to in-vestigate the impact of pre-service early childhood teachers' empathic ability and interpersonal relationship skills on adaptive emotional regulation strategies. Furthermore, the purpose was to illuminate the mediating effect of interpersonal relationship skills in the relationship between empathic ability and adaptive emotional regulation strategies. Methods A total of 175 pre-service early childhood teachers enrolled in the Early Childhood Education Department of a 2-year college located in Seoul were surveyed regarding their empathic ability, interpersonal relationship skills, and adaptive emotional regulation strategies. The data collected were analyzed using SPSS 18.0 software to compute Pearson's r and conduct regression analysis. Results First, it was found that there were significant correlations among pre-service early childhood teachers' empathic ability, interpersonal relationship skills, and adaptive emotional regulation strategies. Second, empathic ability and interpersonal relationship skills emerged as predictors of adaptive emotional regulation strategies. Third, in terms of the impact of empathic ability on adaptive emotional regulation strategies, interpersonal rela-tionship skills were found to have a partial mediating effect. Conclusions The enhancement of empathic ability and interpersonal relationship skills suggests the potential to increase the utilization of adaptive emotional regulation strategies among pre-service early childhood teachers. This implies providing insights for the development of programs aimed at enhancing pre-service early childhood teachers' empathic ability and interpersonal relationship skills, ultimately enabling them to utilize adaptive emo-tional regulation strategies.

Assessment of Gender Differences in Letters of Recommendation for Physical Therapy Residency Applications.

Letters of recommendation (LOR) are an integral component of physical therapy residency applications. Identifying the influence of applicant and writer gender in LOR will help identify whether potential implicit gender bias exists in physical therapy residency application processes. Several medical and surgical residency education programs have reported positive, neutral, or negative LOR female gender bias among applicants and writers. Little research exists on gender differences in LOR to physical therapy education programs or physical therapy residency programs. Seven hundred sixty-eight LOR were analyzed from 256 applications to 3 physical therapy residency programs (neurologic, orthopaedic, sports) at one institution from 2014 to 2020. Thematic categories were developed to identify themes in a sample of LOR. Associations between writer and applicant gender were analyzed using summary statistics, word counts, thematic and psycholinguistic extraction, and rule-based and deep learning Natural Language Processing . No significant difference in LOR word counts were found based on writer or applicant gender. Increased word counts were seen in sports residency LOR compared with the orthopaedic residency. Thematic analysis showed LOR gender differences with male applicants receiving more positive generalized recommendations and female applicants receiving more comments regarding interpersonal relationship skills. No thematic or psycholinguistic gender differences were seen by LOR writer. Male applicants were 1.9 times more likely to select all male LOR writers, whereas female applicants were 2.1 times more likely to choose all female LOR writers. Gender differences in LORs for physical therapy residencies were found using a comprehensive Natural Language Processing approach that identified both a positive recommendation male applicant gender bias and a positive interpersonal relationship skill female applicant gender bias. Applicants were not harmed nor helped by selecting LOR writers of the opposite gender. Admissions committees and LOR writers should be mindful of potential implicit gender biases in LOR submitted to physical therapy residency programs.

정신장애인 가족지원 서비스 프로그램을 위한 조사연구

The purpose of this study is to collect basic data for the development of support program for family living with people with mental illness (MI), and to suggest a plan for the family support program in identifying the needs and experiences from families and mental health service providers. This study conducted a paper and online survey from August to November 2020 for the family members and service providers in Busan. A total of 236 family members and 200 service providers were finally analyzed. For data collection, importance of the mental health services and active daily living scales were used, and descriptive statistics, t-test, and F-test were used. The results are as follows. The importance of the services of family and service providers was similar: ‘Education to prevent relapse of MI’, ‘Help in crisis situations (e.g., exacerbation, suicide)’, ‘Training program to improve interpersonal relationship skills’, ‘Psychological problem and stress relief program’, ‘Providing programs where people with MI can spend their daytime’ However, there was a different role between the types of service providers. Finally, supports for people with MI and their families should be organized in a family unit, and mental health services should provide services through the linkage of service providers (not services) based on the concept of continuity of care. Based on the results of the study, implications and future research were discussed.

