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Journal articles on the topic 'Interpersoanl relations'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Stephenson, Lisa P. "Directed, ordered and related: The male and female interpersonal relation in Karl Barth's Church Dogmatics." Scottish Journal of Theology 61, no. 4 (November 2008): 435–49. http://dx.doi.org/10.1017/s0036930608004195.

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AbstractThis article examines Karl Barth's conception of the interpersonal relation of male and female and demonstrates that, although Barth superimposes the concept of order within the Trinity onto the specific interpersonal relation of male and female, there is provision within his anthropology concerning interpersonal relations in general (i.e. interpersonal relations which are irrespective of sexual distinctions) to correct this error. I focus on Barth's exegesis of the creation narratives in Church Dogmatics III/1 and his discussion of the interpersonal relation of male and female in Church Dogmatics III/4. Then, because of Barth's principle of analogia relationis, I will briefly examine his doctrine of the Trinity in Church Dogmatics I/1. Whereas the role of christology in Barth's anthropology is frequently highlighted, there is often little regard for the trinitarian grounding of Barth's anthropology, especially with regard to the interpersonal relation of male and female. Finally, I will look at Barth's discussion of interpersonal relations in general in Church Dogmatics III/2 where he delineates a principle of the ‘priority of the other’, which serves to redeem his anthropological statements on the humanity of male and female. I contend that the recognition of the imago Dei in the interpersonal relation of male and female, sustained by the priority of the other, is a better way to achieve the personhood of both sexes than Barth's proposed static relational order.

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2

B., López Lazcano Sara, Medina Molina Yearim, and Rodríguez Cuellar Ruth. "Evaluation of Interpersonal Relations in University Students." International Journal of Trend in Scientific Research and Development Volume-1, Issue-5 (August 31, 2017): 62–66. http://dx.doi.org/10.31142/ijtsrd2230.

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3

Михайлишин, Уляна, and Ольга Щур. "Вплив темпераменту на міжособистісні стосунки підлітків." Теоретичні і прикладні проблеми психології, no. 3(53)T3 (2020): 164–79. http://dx.doi.org/10.33216/2219-2654-2020-53-3-3-164-179.

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У статті розглянуто психологічні особливості впливу темпераменту на міжособистісні стосунки підлітків. Представлено та проаналізовано результати емпіричного дослідження впливу темпераменту на особистісні стосунки з подальшою статистичною обробкою даних. Методи:при дослідженні використані методи математичноі статистики (кореляційний аналіз за Пірсоном) та наступні психодіагностичні методики: методика на визначення типу темпераменту Г. Айзенка; методика «Формула темпераменту А. Белова»; методика діагностики міжособистісних відносин Т. Лірі; соціометрія. Результати. У результаті теоретичного аналізу проблеми дослідження впливу темпераменту на міжособистісні стосунки підлітків у науковій літературі визначено, що властивості темпераменту у підлітковому віці можуть впливати на характер міжособистісних стосунків. Стосунки і відносини з іншими людьми важливі і актуальні для людини будь-якого віку. Проте їх значимість посилюється саме в підлітковому віці. Підлітковий період є сензитивним до розширення та збагачення стосунків з ровесниками. Подано методики емпіричного дослідження темпераменту та міжособистісних стосунків. У результаті емпіричного дослідження та кореляційного аналізу встановлено, що існує взаємозв’язок між темпераментом та міжособистісними стосунками підлітків. У результаті кореляційного аналізу визначено, що для осіб із типом темпераменту сангвініка властивими є доброзичливий тип взаємовідносин, соціометричний статус «лідер» та «з частим вибором», та менше виражені підозрілий, залежний типи міжособистісних стосунків. Для осіб із типом темпераменту холерика властивими є авторитарний, егоїстичний, агресивний, підпорядковуючий типи взаємовідносин, соціометричний статус «лідер». У меншій мірі проявляються підозрілий, залежний, доброзичливий та альтруїстичний типи взаємовідносин. Для осіб із типом темпераменту флегматика та меланхоліка властивими є підозрілий, залежний та альтруїстичний типи взаємовідносин, соціометричний статус «ізольований» та «зневажений». У меншій мірі проявляються авторитарний, егоїстичний, агресивний та підпорядковуючий типи міжособистісних стосунків. На підставі отриманих даних зроблено висновок про необхідність подальших досліджень, спрямованих на пошук впливу різних детермінант на міжособистісні стосунки підлітків з метою глибшого аналізу порушеної проблематики. Висновки. У результаті кореляційного аналізу встановлено, що темперамент може бути пов’язаний із міжособистісними стосунками підлітків. Ключові слова: темперамент,відносини, стосунки, підлітковий вік, психобіологічна властивість, поведінка.

