Social Interaction Ability Research Articles

Mengembangkan Kemampuan Interaksi Sosial Dengan Kegiatan Renang Pada Anak Usia Dini

Social behavior skills need to be taught since children are still small. In children's social development, the interactions they have with the people around them will have a strong influence on the formation of children's social-emotional behavior. This research aims to find out how the implementation of swimming activities develops the social interaction skills of early childhood at Mutiara Bunda Kindergarten. The method the author uses is descriptive qualitative. The research subjects were group B children aged 5-6 years with social interaction objects. Data collection tools use observation, interviews and documentation. The results of the research show that children's social interaction abilities develop because children are active in swimming, moving, able to adapt, express themselves, interact with friends, thus supporting children's social interaction abilities to be good.

The Effect of Gadget Use on Elementary School Students' Social Interaction Abilities

This research uses a qualitative approach and a literature study. This research aims to analyze the influence of gadget use on elementary school students' social interaction abilities. Researchers collect data from this research by collecting and reviewing consistent data from previous researchers. The results of this research are the influence of gadget use on elementary school students' social interaction abilities. Online learning has an impact on student development starting from enthusiasm for learning, values, and even student personality. Gadgets can also efficiently influence children's social interactions in their immediate area. Not only that, he will also feel unfamiliar with the surrounding area due to the lack of social interaction, not only that, the child will also be less sensitive and even tend not to care about his environment.

The relationship between social interaction abilities and physical education learning participation of childrens with special needs on locomotor movements in inclusive elementary schools

(English)This study investigates the relationship between social interaction skills and physical education learning participation of children with special needs in locomotor movements in inclusive elementary schools. This research is a correlational study with a cross-sectional approach. The population in this study were all children with special needs in inclusive elementary schools in Rembang Regency. From 14 sub-districts in Rembang Regency, there are 205 inclusive elementary schools, with a total population of 1,333 students. The sampling technique used purposive sampling with inclusion and exclusion criteria so that 74 samples were obtained. The research instrument for social interaction skills and participation in physical education learning uses questionnaires and locomotor ability tests. From the research results it is known that 1) There is a positive relationship between Social Interaction Ability and Locomotor Movement; 2) There is a positive relationship between Physical Education Learning Participation of Students with Special Needs and Locomotor Movement; 3) There is a positive and significant relationship between Social Interaction Ability and Physical Education Learning Participation for Children with Special Needs and Locomotor Movement in Inclusive Elementary Schools in Rembang Regency using the multiple regression test. The conclusion is that there is a relationship between Social Interaction Ability and Locomotor Movement, Physical Education Learning Participation of Students with Special Needs and Locomotor Movement and Social Interaction Ability with Physical Education Learning Participation of students with special needs and Locomotor Movement in Inclusive Elementary Schools in Rembang Regency.(Indonesian)Penelitian ini bertujuan untuk menyelidiki hubungan antara kemampuan interaksi sosial dengan partisipasi pembelajaran pendidikan jasmani anak berkebutuhan khusus pada gerakan lokomotor di sekolah dasar inklusif. Penelitian ini merupakan penelitian korelasional dengan pendekatan cross sectional. Populasi dalam penelitian ini adalah seluruh anak berkebutuhan khusus di sekolah dasar inklusi di Kabupaten Rembang. Dari 14 kecamatan di Kabupaten Rembang yang mencakup 205 Sekolah Dasar inklusi, dengan total populasi sebanyak 1.333 siswa. Teknik sampling menggunakan purposive sampling dengan kriteria inklusi dan ekslusi sehingga didapatkan 74 sampel. Instrumen penelitian keterampilan interaksi sosial dan partisipasi dalam pembelajaran pendidikan jasmani menggunakan angket dan tes kemampuan lokomotor. Dari hasil penelitian diketahui bahwa 1) terdapat hubungan positif antara Kemampuan Interaksi Sosial dengan Gerakan Lokomotor; 2) Terdapat hubungan positif antara Partisipasi Pembelajaran Pendidikan Jasmani Siswa Anak Berkebutuhan Khusus dengan Gerakan Lokomotor; 3) Terdapat hubungan yang positif dan signifikan antara Kemampuan Interaksi Sosial dengan Partisipasi Pembelajaran Pendidikan Jasmani siswa berkebutuhan khusus dan Gerak Lokomotor di Sekolah Dasar Inklusi Kabupaten Rembang menggunakan uji regresi berganda. Kesimpulannya adalah terdapat hubungan antara Kemampuan Interaksi Sosial dengan Gerakan Lokomotor, Partisipasi Pembelajaran Pendidikan Jasmani Siswa Anak Berkebutuhan Khusus dengan Gerakan Lokomotor dan Kemampuan Interaksi Sosial dengan Partisipasi Pembelajaran Pendidikan Jasmani siswa berkebutuhan khusus dan Gerak Lokomotor di Sekolah Dasar Inklusi Kabupaten Rembang.Copyright © The Author (s) 2023Journal of Sport Education (JOPE) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

