Relevant bibliographies by topics / Interpersonal Efficacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Interpersonal Efficacy'

Author: Grafiati
Published: 5 June 2025
Last updated: 24 June 2025

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Journal articles on the topic "Interpersonal Efficacy"

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Amin Lar, Maulidya Amhar, Sukardi Weda, and Sidirman Maca. "The Influence Of Self-Efficacy On Students' Interpersonal Communication In Higher Education." Bosowa Journal of Education 3, no. 2 (2023): 88–94. http://dx.doi.org/10.35965/bje.v3i2.2630.

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The objectives of this study explored two main cases, (1) what is the influence of self-efficacy on students' interpersonal communication in higher education and (2) What was the level of self-efficacy on interpersonal communication in higher education. This study applied mixed method which is explanatory sequential design or well-known as QUAN-QUAL as the one of the types of mixed method research. There was one class of the third semester students participated as the participant and this study conducted in Universitas Muslim Indonesia. The result of this research leads to the evidence that self-efficacy influence on interpersonal communication. There were three the influence of self-efficacy on interpersonal communication they are confident, motivation and self-control. Students who have high self-efficacy toward interpersonal communication tend easier to speak up than the students who have low self-efficacy. And there are three levels of selfefficacy on interpersonal communication which were experienced by the students. Those three levels covered such categorization such as low self-efficaci obtained 6.1% (two students), moderate self-efficacy obtained 39.4% (thirteen students), and high self-efficacy obtained 54.5% (eighteen students). From these results, the researcher concludes that the level of self-efficacy on interpersonal communication of students is dominantly high with the percent of 54.5%.
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Matsushima, Rumi, and Kunio Shiomi. "SOCIAL SELF-EFFICACY AND INTERPERSONAL STRESS IN ADOLESCENCE." Social Behavior and Personality: an international journal 31, no. 4 (2003): 323–32. http://dx.doi.org/10.2224/sbp.2003.31.4.323.

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The purpose of this study was to examine the relationship between social self-efficacy and interpersonal stress in adolescence. Three scales, measuring social self-efficacy, interpersonal stress and interpersonal stress coping were administered to 180 high school students. Scores on social self-efficacy were negatively correlated with those on interpersonal stress and interpersonal stress coping. Furthermore, interpersonal stress scores correlated positively with interpersonal stress coping. A two-factor analysis on the mean scores for factors of interpersonal stress was conducted to examine social self-efficacy and interpersonal stress coping differences, and the effect of social self-efficacy on the reducing of interpersonal stress.
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Petitta, Laura, Anna Concetta Rinaldi, and Simona Manno. "Job burnout ed efficacia personale negli operatori penitenziari." RISORSA UOMO, no. 2 (June 2009): 167–82. http://dx.doi.org/10.3280/ru2009-002005.

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- This contribution has investigated job burnout, interpersonal strain and self-efficacy, by administering a self-report questionnaire to 130 correctional officers. Two ANOVAs investigated the differences related respectively to the type of contact between operators and prisoners, direct versus indirect, and to job position. Four simple regressions examined the role of self-efficacy as a predictor of burnout and interpersonal overload. Overall, the correctional who have a direct contact with prisoners do not display different levels as compared to the others. With regard to the job position, the educators display lower levels of professional efficacy as compared to the assistants, supervisors and inspectors. Finally, self-efficacy is a significant predictor of burnout and interpersonal strain.Keywords: job burnout, interpersonal strain, self-efficacy, correctional officers.Parole chiave: job burnout, sovraccarico relazionale, efficacia personale, operatori penitenziari.
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Veldman, Ietje, Wilfried Admiraal, Tim Mainhard, Theo Wubbels, and Jan van Tartwijk. "Measuring teachers’ interpersonal self-efficacy: relationship with realized interpersonal aspirations, classroom management efficacy and age." Social Psychology of Education 20, no. 2 (2017): 411–26. http://dx.doi.org/10.1007/s11218-017-9374-1.