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4

Lee, Charlotte Tsz-Sum, and Diane Marie Doran. "The Role of Interpersonal Relations in Healthcare Team Communication and Patient Safety." Canadian Journal of Nursing Research 49, no. 2 (March 28, 2017): 75–93. http://dx.doi.org/10.1177/0844562117699349.

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Patient safety is compromised by medical errors and adverse events related to miscommunications among healthcare providers. Communication among healthcare providers is affected by human factors, such as interpersonal relations. Yet, discussions of interpersonal relations and communication are lacking in healthcare team literature. This paper proposes a theoretical framework that explains how interpersonal relations among healthcare team members affect communication and team performance, such as patient safety. We synthesized studies from health and social science disciplines to construct a theoretical framework that explicates the links among these constructs. From our synthesis, we identified two relevant theories: framework on interpersonal processes based on social relation model and the theory of relational coordination. The former involves three steps: perception, evaluation, and feedback; and the latter captures relational communicative behavior. We propose that manifestations of provider relations are embedded in the third step of the framework on interpersonal processes: feedback. Thus, varying team-member relationships lead to varying collaborative behavior, which affects patient-safety outcomes via a change in team communication. The proposed framework offers new perspectives for understanding how workplace relations affect healthcare team performance. The framework can be used by nurses, administrators, and educators to improve patient safety, team communication, or to resolve conflicts.

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5

Ragsdale, Edward S. "Relational Determination in Interpersonal and Intrapsychic Experience." Gestalt Theory 43, no. 1 (March 1, 2021): 121–41. http://dx.doi.org/10.2478/gth-2021-0007.

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Summary The task of this article is to review the principle of relational determination, as described by Solomon Asch (1952) which expands over Karl Duncker’s (1939) critique of ethical relativism. Relational determination has much to offer to the therapeutic community first with regard to interpersonal relations and social relations. My main goal is to extend this relational analysis to intrapsychic life, which may expose new potentialities for internal conflict resolution and personal integration, predicated on the cultivation of relational understanding (i.e., recognition of relational determination in organization of conscious experience). But this approach is best illustrated in its application to value differences and conflict across societies, which are typically viewed from the absolutist or relativist perspective. The principle of relationality casts doubt on elementaristic assumptions common to both (e.g., meaning constancy). Such assumptions lead to some ill-considered conclusions: of irreconcilable moral differences dividing both individuals and groups, deprived of any basis in understanding. Those views fail to consider the contexts underlying the meanings and valuations we impute. When these are taken into account, Duncker’s hypothesis of an invariant relation between meaning and value finds support. Value differences (or changes) need not represent fundamental differences in morality, but instead (factual) differences in understanding of the situation. If so, then value differences may indeed be both understandable and reconcilable. Relational determination reveals this same potentiality with regard to intrapsychic conflict, where the same presumption of irreconcilable differences must be overcome. Work by Erich Neumann provides a valuable depth psychological perspective on this inner conflict, which accords surprisingly well with the relationality principle in particular and field theory in general. From that vantage point, psychological defenses may be recognized as structural properties of yet unreconciled psychical fields. Gestalt theory’s relational view, which aligns well with Neumann’s account of a “new ethic” helps to reveal the processes by which these defensive postures might abate, as value realms that earlier dwelt in hostile opposition develop more of a conscious and respectful relation with each other, as the individual inches toward greater wholeness.

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6

Hilfer, Anthony Channell. "Interpersonal Relations." Texas Studies in Literature and Language 47, no. 1 (2005): iv. http://dx.doi.org/10.1353/tsl.2005.0006.

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7

Saygili, Gizem. "Analyzing interpersonal relations of young adults who have different education level." International Journal of Academic Research 6, no. 1 (January 30, 2014): 108–15. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.16.

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8

Михайлишин, Уляна. "Вплив міжособистісних відносин на формування адиктивноі поведінки у юнацькому віці." Теоретичні і прикладні проблеми психології, no. 3(53)Т1 (2020): 165–83. http://dx.doi.org/10.33216/2219-2654-2020-53-3-1-165-183.