Improving interprofessional teamwork in a community mental health team: a team building circle program based on the restorative justice paradigm

ABSTRACT Improving teamwork among mental health practitioners is crucial. However, there have been few intervention studies on teamwork enhancement among community mental health practitioners in South Korea. We aimed to determine the effectiveness of the Team Building Circle program (TBC) based on the restorative justice paradigm, which sought to promote integration and cohesion. The TBC was developed to improve conflict interpretation mind-set, interpersonal skills, and teamwork among practitioners in community mental health centers. We conducted a quasi-experimental study using a pre and posttest design with a non-equivalent control group. The participants were 44 practitioners from four community mental health centers. Data were collected before the implementation TBC (pretest), just after (posttest), and 3 months after TBC (follow-up test). A generalized estimating equation model was used for analysis. Our findings indicate that the intervention group had improved scores in the ability to cope with interpersonal stress in a constructive way, interpersonal relationship skills, and teamwork compared to the control group. To improve teamwork among community mental health practitioners, managers are encouraged to consider providing TBC intervention.

Principals’ administrative skills in public senior secondary schools: A case of Ilorin Nigeria

Implementation of administrative skills by secondary school principals plays an inevitable role towards the attainment of educational goals and objectives. This study investigated principals' administrative skills implementation in public senior secondary schools in Ilorin Metropolis of Kwara State on the indicators of principals’ financial and physical facilities maintenance and interpersonal relationship skills. The study adopted a descriptive survey. One hundred teachers were randomly selected from public senior secondary schools in Ilorin Metropolis as a sample. The researcher instrument titled Assessment of Principals’ Administrative Skills Questionnaire (APASQ) was used for data collection. Two research questions were raised and answered to guide the conduct of the study. Descriptive statistics were used to answer the research questions raised. Findings showed that 28.8% constituted the majority of the respondents who agreed that principals had financial skills in Ilorin Metropolis. Results indicated that 45.6% constituted the majority of the respondents who strongly agreed that principals had physical facilities maintenance skills. It was shown that 42% constituted the majority of the respondents who strongly agreed that their principals had interpersonal relationship skills. Findings revealed that 68% constituted the majority who agreed that the level of principals’ administrative skills in public senior secondary schools in Ilorin Metropolis was high. It was recommended among others that principals endeavour to keep a high level of professional spirit and good moral standards in the schools to adopt their administrative skills to sustain a good working environment for teachers and other staff in their schools.

Understanding ways to support teens and parents affected by Russia–Ukraine war

PurposeThe study explored how information institutions can support the resilience of parents of adolescents affected by the Russia–Ukraine war. Ukrainian parents are facing major challenges of supporting their teenagers through a difficult developmental phase while also “buffering” their war-related hardships. By supporting parents, information institutions can also support children.Design/methodology/approachFifteen parents were interviewed about mental health challenges and resources that are helpful and/or missing from their support systems. Recordings of participant narratives were analyzed using the qualitative thematic analysis technique.FindingsThe findings indicate that both teens and parents rely on internal resilience skills, family, friends and community resources to support themselves. However, a number of additional resources could be offered by information institutions, including content for (1) teens on developing skills in communication, interpersonal relationships, problem solving and academic pursuits; (2) parents on child development and opportunities in their host countries; both groups on (3) both groups on mental health first aid and safe spaces to meet peers. The study recommendations will be of interest to information professionals working with families, especially families affected by disasters.Research limitations/implicationsThe study relied on a small convenience sample of participants.Practical implicationsStudy recommendations would be of interest to information professionals who develop and provide services to families affected by natural and manmade disasters.Social implicationsStudy recommendations improve understanding of the (potential) role of information institutions and libraries in strengthening family and community resilience.Originality/valueThe study offers a rare insight into experiences of war-affect families and provides evidence-driven recommendations for information institutions to support family and community resilience.