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Xu, Cheng. "College students’ communication disorder and anxiety: self-efficacy regulation analysis." CNS Spectrums 28, S2 (2023): S119. http://dx.doi.org/10.1017/s1092852923005539.

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BackgroundCollege is an important period of interpersonal communication and some college students are faced with interpersonal communication barriers and psychological anxiety. The relationship between interpersonal disorder and psychological anxiety has been closely concerned, but the regulating role of self-efficacy needs to be further explored.Subjects and MethodsThe study used random sampling and selected 500 students from a university, trough the Liebowitz Social Anxiety Scale (LSAS), Beck Anxiety Scale (BAI) and the general self-efficacy scale (GSES) to measure students’ levels of interpersonal barriers, psychological anxiety and self-efficacy. Analyzing the relationship between interpersonal communication disorder and psychological anxiety through SPSS23.0 and exploring the role of self-efficacy in its regulation.ResultsResearch shows that there is a positive relationship between the interpersonal disorder and psychological anxiety of college students, that is, the higher the interpersonal disorder, the higher the level of psychological anxiety (r=0.667, P<0.01). Moreover, studies have found that self-efficacy plays a regulatory role between interpersonal disorder and psychological anxiety. Students with higher self-efficacy have relatively low psychological anxiety levels in the face of interpersonal barriers (r =-0.324, P<0.01).ConclusionsThere is a positive relationship between interpersonal disorders and psychological anxiety, while self-efficacy is a negative relationship Therefore, improving the self-efficacy of college students is of great significance for reducing interpersonal communication barriers and psychological anxiety. College education should pay attention to cultivating students’ interpersonal skills and self-cognition, and provide appropriate psychological counseling and support to help students enhance their self-efficacy.
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Imaniyati, Nani, and Dessy Alya Fadhilah. "Pengaruh Self Efficacy terhadap Komunikasi Interpersonal." Jurnal Pendidikan Manajemen Perkantoran 8, no. 2 (2023): 217–28. http://dx.doi.org/10.17509/jpm.v8i2.56501.

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Tujuan yang ingin dicapai melalui penelitian ini untuk mengetahui pengaruh Self Efficacy terhadap Komunikasi Interpersonal. Digunakan metode penelitian survey eksplanatory untuk memverifikasi pengaruh kedua variabel dengan menyebarkan angket kepada mahasiswa dan mahasiswi Fakultas Pendidikan Ekonomi dan Bisnis (FPEB) UPI angkatan 2018-2019 dengan jumlah responden berjumlah 303 orang. Data dalam penelitian ini dianalisis secara deskriptif dan inferensial. Hasil pada penelitian ini menunjukan bahwa adanya pengaruh antara self efficacy terhadap komunikasi Interpersonal pada Mahasiswa FPEB UPI.
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Yuan-Cheng, Chang. "Interpersonal Relationship, Self-efficacy and Learning Motivation of the High School Students in Guangzhou." Multicultural Education 7, no. 8 (2021): 97. https://doi.org/10.5281/zenodo.5168780.

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<em>This study aimed to investigate the effect of interpersonal relationship and self-efficacy on the learning motivation of high school students in Guangzhou, China, and the mediation effect of self-efficacy in the COVID-19 period. That four high-schools were in Guangzhou selected to carry out the investigation, with 400 students selected and 385 effective samples generated. Results have shown that both interpersonal relationship and self-efficacy can induce the learning motivation of high school students in Guangzhou. Interpersonal relationship of the students promotes the senses of self-efficacy, while self-efficacy of the students renders a mediation effect between the interpersonal relationship and learning motivation. Having come under the impact of COVID-19 and gone through the closed-off management of the city, the high school students in Guangzhou proactively interacted with their schoolmates and teachers after rejoining school, to fulfill their interpersonal relationship and demonstrated good motivation.</em>
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Azkia, Zulfa Azka, Sri Purnami, Muqowim Muqowim, and Atina Husna Athiyah. "Self-Efficacy and Interpersonal Communication Skills in College Students." JURNAL PENELITIAN PENDIDIKAN, PSIKOLOGI DAN KESEHATAN (J-P3K) 5, no. 3 (2024): 1019–26. https://doi.org/10.51849/j-p3k.v5i3.529.