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У статті розглянуто психологічні особливості впливу міжособистісних відносин на формування адиктивної поведінки у юнацькому віці. Представлено та проаналізовано результати емпіричного дослідження впливу міжособистісних відносин на формування адиктивної поведінки з подальшою статистичною обробкою даних. Методи: При дослідженні використано методи математичної статистики (кореляційний аналіз за Пірсоном) та наступні психодіагностичні методики: методика діагностики міжособистісних відносин (Тімоті Лірі);методика «Потреба в спілкуванні» Ю. М. Орлов;методика «Схильність до залежної поведінки» В. Д. Менделевич;методика на визначення інтернет-залежності Кімберлі-Янг (адаптація В. Бурової). Результати. Обгрунтовано, що адиктивна поведінка набуває широкого поширення серед молоді. Одним з чинників, який впливає на формування залежної поведінки можуть бути міжособистісні відносини. Подано методики емпіричного дослідження міжособистісних відносин та адиктивної поведінки. Зазначено основні напрями сучасних досліджень. За результатами емпіричного дослідження та кореляційного аналізу, визначено, що існує взаємозв’язок між особистісними відносинами та адиктивною поведінкою. Встановлено, що чим більше у людини буде виражений авторитарний, підпорядковуючий, доброзичливий тип міжособистісних відносин, тим менше у неї буде проявлятись схильність до наркотичної, алкогольної, інтернет-залежності. Чим більше у людини буде виражений егоїстичний, агресивний, підозрілий, залежний тип міжособистісних відносин, тим більше у неї буде проявлятись схильність до наркотичної, алкогольної, інтернет-залежності. Чим вищий в людини рівень потреби у спілкуванні, тим менше у неї буде проявлятись схильність до наркотичної, алкогольної, інтернет-залежності. На підставі отриманих даних зроблено висновок про необхідність подальших досліджень, спрямованих на пошук різних детермінант виникнення адикцій з метою глибшого аналізу порушеної проблематики. Висновки. У результаті кореляційного аналізу встановлено, що міжособистісні відносини можуть бути пов’язані з адиктивною поведінкою особистості. Ключові слова: адиктивна поведінка,алкоголізм, наркоманія, інтернет-залежність, міжособистісні відносини.

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Вагіна, Олена. "Соціально-психологічна сутність культури міжособистісних взаємин курсантів." Теоретичні і прикладні проблеми психології, no. 3(53)T2 (2020): 61–77. http://dx.doi.org/10.33216/2219-2654-2020-53-3-2-61-77.

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У статті представлено результати теоретичного аналізу проблеми формування культури міжособистісних взаємин курсантів та соціально-психологічних умов формування цього феномену. Розглядаються поняття «особистість», «культура», «міжособистісні взаємини». Культура міжособистісних взаємин курсантів розуміється як компонент загальної культури особистості, обумовлений особистісними особливостями, які передбачають ціннісні орієнтації, знання, вміння, що дозволяє самостійно обирати та використовувати засоби для ефективної взаємодії з метою якісного виконання своїх службових обов’язків. У якості соціально-психологічних умов, сприяючих орієнтації курсантів на культурну міжособистісну взаємодію в рамках навчально-виховного процесу у військовому закладі вищої освіти, виокремлюються колективно-психологічні та суб’єктивно-особистісні умови. Підкреслюється, що процес формування культури міжособистісних взаємин курсантів є цілеспрямованим навчально-виховним процесом в освітньому просторі військової освітньої організації з урахуванням специфічного змісту та технологій освіти. Цей процес забезпечує набування цінностей, знань, умінь, норм діяльності та взаємодії для їх подальшого застосування у повсякденній професійній діяльності, а також надбання особистого позитивного комунікативного досвіду та рефлексії зразків взаємодії з іншими людьми в різних ситуаціях. Згідно традиціям дослідження в психологічній науці, феномен культури міжособистісних взаємин курсантів розглядається як сукупність когнітивного, емоційного та регулятивного компонентів.

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Kulsharipova, Z., L. Syrymbetova, B. Zhakubaldina, and Zh Kenzhebaeva. "Mediation services in the educational system: skills' formation of interpersonal relations' culture." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 63–70. http://dx.doi.org/10.31489/2020ped4/63-70.

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In the modern world, the mediation process is becoming increasingly relevant every day. After all, modern society is full of stresses, which subsequently leads to conflicts and disputes. In most cases, intermediaries can help solve problems. School mediation is the cure for bullying. All adults want their children to be suc-cessful, independent and happy. They want the children to live between friendly and interesting people and help each other. So that children can avoid war and violence. So, they feel safe. Live not in the battle for a «place in the sun», but in creativity and creativity. The purpose of the reconciliation service is to create favor-able conditions for resolving conflicts without prejudice to participants in the educational process, improving the safety of the school environment and the use of technologies that are safe for health. Mediation is one of the alternative dispute resolution technologies in which a third neutral mediator is involved who is not inter-ested in the conflict and which helps the parties reach a concrete agreement on the dispute, while the parties have full control over the dispute. Decision making process. Settlement of a dispute and conditions for its resolution.