小组游戏治疗提升心智障碍儿童社会互动能力研究

This research is an exploration and attempt to apply play therapy to the daily curriculum of special education schools by using the professional methods of social work groups from the perspective of social learning theory. In the research process, the research methods of participatory observation, semi-structured interview and questionnaire survey were used to compare before and after intervention, and it was found that the combination of play therapy and group work method could be integrated into the special education teaching curriculum and had a significant effect on improving the social interaction ability of children with intellectual disabilities. The improvement of social interaction ability of children with mental disabilities is specifically reflected in the project: improving the ability to abide by game discipline, improving game cognition, strengthening game performance and overall ability improvement, but for individuals with relatively severe mental disabilities, further casework methods are needed to achieve obvious results. The research can provide reference for social work to intervene in the mentally disabled groups in special education schools.

Meningkatkan Kemampuan Interaksi Sosial Melalui Bermain Peran Pada Kelompok B Di Tk Aisyiyah Bustanul Athfal Margosari Kecamatan Pagelaran Utara Kabupaten Pringsewu Tahun Pelajaran 2023/2024

The background of this study is that the social interaction skills of most students in group B at Aisiyiyah Bustanul Athfal Margosari Kindergarten are still relatively low, this is reflected when there are students seizing the play tools that are being seen by several children. They do not want to take turns to see the playground equipment. In an effort to improve the ability of social interaction, it can be done through the process of learning while playing which makes children feel happy, comfortable, and safe. This research applies the type of classroom action research with data collection techniques of observation and interview techniques, as well as Qualitative data analysis techniques and Quantitative analysis techniques. In the first cycle, the ability of children's social interaction in role playing is 40% capable category, for the second cycle the ability of children's social interaction in role playing is 65% capable category, while the ability of children's social interaction in role playing is 80% capable category. Through role playing, children are expected to develop their social interaction skills, behave according to the guidance of society and be able to adjust to the surrounding environment. Keywords: Social Interaction Ability, Role Play, Classroom Action Research

The Popularization and Promotion Strategy of Horticultural Therapy in College Students’s Life Education

Horticultural therapy is a nature-oriented therapy that has great application value and practical significance in the life education of college students. This article first explains the significance of horticultural activities in life education from the perspective of physical and mental health, observation and thinking ability, and social interaction ability. Then, it explores the ways to popularize and promote the application of horticultural activities in the life education of college students through the establishment of relevant courses and horticultural societies, strengthening teacher training, carrying out practical activities, and strengthening publicity. These measures will help improve the physical and mental health level of college students, cultivate their observation and thinking ability, enhance their social interaction ability, and also contribute to improving the quality of college students' life education.

To What Extent is Virtual Reality Therapy Efficient as A Treatment of Social Anxiety Disorder?

The effectiveness of virtual reality therapy as a therapeutic intervention for individuals with social anxiety disorder is investigated in this study. This research was created using a meta-analytical method and a review of several studies and conclusions by prior experts. It seeks to obtain a better knowledge of how virtual reality treatment impacts key symptoms and indications of social anxiety disorder, such as self-esteem and social interaction abilities. It also contributes to the current body of research and advances understanding of virtual reality therapy's potential as a cutting-edge, effective treatment for psychiatric issues. The study also incorporates culturally sensitive adaptations to VR therapies that take into consideration individuals' diverse cultural backgrounds. Additionally, the study looks at VR therapy's cost, flexibility, and economic factors. In conclusion, this research paper offers a thorough grasp of the possible uses and restrictions of virtual reality treatment.