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This study aims to determine the relationship between self-efficacy and interpersonal communication skills in students and to determine how accurate the self-efficacy variable is as a predictor of the interpersonal communication skills variable in students . This type of research is an ex post facto study with a correlational type. The subjects of this study were 89 PAI students from the 2022 intake. The variables in this study consist of the dependent variable, namely interpersonal communication skills and the independent variable, namely self-efficacy. The data collected is an analysis of self-efficacy and interpersonal communication skills using a questionnaire instrument. The data analysis used is simple regression analysis and product moment correlation. The results of the correlation coefficient analysis for the self-efficacy variable with interpersonal communication skills = 0.784 with a significance of 0.000 (p 0.01). The results of data analysis show a significant positive relationship between self-efficacy and interpersonal communication skills in students with a determination coefficient of 61.5% and the remaining 38.5%, and 139.140 3.95, which means there is a positive and significant relationship between self- efficacy and interpersonal communication skills in students.
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Çelikkaleli, Öner, and Yusuf İnandı. "Discipline approaches and interpersonal self-efficacy on elementary school teachers." Pegem Eğitim ve Öğretim Dergisi 2, no. 2 (2012): 15–28. http://dx.doi.org/10.14527/c2s2m2.

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The purpose of this study is to examine the reletionship between teachers discipline approachs and interpersonal self-efficacy belief. Furthermore, this research is to examine whether teacher' discipline approachs and interpersonal self-efficacy beliefs are varying according to gender, working experiences and professional positions. Participants of this study consistent of 198 (94 women, 95 man) elementary school teachers. In order to gathered data, School Discipline Aproach Scale and Teachers Interpersonal Self-efficacy Scale are used. According to tte findigs, there is negatively significant relationships between teachers' oppresive and compliance discipline approachs and teachers' interpersonal self-efficacy from colleagues, administrators and total interpersonal self-efficacy. There are no difference teachers' discipline approach and interpersonal self-efficacy accorging to gender. On the other hand, equitable and student-centered discipline approach are difference according to teachers working experince. Finally, I. Gradulal teachers' equitable and student-centered discipline approach scores more high II. Gradual teachers scores.
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Cain, A. S., A. M. Bardone-Cone, L. Y. Abramson, K. D. Vohs, and T. E. Joiner. "Prospectively predicting dietary restraint: The role of interpersonal self-efficacy, weight/shape self-efficacy, and interpersonal stress." International Journal of Eating Disorders 43, no. 6 (2010): 505–12. http://dx.doi.org/10.1002/eat.20740.

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Dissertations / Theses on the topic "Interpersonal Efficacy"

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Brooks, Constance W. "The impact of people-centered team training on participants' engagement in the relationship requisites of self-development a qualitative evaluation study /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3025606.

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Allen, Linda P. "College Students' Trust in Government, Interpersonal Trust, Facebook Usage, and Political Efficacy." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10243819.

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<p> Increased citizen participation is a vital element in the concept of political efficacy. The feeling that an individual has towards political action has an impact on the political process in stimulating citizen participation and influencing public opinion. This thesis relies on an analytical survey of University of Louisiana at Lafayette students to examine potential relationships of the social networking site Facebook with college students&rsquo; trust in government, interpersonal trust, Facebook usage, and political efficacy. </p><p> Many scholars have concentrated research on social networking. Agenda melding involves a process by which people can personally engage in the democratic process through personal selection of any number of agendas to create their individual networked communities. With the advancement in technology of interactive media providing immediate access for college students through their agenda melded individual communities, this study found the social networking site of Facebook significantly related to college students&rsquo; political efficacy. Significant relationships involving trust, Facebook usage, and political efficacy were found to exist among this young demographic that previous literature indicated is the least politically effective. Further research is needed in agenda melding as Facebook provides an avenue for college students to influence political attitudes, public opinion, and democratic participation through their individual networked agenda melded communities. Further research is needed in agenda melding as algorithms may bypass the personal selection process that an individual uses to create his or her valued reference communities. Facebook&rsquo;s news algorithm engine may have introduced a new concept of agenda melding, one that may be void of a Facebook user&rsquo;s intention. </p><p>
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Reid, Catherine. "Teacher interpersonal behaviour: Its influence on student motivation, self-efficacy and attitude towards science." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/1486.