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Stopa, Sasja Emilie Mathiasen. "“Through Sin Nature Has LostIts Confidence in God” – Sin and Trust as Formative Elementsof Martin Luther’s Conception of Society." Journal of Early Modern Christianity 5, no. 2 (November 27, 2018): 151–71. http://dx.doi.org/10.1515/jemc-2018-0009.

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Abstract This article explores how sin and trust as fundamental notions of Luther’s relational anthropology determine his understanding of social relations unfolding in the hierarchies of the earthly realm. Against scholastic works righteousness, Luther maintains that humans are absolute sinners incapable of justifying themselves through good works and receive faith as a gift of unconditional trust in God. This reformulation of the human relation to God has profound consequences for Luther’s understanding of interpersonal relations. Luther understands the justifying relation to God as a precondition for fruitful and trusting social relations in a world infused by sin. Moreover, Luther patterns his understanding of the hierarchic relations between subjects and their earthly authorities on the trusting relation between God and human beings. However, because of sin individuals need to subject themselves to superiors. In this way, Luther’s understanding of the human being as both righteous and sinful seems to be the reason behind the apparent paradox of hierarchy and equality permeating his conception of society.

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Simone, Melissa, Christian Geiser, and Ginger Lockhart. "Development and Validation of the Multicontextual Interpersonal Relations Scale (MIRS)." European Journal of Psychological Assessment 36, no. 1 (January 2020): 84–95. http://dx.doi.org/10.1027/1015-5759/a000497.

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Abstract. Interpersonal relationships provide insight into a wide range of adult psychological health behaviors and well-being. Modern advancements in relational contexts (e.g., social media and phone use) have caused debate about the implications of technology use on overall interpersonal relationships and psychological health. Thus, the Multicontextual Interpersonal Relations Scale (MIRS) was developed to measure three unique processes of interpersonal relations and four unique contexts in which these activities take place. In total, N = 962 adult participants (aged 18–78 years) were recruited from the United States through Amazon Mechanical Turk, an online recruitment tool. Confirmatory factor analyses (CFAs) were conducted to examine the hypothesized factor structure, and bivariate correlations were computed to assess concurrent validity. CFA results supported a model with three process and three context (specific) factors, where face-to-face relations served as the reference context factor. Bivariate correlations revealed that the interpersonal relations factors correlated with the related constructs in the hypothesized ways. Overall, strong standardized factor loadings, item-level reliability, concurrent validity, and internal consistency support the structure and use of the MIRS. Findings suggest that participation in interpersonal relations is a multicontextual construct, requiring measurement of all unique processes and relational contexts.

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Durkalevych, Iryna. "Budowanie kultury relacji w przestrzeni edukacyjnej metodą design thinking." Kwartalnik Naukowy Fides et Ratio 46, no. 2 (June 25, 2021): 27–49. http://dx.doi.org/10.34766/fetr.v46i2.771.

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This article focuses on the need of building a culture of interpersonal relations in the educational space. Theoretical issues related to the need of introducing educational changes were analyzed, in which a greater role would be assigned to building a relational culture as compared to a task-oriented culture. The design thinking method was presented and attention was drawn to the importance of this method in the development of a culture of relationships in relation to educational practice. It was emphasized that this method fosters the development of students' communication and interpersonal competences, teaches cooperation, which in turn contributes to building a culture of relationships in the educational space.

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Quiroz, Beatriz. "Negotiating interpersonal meanings." Interpersonal Meaning 25, no. 1 (August 10, 2018): 135–63. http://dx.doi.org/10.1075/fol.17013.qui.

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Abstract The aim of this paper is to explore reasoning in SFL lexicogrammatical descriptions by focusing on interpersonal clause types organised in the system of mood. To begin, system-structure relations embodied by the theoretical dimension of axis are introduced in relation to the description of imperative, declarative and interrogative clauses in English. The paper then moves to a three-fold perspective on mood distinctions, captured in SFL by the ‘trinocular principle’: interpersonal clause types are first looked at in terms of their contribution to the dialogic negotiation ‘from above’; they are then approached in terms of the paradigmatic environment they define ‘from around’ in close relation to the structural patterns motivating paradigmatic choices ‘from below’. English mood is reconsidered along these lines, and then a different language is used as an illustrative example for the reasoning explored: Spanish. Finally, the paper addresses the implications of the exploration proposed for the description of interpersonal lexicogrammar in Spanish and, more generally, for SFL descriptive work across languages.