Hubungan Urutan Kelahiran Anak Dalam Keluarga Dan Kepribadiannya Pada Era V.U.C.A

The topic of birth order within families has long been associated with individual personality. In the VUCA (Volatile, Uncertain, Complex, Ambiguous) era, which is full of challenges and changes. It is still relevant and important enough to be studied. Research shows that the birth order of individuals in each family can affect the individual personality of each family member, be it the firstborn, middle child, or youngest child, especially in terms of leadership, ambition level, environment, behavior, and social interaction abilities that tend to vary. However, keep in mind that there are other things that can be factors such as parenting, environment, and life experiences that can also affect the child's personality. This study aims to find out how children's personalities differ within families when viewed from the aspect of birth order. Therefore, it is important to pay attention to the broader context in understanding the influence of children's birth order in the family on children's personality in the VUCA era.

The Effectiveness of Peer-Mediated Interventions and Applied Behavioural Analysis in Improving Autistic Individuals Social Interaction: A Comparative Analysis

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterised by difficulties in social communication and interaction. To enhance the social functioning of individuals with ASD, various intervention strategies including Peer-Mediated Interventions (PMI) and Applied Behavioural Analysis-Based Interventions (ABA-BI), have been developed. This research article conducted a comprehensive comparative analysis by reviewing existing literature to assess PMIs and ABA-BIs effectiveness in improving social initiation, social understanding, and social responses in individuals with ASD. The findings revealed that PMI showed better results in improving the social initiation of autistic individuals, while ABA-BI demonstrated better outcomes in enhancing their social responses. However, there is limited research on the improvement outcomes related to social understanding in autistic individuals, and the long-term effects of these interventions were not examined. In addition, certain factors, including gender, cultural context, social context, and age group, may influence the relative effectiveness of these interventions. As is this, more research needs to be conducted to examine the influence of these factors on improving the social interaction ability of autistic individuals. Understanding these influences may help design tailored intervention strategies to optimise treatment outcomes.

Hubungan Kemampuan Interaksi Sosial Dengan Perilaku Bullying Pada Siswa SMP N 40 Kota Batam

Social interaction skills are very necessary in the surrounding environment because social interaction influences many things, one of which is individual behavior. If the individual has good social interaction skills then adaptation to the environment and behavior will be good. The phenomenon that occurs in many schools is that students with poor social interaction skills influence their behavior, where bullying behavior occurs. This research aims to determine the relationship between social interaction skills and bullying behavior of students at SMP N 40 Batam City. This research method is correlational with a sample size of 201 respondents. The research results showed that the average of students who experienced social interaction skills was in the good range, namely 101 respondents (50.2%) and bullying behavior was also found in the high category, namely 104 respondents (51.7%). The results of this research using chi square test analysis showed that there was a relationship between students' social interaction abilities and bullying behavior in students at SMP N 40 Batam City. The conclusion is that there is a relationship between social interaction skills and bullying behavior in students at SMP N 40 Batam City in 2023. Suggestions for students to further improve their social interaction skills, especially in the environment to avoid bullying behavior because if bullying behavior occurs, students will experience difficulties in interacting with each other. each other.

FORMATION OF STUDENTS' SCIENTIFIC OUTLOOK: SOCIO-CULTURAL PROJECTION

Actual scientific researches and issues analysis such figures as: N. Selivanova, M. Borytko, Yu. Manuylov, A. Mudryk, V. Petrishchev, L. Novikova, V. Yasvin, etc. studied the role of the social environment in personality development; investigated psychological and pedagogical problems of management and communication in the field of professional education: H. Shpak, I. Biochinskyi, O. Berkovich, A. Ivanytskyi, V. Loskot, S. Kuzmenko, P. Reshetnikov, A. Shestakov, and others. The research objective. To create and implement in the educational process the methods of implementing the conditions for the formation of the scientific worldview of students under the correct influence of the social projection of students. The statement of basic materials. At the current stage of the development of our society, the formation of the scientific outlook of students is an extremely important topic. Its importance lies in the fact that the higher education system should provide future specialists with knowledge, correct orientations, and stable views. An important and effective tool is social projection, which provides the development of personal qualities and communication skills necessary for productive social interaction and self-realization. In its structure, we distinguish four interrelated components: motivational and valuable (participation in social relations, interactions); cognitive and informational (knowledge of social reality, norms and values of modern society); personalreflexive (necessary for constructive interaction and self-realization in modern society); communicative and active (to develop the ability of constructive social interaction).