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The effect that teacher interpersonal behaviour has on motivating students to want tolearn and on nurturing student self-efficacy in the science classroom cannot beunderestimated. Teacher interpersonal behaviour can be perceived to be the catalystthat determines the level of student self-efficacy in classroom activities. An analysisof effective classroom teaching has been assessed in recent times in relation toteacher interpersonal behaviour. However, the effect that teacher interpersonalbehaviour has on student motivation has not been studied.The aim of this study was to identify the interpersonal skills of teachers that areperceived to encourage a motivating classroom environment. It also describedstudents' perceptions of teacher interpersonal behaviour and classroom environment,and assessed the significant impact teacher interpersonal behaviour had on studentself-efficacy and student attitude towards science. Student data were collected from313 year 8, 9 and 10 science students in 12 classrooms in a girls' secondary school inBrisbane, Australia. They were studying a general science course that coveredaspects of biology, chemistry and physics. Qualitative and quantitative data werecollected. The study confirmed the validity and reliability of the Questionnaire onTeacher Interaction (QTI) and the Students' Motivation, Attitude and Self-Efficacy inScience (SMASES) questionnaire. Thus, the study identified perceptions of teacherinterpersonal behaviour and classroom environment, and investigated associationsbetween the results obtained from the analysis and the other instruments that wereadministered in the study. The study identified that there was a significantrelationship between teacher interpersonal behaviour and its effect on studentmotivation, self-efficacy and attitude towards science.
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Klein, Cameron Robert. "What do we know about interpersonal skills? a meta-analytic examination of antecedents, outcomes, and the efficacy of training /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002642.

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Hess, Richard, Nicholas E. Hagemeier, Kyle S. Hagen, and Emily L. Sorah. "Interprofessional and Interpersonal Communication: Self-Efficacy Beliefs of Academic Health Science Center Students." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1460.

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Objectives: To assess and compare interprofessional and interpersonal communication self-efficacy beliefs of medical, nursing and pharmacy students before and after participation in a communication skills course. Method: Using self-efficacy as a theoretical framework, a 37-item survey instrument was developed based on Interprofessional Education Collaborative (IPEC) Core Competencies and course learning objectives. Medical, nursing, and pharmacy students voluntarily completed the survey instrument before and after the required course. Nonparametric tests were employed to examine matched pre- and post-assessments within colleges and to explore differences in self-efficacy beliefs across college. Results: A response rate of 87% (168/193) was achieved. Overall, nursing students entered the course with higher self-efficacy beliefs as compared to medical and pharmacy students. Pharmacy students indicated particularly low self-efficacy beliefs regarding their ability to communicate with other health professionals (p=0.009) and contribute to healthcare teams (p=0.002). Matched pre/post analyses indicated statically significant increases in student self-efficacy beliefs across all colleges. After the course, pharmacy students continued to perceive a relative lack of confidence in their ability to develop positive relationships with other health care providers as compared to medical and nursing students (p=0.02). Implications: Our findings suggest that completion of an interprofessional communications course was associated with a positive effect on self-efficacy beliefs aligned with IPEC competencies across all colleges. Pharmacy students, in particular, noted significant improvements in self-efficacy beliefs across multiple domains. Research is being conducted to examine relationships between validated observational assessments and student self-perceptions.
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Reid, Catherine. "Teacher interpersonal behaviour: Its influence on student motivation, self-efficacy and attitude towards science." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17524.