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Harris, Harriet A. "Should We Say that Personhood Is Relational?" Scottish Journal of Theology 51, no. 2 (May 1998): 214–34. http://dx.doi.org/10.1017/s0036930600050134.

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A current emphasis in theological anthropology is that we become persons through our relations to others. Ethically valuable and pastorally illuminating insights that as persons we develop in relation to others have been used wrongly to underpin the claim that personhood is relational — a claim which is logically confused and ethically precarious. Alistair I. McFadyen, whose book The Call to Personhood has been influential in this respect, describes personhood as the ‘sedimentation’ of interpersonal relations. Elaine L. Graham places the stress on cultural interaction as a prerequisite for the development of beings into persons. In her study of gender and personhood, Making the Difference, Graham argues that her ‘relational’ account of gender is ‘suggestive of a model of human nature as profoundly relational, requiring the agency of culture to bring our personhood fully into being’. The potential ethical danger behind a view of personhood as relational is apparent from statements made by Vincent Brümmer in his volume The Model of Love, to the effect that ‘both our identity and our value as persons is constituted by our relations of fellowship with others’.

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Opic, Sinisa. "Interpersonal relations in school." International Journal of Cognitive Research in Science, Engineering and Education 4, no. 2 (2016): 9–21. http://dx.doi.org/10.5937/ijcrsee1602009o.

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Furs, L. A., and A. N. Khudanyan. "METASCHEMES OF INTERPERSONAL RELATIONS." Kognitivnye Issledovaniya Yazyka 27 (2016): 321–28. http://dx.doi.org/10.20916/2071-9639-2016-27-321-328.

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Trillos, Julia. "Intentionality and Interpersonal Relations." Integrative Psychological and Behavioral Science 43, no. 4 (August 11, 2009): 324–31. http://dx.doi.org/10.1007/s12124-009-9104-0.

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Alasheev, S. Iu, and I. V. Tsvetkova. "Interpersonal Relations in School." Russian Education & Society 42, no. 1 (January 2000): 7–19. http://dx.doi.org/10.2753/res1060-939342017.

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Mihailescu, Angelica. "THE INTERPERSONAL RELATION AND THE CLASS." Journal of Pedagogy - Revista de Pedagogie LVI, no. 1-6 (2008): 103–6. http://dx.doi.org/10.26755/revped/2008.1-6/103.

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Czajkowski, Wojciech, and Patryk Pokornicki. "Psychopatic Traits in Interpersonal Relation." Kultura Bezpieczeństwa. Nauka – Praktyka - Refleksje 35, no. 35 (September 30, 2019): 9–36. http://dx.doi.org/10.5604/01.3001.0014.0245.

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The subject of interest in the presented text is the possible relationship between a number of personality traits of the individual and its functioning in social relation. Dealing with the psychopathic features of personality and their importance in social relations, the authors pay attention to psychopathy, as well as narcissistic features and Machiavellianism in individual’s activity. These three traits since the beginning of the 21st century have aroused vivid interest of researchers and therapists attempting empirical verification of hypotheses in this area. It is also worth indicating. The above-mentioned categories of behavior form the dark triad of personality. Researchers draw our attention to clinical interpretations regarding diagnostic criteria enabling the recognition of psychopathic features and the broader dark triad. This sometimes carry on to referring to the concept of sub-clinical psychopathy that does not meet the diagnostic criteria used in the classification of mental disorders. The authors also try to interpret the negative role of these features in social relations.

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Mert, Eda, Fatma Demirkıran, and Filiz Adana. "RELATION BETWEEN INTERPERSONAL RELATIONSHIP DIMENSIONS AND TRAIT ANGER-ANGER EXPRESSION IN NURSING STUDENTS." E-journal of New World Sciences Academy 14, no. 2 (April 29, 2019): 122–32. http://dx.doi.org/10.12739/nwsa.2019.14.2.1b0073.

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Jo, Eunhee, Hyun-Sook Kim, and Soon-Jung Hwang. "Mediating effect of communication ability in the relation between empathy and interpersonal relation in nursing students." Journal of Korean Academic Society of Nursing Education 26, no. 3 (August 31, 2020): 290–98. http://dx.doi.org/10.5977/jkasne.2020.26.3.290.