The Dual Role of a Reflective Future Teacher during School Practise

Abstract Introduction: Teaching and learning are processes that significantly impact one’s future. Active participation in school practises serves as a strong foundation for future educators. This paper aims to present the viewpoints and feedback of university students on chemistry lessons conducted in schools by fellow university students as part of their training. The study explores how these prospective teachers perceive lessons while simultaneously playing the roles of both the teacher and an observer. It also investigates their ability to identify areas in need of support and those that require further development during their subsequent pre-service teacher training courses. Methods: Quantitative data was collected through formal documents, specifically observation sheets. The study’s participants were university students enrolled in pre-service teacher training programs who conducted chemistry lessons in school settings. These participants assumed the dual roles of instructors and observers during the lessons they taught. Results: Analysis of the observation sheets revealed that the experience of assuming both teaching and observing roles contributed to the enhancement of the pre-service teachers’ reflective attitudes. This finding suggests the positive impact of this dual role on their professional development. Discussion: Teaching demands a blend of pedagogical knowledge and the ability to reflect, as evidenced by a study at Jagiellonian University’s Faculty of Chemistry. This research, aimed at understanding the effectiveness of trainee teachers, highlighted the importance of creativity, proper communication, and skills in interpersonal relations for educators. While the research provided valuable insights, there’s a call for more extensive studies to gain deeper understandings and address challenges such as classroom management and student engagement. Limitations: It is important to acknowledge certain limitations within this study. The scope of the investigation was restricted by the size and composition of the sample of participants. Consequently, the outcomes cannot be generalised to the broader population of pre-service teachers. Conclusions: The findings of this research highlight the importance of adopting a dual-role methodology in teacher education. By assuming both teaching and observational roles, aspiring teachers acquire a more profound understanding of their pedagogical techniques and recognize potential enhancements. Engaging in such reflective practices promises to enhance their subsequent teaching experiences. This study emphasizes the advantages of weaving hands-on teaching experiences into teacher training, fostering a more introspective and effective teaching methodology.

Comparison of Life Skills between Intercollegiate Athletes and Non-Athletes of Government Girls Higher Secondary Schools of District Mardan, Pakistan

This study aimed to compare the life skills about interpersonal relationship skills, stress management skills, and decision-making skills amongst intercollegiate athletes and non-athletes of government girls’ higher secondary schools in district Mardan, Pakistan. The researcher followed a descriptive survey research design to meet the set objectives of the study. girl athletes and non-athletes from Government Higher Secondary schools of District, Mardan with age range 15-21 years of class 9th, 10th, 1st year, and 2nd year constituted the target population for the current study. A close-ended adapted questionnaire University of Pretoria (South Africa) using a Likert scale from “strongly disagree” to “strongly agree” was used to collect the required information from the participants consisting of girls’ athletes and non-athletes from government higher secondary schools of district, Mardan. A total of 568 questionnaires were administered among the participants and 468 questionnaires with (an 82.39%) ratios were received back. For an inclusive assessment of life skills, different attributes were labeled to each life skill, whereas all 34 items were assigned to 04 skills in the questionnaire. The collected data were properly tabulated and processed through descriptive and inferential statistical techniques. The findings of the study indicated that sport has produced a positive role in the development of life skills among athletes as compared with non-athletes. This finding can be helpful for those who intend to develop and promote the sport in their respective areas. It has been concluded that participants acknowledged the role that sport has essential in the development of life skills such as interpersonal relationships (2.90), stress management (2.37), decision making (2.66), and problem-solving skills (2.49). However, it was noticed that urban school athletes produced a higher mean score on one life skill such as interpersonal relationships (2.93) and the rest of life skills mean scores are lower. It is recommended that school sports participation of girls may be ensured/enhanced to develop and promote the positive life skills necessary for products as well as a dynamic role in society.