Intelligent VR technology empowers the construction of intelligent learning environment for preschool education of kindergartens with emblematic characteristics

Abstract Due to the current kindergarten preschool education being increasingly emphasized, this paper combines intelligent technology to explore, firstly, analyzes the current intelligent learning environment model and designs the intelligent learning environment based on human-computer interaction. Secondly, the emblem elements are integrated into the physical learning environment, combined with intelligent VR technology, gesture interaction recognition based on feature vectors and pose interaction recognition based on vector machines to realize the construction of the smart learning environment. Finally, the interaction performance in the smart learning environment is analyzed based on simulation experiments, and the changes in learning effects are explored. The application yields that young children’s independent ability and social interaction ability increased by 0.5 and 0.48, respectively, and the mathematical thinking ability, artistic creation ability and Hui culture cognitive ability increased by 0.35, 0.39 and 0.32, respectively.

The effect of parental psychological capital on young children’s social skills based on structural equation modelling

Abstract This paper first establishes a structural equation model to reflect the relationship between latent variables and analyzes the influence of parents' psychological capital on children's social skills in four dimensions. The partial least squares regression is applied to the component data, and a new modified weighted symbol weight sum is proposed to obtain the estimated value of the latent variable and the modified weighted symbol weight sum makes the model fit better. The results show that the average values in urban areas are 3.77, 3.60, 3.20 and 4.15, all higher than those in rural areas. It shows regional differences in the influence of parents' psychological capital on children's social skills, and urban children have the strongest social interaction abilities.

Implementasi Sistem Pakar Diagnosis Autisme Pada Anak Menggunakan Metode Naïve Bayes

Autism is a developmental disorder that affects the normal functioning of the brain, thereby affecting a child's communication and social interaction abilities. This disorder poses a problem for children in communicating and forming relationships with their environment. As the number of individuals with autism increases, public awareness of autism remains very low. Additionally, most psychologists or psychiatrists are located in major cities, limiting access for rural communities. This leads to many parents struggling to obtain information about autism symptoms. The research method used is the naïve Bayes method, it can be drawn from the system is that it will generate the maximum score despite any disturbances in the provided data. The results of this research align with expert knowledge, suggesting that it can be relied upon to accurately diagnose autism based on the symptoms experienced by individuals. The aim of this study is to build an expert system that can provide information and solutions to parents regarding autism disorders based on their knowledge of the symptoms they experience, enabling users to diagnose autism in their children early on without incurring costs.

The Relationship between Parental Characteristics and Social Interaction Skills of Autistic Children in SLB Sragen Region

Autism is a disorder that occurs in brain tissue where the condition is a developmental disorder characterized by the inability to carry out social interactions, inability to communicate and repetitive behavior. This causes an autistic child to prefer to be alone and unable to communicate with other people well. Parental involvement in parenting significantly increases the developmental progress of children with autism, including allocating time for joint activities, frequent interaction, financial assistance, active parenting, and being involved in playing with children. Thus, the role of parents is very much needed. to provide care in the development of autistic children. This research aims to determine the relationship between parental characteristics and social interaction abilities for Autistic Children in SLB in the Sargen area. This research used a cross sectional method involving 60 parents who had autistic children at the Sragen Regency Special School which was conducted in September 2023. Social interaction data was measured using ATEC (Autism Treatment Evaluation Checklist). The data analysis used is the data normality test and continued with the Chisquare test to determine the relationship between variables. There is a weak relationship between age, parental education, employment and family income with the social interaction abilities of autistic children in the Sragen Regional Special School. (p 0.04 phi = 0.34, p 0.015 phi 0.282, p 0.007 phi -0.268, p 0.01 phi 0.336). Several parental characteristics have a relationship with the social interaction abilities of autistic children, although the categories are weak.

Peningkatan Kemampuan Interaksi Sosial Anak Melalui Metode Bermain Peran

The ability of children's social interaction in group A RA Fatih Al-Baariq Central Java Village has a tendency for children to play alone, lack of children in socializing, not greeting each other, still rarely making eye contact when talking, and during the process is still centered on the teacher which causes the conversation to be dominated by the teacher. The purpose of the study was to determine the objective condition of children's social interaction skills before applying the role-playing method and the application of the role-playing method in improving children's social interaction skills. The research method used collaborative classroom action with professional role play. The subjects in the study amounted to 23 children. The result of the research is that children's social interaction abilities have increased in each indicator including children being able to greet, children being able to communicate verbally, children being able to ask for help, children being able to listen, children being able to ask questions and children being able to have conversations. The recommendations given improve children's social interaction as an interesting method, and motivate and involve children directly.