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Purpose: This study aimed to grasp the correlation between communication ability, empathy, and interpersonal relations among nursing students, and to explore the mediating effect of empathy on the relation between communication and interpersonal relation in nursing students.Methods: Participants were 209 college students in the Department of Nursing at two universities. The data collection period was from October 1, 2019 to November 1, 2019. The questionnaire consisted of measuring tools for general characteristics, communication ability, interpersonal relation and empathy. SPSS/23.0 program was used. The analysis used descriptive statistics, Pearson's correlation coefficient, independent t-test, one-way ANOVA, multiple regression analysis, and Sobel's tests.Results: The communication ability was nursing major satisfaction (t=8.25, <i>p</i><.001), and last year's average grade (t=7.29, <i>p</i>=.001). Interpersonal relationships showed significant differences in gender (t=2.51, <i>p</i>=.013) and nursing major satisfaction (t=10.99, <i>p</i><.001). Communication ability and empathy (r=.37, <i>p</i><.001), communication ability and interpersonal relation (r=.77, <i>p</i><.001), empathy and interpersonal relation (r=.43, <i>p</i><.001) showed a significant static correlation. In communication ability and interpersonal relation, empathy had a partial mediating effect (Z=2.97, <i>p</i><.001), and explanatory power was 62%.Conclusion: To improve the communication ability and interpersonal relation of nursing students, it is necessary to develop a personalized and empathy-enhanced education program for each grade.

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Mudiono, Mudiono, Ali Sya’bana, Aftoni Sutanto, and Salamatun Asakdiyah. "KETERKAITAN JALINAN INTERPERSONAL DAN TEMPAT KERJA TERHADAP KEPUASAN KERJA KARYAWAN MA’HAD MUHAMMADIYAH DAARUL ULUM MAJENANG CILACAP." PERFORMANCE: Jurnal Bisnis & Akuntansi 9, no. 2 (November 8, 2019): 18–31. http://dx.doi.org/10.24929/feb.v9i2.789.

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This paper tries to reveal the relationship of interpersonal relation and work environment toward job satisfaction of employees in ma'had Muhammadiyah Daarul Ulum Majenang Cilacap. This research was carried out on all existing active employee, which are 50 people. This study utilizes the instrument test and hypothesis test through SPSS 16.0 for Windows. The findings show that based on the t test, the value of tcount is 3.147> t table 1.299 and the significant value is 0.003 <0.05. Therefore, it can be claimed that partially interpersonal relations (X1) significantly influence employee job satisfaction. While the work environment variable tcount 10.390> ttable 1.299 and a significant value of 0.000 <0.05. Consequently, it can be claimed that partially work environment consist of a substantial influence on employee job satisfaction. Based on the F test, Fcount 194.06> Ftable 3.19. Hence, it proved that interpersonal relations and work environment jointly influence job contentment. Furthermore, the analysis of determination shows a significant contribution from interpersonal relations and work environment on employee job contentment, as obtained R square (R2) of 0.892. Thus, 89.2% of employee job satisfaction is influenced by interpersonal relations and work environment, while the remaining 10.8% is affected by different variables which is not executed in this study.

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Peplau, Hildegard E. "Peplau's Theory of Interpersonal Relations." Nursing Science Quarterly 10, no. 4 (October 1997): 162–67. http://dx.doi.org/10.1177/089431849701000407.

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Gui, Benedetto. "Economics and Interpersonal Relations: Introduction." Annals of Public and Cooperative Economics 71, no. 2 (June 2000): 133–38. http://dx.doi.org/10.1111/1467-8292.00137.

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Komorita, Samuel S., and Craig D. Parks. "Interpersonal Relations: Mixed-Motive Interaction." Annual Review of Psychology 46, no. 1 (January 1995): 183–207. http://dx.doi.org/10.1146/annurev.ps.46.020195.001151.

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Schutte, Nicola S., John M. Malouff, Chad Bobik, Tracie D. Coston, Cyndy Greeson, Christina Jedlicka, Emily Rhodes, and Greta Wendorf. "Emotional Intelligence and Interpersonal Relations." Journal of Social Psychology 141, no. 4 (August 2001): 523–36. http://dx.doi.org/10.1080/00224540109600569.

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Ferraiolo, William. "Stoic Counsel for Interpersonal Relations." International Journal of Philosophical Practice 2, no. 1 (2004): 14–21. http://dx.doi.org/10.5840/ijpp2004212.