Designing and Validation of the Leadership Competency Scale in Medicine

Background: Leadership competencies in medicine are the key factors in improving the performance of physicians and the health system. The aim of the present study was to design and validate the leadership competencies scale in medicine.
 Methods: This research was conducted with a qualitative-quantitative approach. The research sample consisted of 12 physician managers in the qualitative stage and 15 people in the content validity evaluation stage using purposive sampling method. In the preliminary implementation stage of the questionnaire, 35 people were selected by convenience sampling and the main implementation stage of the questionnaire 306 students, faculty members, and medical graduate managers were selected using relative stratified random method. Qualitative data were collected by semi-structured interview and quantitative data by questionnaire. To analyze the qualitative data, the Esterberg analysis method was used, and to evaluate the construct validity, confirmatory factor analysis with Smart-PLS3 software was used. To evaluate the validity of quantitative data, content validity index, content validity ratio, Cronbach's alpha coefficient, convergent validity, and structural equation model fit indices were used. The criteria of credibility, transferability, dependability, and conformability were used using triangulation to evaluate the validity of the qualitative research data.
 Results: Competencies and parameters of the questionnaire were extracted into 17 competences and 123 concepts through the coding of interview texts and converted into a questionnaire in 101 items. The content validity of 100 items was valid. The results of factor analysis showed that the factor load of 99 items was valid and 17 components explained the structure of leadership competencies. Based on the fit indices of the model, the measurement scale of leadership competencies in medicine was valid in 17 components and 99 items. These components include perception and impression management, professional ethics, conflict management, problem solving, discipline, informal organization, public communication skills, interpersonal relationship skills, listening, cultural management, professional culture, innovation and creativity, motivation, emotional intelligence, change management, feeling management, participative management.
 Conclusion: Attention to the curriculum of leadership competencies in medical education and the application of this scale can improve the quality of leadership in the health system.

중국 사범대학생의 대인관계능력과 자기효능감이 대학생활적응에 미치는 영향에서 사회적 지지의 매개효과

The purpose of this study is to analyze the mediating effect of social support in the effect of interpersonal relationship skills and self-efficacy of Chinese teachers' college students on college life adaptation. The research questions set up to achieve the purpose of this study are as follows First, what is the structural relationship between interpersonal skills, self-efficacy, social support, and college life adaptation of Chinese college students? Second, what is the mediating effect of social support in the effect of interpersonal relationship skills and self-efficacy of Chinese college of education students on college life adaptation? The subjects of this study were 560 first- to fourth-grade teachers' college students attending three universities in northwestern China, and 517 of them were used for the study. The conclusion of the study is as follows. First, in the structural relationship of measurement variables, Chinese teachers' college students' interpersonal skills and self-efficacy have a direct meaningful effect on social support, and social support has a significant effect on adapting to college life. In addition, interpersonal skills and self-efficacy have a direct meaningful effect on adapting to college life. Second, the mediating effect of social support was significant in the impact of interpersonal relationship skills and self-efficacy of Chinese teachers' college students on college life adaptation. Therefore, it is necessary to prepare a plan to establish various social support systems in adapting to college life at the university level and continue to operate them.

Exploring Emotional Intelligence and Sociodemographics in Higher Education; the Imperative for Skills and Curriculum Development.

There is increasing interest in understanding the nature and impact of emotional intelligence (EI) in educational institutions and the workplace since EI is associated with academic performance, career success, job satisfaction, and management skills. Here we measured EI levels in students and employees at Qatar University and examined associations with sociodemographic variables. This cross-sectional study used the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) questionnaire to quantify EI. Of 517 respondents, 315 were students and 202 were employees. The mean global EI level across all participants was 4.80 ± 0.78, with EI highest in the well-being domain (5.43 ± 1.04). Overall, older respondents had higher EI than younger respondents. There was no significant effect of gender, marital status, or employment position on EI. However, there were significant two- and three-way interactions. As a standalone variable, age was the most important factor influencing EI development in our cohort. However, three-way interactions revealed complex effects between age, gender, and marital status and EI. Our findings support a need for workshops on EI for employees and integrating dedicated courses into existing curricula to equip students with effective interpersonal relationship skills that foster EI development. Developing such interpersonal skills could help to promote personal, professional, and academic success.