Smartphone usage patterns and social capital among university students: The moderating effect of sociability

This study investigates the correlation between smartphone usage patterns and social capital among Chinese college students, while also examining the moderating effect of sociability. We conducted a cross-sectional survey in Jiangsu Province, China, sampling 380 college students attending three four-year universities as respondents. After excluding invalid questionnaires, final sample size of 342 participants (108 males and 234 females, average age 20 years) for analysis. To analyze mobile phone usage patterns, the LCA model was utilized, and a multiple regression analysis was conducted to determine the impact of various smartphone usage patterns on college students' social capital. Additionally, the study explores how sociability moderates this relationship. The study revealed that college students' mobile phone usage can be classified into five distinct patterns based on their behavior: low entertainment usage, balanced low-frequency usage, social and convenience-centric usage, balanced high-frequency usage, and entertainment and convenience-centric usage. The group with balanced high-frequency usage had the highest social capital score, followed by the social and convenience-centric usage group, and the entertainment and convenience-centric usage group. Conversely, the groups with balanced low-frequency usage and low entertainment usage had lower social capital scores, with no significant difference between them. social interaction ability had a positive moderating function in the association between social and convenience-centric and balanced high-frequency usage and social capital levels. This research sheds light on the impact of smartphone usage on social interactions and the development of social capital among college students in China.

Research on the Effectiveness and Efficacy of the Music Therapy Methods in the Treatment of Depression

Due to the side effects or unsuitability of traditional therapies for some patient groups, there is a need for a new form of depression treatment. Therefore, society has turned its attention to music therapy, which has been shown to have significant effects in the treatment of mental illness and depression. This paper categorizes music therapy methods into active and passive music therapy methods for separate exploration and comparison. Active music therapy methods are further divided into improvisation, creative (composition), and re-creative. The effectiveness of passive music therapy methods in the treatment of depression mainly lies in improving patients sleep and promoting beneficial emotions. The effectiveness of active music therapy methods mainly includes the relief of physical pain, the increase of positive emotions, the relief of anxiety, and the increase of social interaction ability. The receptive therapy group reaches the peak of treatment effect faster, but the active therapy group has a higher peak effect.

Characterizing subdomains of insistence on sameness in autistic youth.

Insistence on sameness (IS) encompasses a range of behavioral patterns, including resistance to change, routines, and ritualized behaviors, that can be present across social and non-social contexts. Given the breadth of behaviors encompassed by IS, it is important to determine whether this domain is best conceptualized and measured as uni- or a multi-dimensional construct. Therefore, the current study aimed to characterize the structure of IS and explore potentially distinct of patterns of associations between identified IS factors and relevant correlates, including age, sex, IQ, anxiety, social abilities, emotional and behavioral dysregulation, and sensory hypersensitivity. Exploratory graph analysis was conducted using the dimensional assessment of restricted and repetitive behaviors to examine the structure of IS in a sample 1892 autistic youth (Mage = 10.82, SDage = 4.14; range: 3-18 years; 420 females) recruited from the Simons Foundation Powering Autism Research for Knowledge cohort. Three distinct IS subdomains labeled as IS-Ritualistic/sameness, IS-Routines, and IS-Others (referring to IS behaviors during interactions with others)were identified. Generalized additive models demonstrated that each of the IS subdomains showed a unique pattern of association with key variables. More specifically, while sensory hypersensitivity was significantly associated with IS-Ritualistic/sameness and IS-Routines, it was not associated with IS-Others. Further, while emotional dysregulation was a unique predictor of IS-Ritualistic/sameness (but not IS-Routines or IS-Others), social interaction abilities were a unique predictor of IS-Routines (but not IS-Ritualistic/sameness or IS-Others). Current findings provide preliminary evidence that the IS may encompass several distinct subdomains.

Improving Social Interaction among Primary School Students with Stuttering

The research aimed to examine the effectiveness of a guidance program in enhancing social interaction abilities among elementary school students with stuttering. The sample consisted of 20 students, divided into two groups. Prior to the intervention, both groups were assessed using a social interaction scale. Subsequently, the experimental group underwent the 17-sessions guidance program, which aimed at developing social interaction skills. On the other hand, the control group did not receive any intervention. Following the intervention, the same social interaction scale was administered to both groups. The results indicated statistically significant differences between the levels of social interaction in the experimental group and the control group, favoring the experimental group. Additionally, there were no statistically significant differences between the average ranks of the two measurements (post-follow-up) concerning social interaction among elementary school students who stutter in the experimental group.