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The foundational principle of stoic counsel is the claim that one’s psychological and emotional health need not depend upon anything that does not directly answer to the exertion of one’s will. Whatever the difficulty, whatever the circumstance, the ideally rational agent will concern himself only with that which is entirely a matter of his own choosing, and will remain imperturbable by anything that he cannot directly control through the force of his will alone. The ideally rational agent will, thereby, rid himself of psychological and emotional distress. In this paper, I attempt to elucidate and defend this element of stoic counsel.

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Senn, Joanne F. "Peplau’s Theory of Interpersonal Relations." Nursing Science Quarterly 26, no. 1 (December 17, 2012): 31–35. http://dx.doi.org/10.1177/0894318412466744.

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Hagerty, Thomas A., William Samuels, Andrea Norcini-Pala, and Eileen Gigliotti. "Peplau’s Theory of Interpersonal Relations." Nursing Science Quarterly 30, no. 2 (March 24, 2017): 160–67. http://dx.doi.org/10.1177/0894318417693286.

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A confirmatory factor analysis of data from the responses of 12,436 patients to 16 items on the Consumer Assessment of Healthcare Providers and Systems–Hospital survey was used to test a latent factor structure based on Peplau’s middle-range theory of interpersonal relations. A two-factor model based on Peplau’s theory fit these data well, whereas a three-factor model also based on Peplau’s theory fit them excellently and provided a suitable alternate factor structure for the data. Though neither the two- nor three-factor model fit as well as the original factor structure, these results support using Peplau’s theory to demonstrate nursing’s extensive contribution to the experiences of hospitalized patients.

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Jacoby, Vanessa M., Elisa Krackow, and Joseph R. Scotti. "Betrayal Trauma in Youth and Negative Communication During a Stressful Task." International Journal of Aging and Human Development 84, no. 3 (September 22, 2016): 247–75. http://dx.doi.org/10.1177/0091415016669724.

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Attachment-based theories and related research illustrate that emotion regulation develops in the context of a secure relationship between a child and caregiver. When a secure bond is broken, such as in the context of betrayal trauma, children fail to develop necessary emotion regulation skills which can lead to an array of relational problems. The current study examined the relations between betrayal trauma history, type of communication during a stressful interpersonal laboratory task, and emotion regulation difficulties in a sample of trauma-exposed adolescents. Results showed that adolescents with a betrayal trauma history reported more emotion regulation difficulties and exhibited more aggressive and fewer positive communication behaviors when engaged in a stressful interpersonal task with their mothers than did adolescents exposed only to nonbetrayal trauma. Emotion regulation difficulties mediated the relation between betrayal trauma history and negative communication. The clinical and developmental implications from these findings are discussed.

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Kassymova G. K.,, Krasnoshchechenko I. P.,, Menshikov P.V.,, Kosov A.V.,, Khudyakova T.L.,, Klepach Y.V.,, Stepanova O.P.,, Podol’skaya I.A.,, and Arpentieva M. R.,. "META-TECHNOLOGIES OF BUSINESS AND PROFESSIONAL CONSULTING IN EDUCATIONAL ORGANIZATIONS." BULLETIN 6, no. 388 (December 15, 2020): 291–302. http://dx.doi.org/10.32014/2020.2518-1467.211.

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The article is devoted to the analysis of the main principles of business and professional consulting as a practice of interpersonal relations and the being of its subjects. The main problems of clients connected with violations of their intrapersonal and interpersonal relations, as well as relations to their own life (being) in general, subjects of business consulting as participants in business processes and life, in general, are considered. The purpose of the study is to analyze the basic principles or meta-technologies of business and professional consulting in educational organizations. The article summarizes the basic concepts and concepts of business and professional consulting, reflecting its meaning as helping the socio-psychological practice of developing people and educational organizations. Relying on the tetrad of principles of psychological counselling, isolated in the school of C.R. Rogers, as well as the leading principles of organizational counselling in educational organizations, the authors consider their manifestations and features in the main aspects and dimensions of advisory interaction. Traditionally, such dimensions are distinguished: power/management system, competence/experience system, love/system of relations. Each of these dimensions is associated with one or another intention of consultative relations in educational organizations: transformational, dialogical, and relational. Within each of these intentions, the basic principles of business and professional consulting in educational organizations are manifested as meta-technologies or meta-technology groups. In addition, the authors consider the principles of business and professional consulting in educational organizations in relation to the life of the consultant and the client as a whole, as "meta-technologies of life".