Hiring college and university presidents: communication, agency, and culture

ABSTRACT The presidency in higher education is becoming a revolving door, with ever-shortening tenures. One reason for this trend is difficulties when presidents and governing boards interact. Scholars have recommended improving how these actors communicate and share information to remedy this, yet problems persist. This study primarily focused on exploring the communication competencies that college and university board members sought when selecting new presidents and the degree of alignment between boards and presidents on their importance. Mixed methods consisting of qualitative data collected using Flanagan’s Critical Incident Technique preceded a survey and statistical analysis. Qualitative data was used to design the quantitative phase. We found that board members sought passion for the school, communal and thorough communication, credibility and trust, interpersonal relationship skills, and listening. Presidents underestimated the board’s emphasis on most of these. Results conform with expectations derived from leadership communication competency models, agency theory, homophily, cultural matching, and three perspectives on organizational culture. Differing prioritizations of communication competencies and behaviors and the cultural ambiguities they represent may be complicit in increasing turnover and shortening tenures of presidents in higher education.

Enhancing professional identity of first-year occupational therapy students with the community-academia student tutoring program

Introduction: Delayed professional identity of occupational therapists inhibits successful transition from student to professional. One of the objectives of development of the Community–Academia Student Tutoring (CAST) program is to encourage professional identity formation among first-year undergraduate occupational therapy students. It focuses on developing competence in communication and professional knowledge through a learning-community setting while interacting with individuals with disabilities, thus enhancing students’ self-reflection abilities. Methods: Mixed-method design assessing change before and after participation among 193 students, in competence components essential for professional identity, and factors supporting its formation. Open-ended questions assessed the students’ perceived contribution of the CAST program. Results: Significantly higher competence in knowledge about people with disabilities and relating to them; increased sense of belonging to a learning community and self-reflection abilities compared to before. Relationship with a person with disability and belonging to a learning community predicted 25.4% of the variance in perceptions of program contribution. Central in the students’ experience were development of self-reflection abilities and interpersonal relationship skills, and learning occupational-therapy concepts through meeting people with disabilities. Conclusions: First-hand relationships with people with disability and self-reflection in a structured learning-community setting, may help develop first-year students’ communication skills and their professional identity as occupational therapists.

Data-driven decision making using local multi-source data: Analysis of a teacher-researcher’s professional practice

We examined the professional practice of a teacher-researcher who introduced a pedagogical decision-making process using local multi-source data in a professional learning community. Through a written and thematic approach, the analysis revealed seven contributing elements related to the implementation process of a pedagogical decision-making practice: members' mobilisation around a common goal, acquisition of a common language, interpersonal relations skills, members' self-training, differentiated implementation, reflection, and the members’ paradoxical relationship with technological tools. Theoretical and practical outcomes are discussed.

Pengaruh Layanan Bimbingan Kelompok Teknik Sosiodrama Terhadap Kemampuan Hubungan Interpersonal Di Panti Asuhan Al-Ghasyiyah Bathin Solapan Duri Riau

This research departs from the phenomenon of interpersonal relationships that are owned by the children of the Al-Ghasyiyah Orphanage which are still low and medium, this is marked by the orphans who do not know each other closely, do not understand each other's personal characteristics, are not familiar, lack of cooperation, orphans they still lack the courage to express their ideas or opinions, there are still social conflicts between them, they close themselves off because they lack confidence in getting along with other orphans, they lack a sense of initiative in making friends and working together. Researchers try to provide group guidance services with sociodrama techniques to orphanages to improve interpersonal relationships, the goal to be achieved in this study is to find out whether or not there are significant differences in the interpersonal relationships of orphanage children before and after being given sociodrama technique group guidance services, as well as effective whether or not the sociodrama technique group guidance services to improve the interpersonal relations skills of orphans at the Al-Ghasyiyah Bathin Solapan Duri Orphanage, Riau. This research is classified as a pre-experimental study using a one group pretest posttest design. The population in this study was the adolescent children of the Al-Ghasyiyah Bathin Solapan Duri Orphanage, Riau. The population is young women at the Al-Ghasyiyah Bathin Solapan Duri Riau Orphanage, totaling 20 people. The sample is adolescents who are indicated to have a poor level of interpersonal relations, namely 8 people, sampling based on purposive sampling technique. The instrument used was a Likert scale questionnaire. Data analysis used non-parametric statistical tests using the Wilcoxon signed rank test method with the help of Statistical Product and Service Solutions (SPSS) version 20.00. pretest and posttest. From the results of the Wilcoxon test calculation, a significant p-value of 0.011 < α (α = 0.05) is obtained, which means that Ha is accepted and Ho is rejected. From the results of the calculation of the Wilcoxon test, it can be interpreted that the interpersonal relationship skills of the orphans increased after being given treatment, namely the sociodrama technique Group Guidance Service.