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Gui, Benedetto, and Luca Stanca. "Happiness and relational goods: well-being and interpersonal relations in the economic sphere." International Review of Economics 57, no. 2 (May 18, 2010): 105–18. http://dx.doi.org/10.1007/s12232-010-0099-0.

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Lapeña-Moñux, Yolanda Raquel, Luis Cibanal-Juan, Mª Loreto Maciá-Soler, Mª Isabel Orts-Cortés, and Azucena Pedraz-Marcos. "Interpersonal relations and nurses' job satisfaction through knowledge and usage of relational skills." Applied Nursing Research 28, no. 4 (November 2015): 257–61. http://dx.doi.org/10.1016/j.apnr.2015.01.009.

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Watanabe, Reijirou. "The relationship between abilities in interpersonal relations and interpersonal motivations." Japanese journal of psychology 70, no. 2 (1999): 154–59. http://dx.doi.org/10.4992/jjpsy.70.154.

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ELIAS, Gizele G. Parreira, and Mariana Oliveira VERAS. "Psicologia escolar: abrindo espaço para a fala, a escuta e o desenvolvimento interpessoal." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 14, no. 2 (2008): 182–89. http://dx.doi.org/10.18065/rag.2008v14n2.4.

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This essay intends to investigate the relevance of a performance in the school environment, able to motivate the inner and interpersonal development of its pupils. Such work was realized among second year High School pupils for a year. It is believed that the human being establishes interpersonal relations, so people do not develop themselves cognitively as thought by most schools. It is also necessary to develop the human being among society. It is noticeable that the freedom to talk and to listen helps people to think about the necessity to develop their inner relations towards others.

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TAKEDA, TSUYOSHI. "Eating, the Self, and Interpersonal Relations :." Japanese Journal of Educational Psychology 60, no. 3 (2012): 249–60. http://dx.doi.org/10.5926/jjep.60.249.

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Furs, L. A., and A. N. Khudanyan. "EVALUATION OF INTERPERSONAL RELATIONS IN ENGLISH." Voprosy Kognitivnoy Lingvistiki, no. 3 (2016): 154–58. http://dx.doi.org/10.20916/1812-3228-2016-3-154-158.

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Diamond-Welch, Bridget K. "Power and Inequality in Interpersonal Relations." Contemporary Sociology: A Journal of Reviews 45, no. 6 (October 18, 2016): 788–90. http://dx.doi.org/10.1177/0094306116671949ss.

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Kenny, David A. "Interpersonal Perception: A Social Relations Analysis." Journal of Social and Personal Relationships 5, no. 2 (May 1988): 247–61. http://dx.doi.org/10.1177/026540758800500207.

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Bowen, D. D. "Self-Annihilating Games in Interpersonal Relations." Journal of Management Education 10, no. 3 (August 1, 1986): 31–44. http://dx.doi.org/10.1177/105256298601000304.

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NIE, NORMAN H. "Sociability, Interpersonal Relations, and the Internet." American Behavioral Scientist 45, no. 3 (November 2001): 420–35. http://dx.doi.org/10.1177/00027640121957277.

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Overton, David T. "Commentary: Interpersonal Relations in Emergency Medicine." Academic Emergency Medicine 15, no. 1 (January 16, 2008): 99–100. http://dx.doi.org/10.1111/j.1553-2712.2007.00021.x.

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Marcus, David K. "Interpersonal Feedback: A Social Relations Perspective." International Journal of Group Psychotherapy 56, no. 2 (April 2006): 173–90. http://dx.doi.org/10.1521/ijgp.2006.56.2.173.

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Back, Kurt. "Interpersonal Relations in a Discussion Group." Journal of Social Issues 4, no. 2 (April 14, 2010): 61–65. http://dx.doi.org/10.1111/j.1540-4560.1948.tb01785.x.

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47

"Interpersonal relations." Women Studies Abstracts 24, no. 4 (December 1996): 69–70. http://dx.doi.org/10.1007/bf02693611.

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"Interpersonal relations." Women Studies Abstracts 25, no. 2 (June 1996): 64. http://dx.doi.org/10.1007/bf02693580.

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"Interpersonal relations." Women Studies Abstracts 24, no. 3 (September 1995): 60–62. http://dx.doi.org/10.1007/bf02693549.

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"Interpersonal relations." Women Studies Abstracts 32, no. 4 (December 2003): 59. http://dx.doi.org/10.1007/s12118-003-1128-5.

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