Associations between basic motor competencies, club sport participation, and social relationships among primary school children

Children learn and deepen their motor competencies in a social context. Basic motor competencies (BMC) enable children to actively co-act and participate in sports situations with peers. Participation in club sport activities has a positive influence on the development of motor and social competencies. The purpose of this study is to describe the connection between basic motor competencies, club sport participation and interpersonal relationship skills among 6 to 8 years old children. In the present study, the BMC of N = 880 first and second grade primary school children (48.9% girls, aged M = 90.36 months, SD = 6.90) in Switzerland were tested in the competence domain of self-movement and object movement. The children’s club sport participation and the relationship skills were recorded from the parents’ perspective. Data was analysed using correlations and mixed regressions. The results show a connection between relationship skills, basic motor competencies and club sport participation in school children. For boys, significant correlations were found between relationship skills and BMC (r = .186, p ≤ .01) so as with the club sport frequency (r = .184, p ≤ .01). For girls, only the correlation between relationship skills and club sport frequency (r = .137, p ≤ .01) was significant. The frequency of club sport participation (β = .13, p = .009), motor competencies (β = .09, p = .016) and sex (β = .10, p = .004) of the children were found to be predictors for the relationship skills. The results of this study suggest that children with higher motor competencies and children who participate more often in club sport seem to have better relationship skills. These findings are relevant as they indicate a link between motor competencies and interpersonal relationship skills in middle childhood.

Development of Communication Skills Through Virtual Reality on Nursing School Students: Clinical Trial.

Multiple studies demonstrate benefits of virtual simulations as recreation of reality in the development of instrumental skills, but few randomized studies prove its efficacy in the development of communication and interpersonal relationships skills. The objective was to develop a virtual reality simulator to improve communication skills and compare its results with a traditional workshop based on cases and theoretical content explained through video. This is a randomized and controlled clinical trial, with a pretest and a posttest. Participants were first-year students from the Faculty of Nursing, Complutense University of Madrid, Spain (n = 100). The sample was divided into two groups: the intervention group (n = 50) was provided a virtual reality simulation teaching process as a novel resource, whereas the control group was provided with a case-based traditional workshop. Because data followed a normal distribution, it was analyzed with Student t test for independent samples, the group sample comparison, and analysis of variance, to find differences among age subgroups. Significant changes were observed at the time of evaluating the skills for the intervention group (P < .01) in comparison with the control group. Both interventions are effective after the first evaluation; however, virtual reality-based intervention stands above the usual method and showed better results in older students.

대학생의 대인관계능력이 삶 만족도에 미치는 영향과 5요인 성격특성의 매개 효과

Objectives The present study aimed to explore the mediating effect of Big Five personality trait between interpersonal relationship skills and life satisfaction of undergraduates.&#x0D; Methods To accomplish this purpose, the study was conducted to measure interpersonal relationship skills, Big Five and life satisfaction with sample of Korean college students(N=175). They responded to a self-rating scales. The statistical analysis of this study was performed through Pearson’s correlation coefficient, Baron and Kenny’s hierarchical regression, Sobel test, and boot strapping.&#x0D; Results There were significant positive correlations in all cases between each one and another of interpersonal relationship skills Big Five and life satisfaction except for neuroticism. The strongest correlation with life satisfaction scores was for neuroticism(negative). Interpersonal relationship skills had significant positive influence on their life satisfaction, neuroticism had a partial mediation effect in the relationship between and interpersonal relationship skills and life satisfaction.&#x0D; Conclusions In order to improve life satisfaction of college students, it is necessary to increase interpersonal relationship skills, and to decrease neuroticism. Based on these results, we can conclude neuroticism are important in the understanding life satisfaction for college students.