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The effect that teacher interpersonal behaviour has on motivating students to want tolearn and on nurturing student self-efficacy in the science classroom cannot beunderestimated. Teacher interpersonal behaviour can be perceived to be the catalystthat determines the level of student self-efficacy in classroom activities. An analysisof effective classroom teaching has been assessed in recent times in relation toteacher interpersonal behaviour. However, the effect that teacher interpersonalbehaviour has on student motivation has not been studied.The aim of this study was to identify the interpersonal skills of teachers that areperceived to encourage a motivating classroom environment. It also describedstudents' perceptions of teacher interpersonal behaviour and classroom environment,and assessed the significant impact teacher interpersonal behaviour had on studentself-efficacy and student attitude towards science. Student data were collected from313 year 8, 9 and 10 science students in 12 classrooms in a girls' secondary school inBrisbane, Australia. They were studying a general science course that coveredaspects of biology, chemistry and physics. Qualitative and quantitative data werecollected. The study confirmed the validity and reliability of the Questionnaire onTeacher Interaction (QTI) and the Students' Motivation, Attitude and Self-Efficacy inScience (SMASES) questionnaire. Thus, the study identified perceptions of teacherinterpersonal behaviour and classroom environment, and investigated associationsbetween the results obtained from the analysis and the other instruments that wereadministered in the study. The study identified that there was a significantrelationship between teacher interpersonal behaviour and its effect on studentmotivation, self-efficacy and attitude towards science.
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Reid, Catherine Anne. "Teacher interpersonal behaviour : its influence on student motivation, self efficacy and attitude towards science." Full text available, 2007. http://adt.curtin.edu.au/theses/available/adt-WCU20071218.155237.

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Brooks, Constance Wilhelmine. "The impact of people-centered team training on participants' engagement in the relationship requisites of self-development : a qualitative evaluation study /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3025606.

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Steele, Natalie Anne. "The relationship between collegiate band members' preferences of teacher interpersonal behavior and perceived self-efficacy." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9826/.

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The first purpose of this study was to describe collegiate band members' preferred teacher interpersonal behaviors and perceptions of self-efficacy based on the gender, year in college, instrument, and major. The second purpose of the study was to measure the relationship between preferences of interpersonal teacher behavior and self-efficacy scores. The non-probability purposive sample (N = 1020) was composed of band members representing 12 universities from different regions of the United States. There were 4 large public, 4 small public, and 4 private universities that participated in the study. Participants completed 2 questionnaires, the Teacher Interaction Preference Questionnaire (TIPQ) and the Self-Efficacy Questionnaire (SEQ). Descriptive statistics were calculated for each of the questionnaires. Results for the TIPQ showed that all sub-groups most preferred the dominant-cooperative behaviors, followed by submissive-cooperative behaviors, and least preferred the dominant-oppositional behaviors. Results for the SEQ showed subtle variations for all subgroups. Three Pearson product-moment correlation coefficients were calculated to measure the relationship between the three teacher interaction styles (dominant-cooperative, submissive-cooperative, dominant-oppositional) and students' perceived self-efficacy. Due to the possible over-use of the data with multiple correlations, a Bonferroni adjustment was made to avoid a Type I error (.05/3 = .016). A significant positive relationship was found between self-efficacy and dominant-cooperative with 22% shared variance. A significant positive relationship was found between self-efficacy and submissive-cooperative with 7% shared variance. Finally, a significant positive relationship was found between self-efficacy and dominant-oppositional with 5% shared variance. This study's results indicate that it may be beneficial for band directors to measure students' preferences and perceptions of teacher interpersonal teacher behavior in order to find ways to interact better with the students. In addition, due to the relationship between students' preferences of teacher interpersonal behavior and perceived self-efficacy, collegiate band directors may wish to examine their own behaviors to determine how they align with the students' preferences.
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Steele, Natalie. "The relationship between collegiate band members' preferences of teacher interpersonal behavior and perceived self-efficacy." connect to online resource, 2009. http://digital.library.unt.edu/permalink/meta-dc-9826.

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Books on the topic "Interpersonal Efficacy"

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Arcand, Richard. La communication efficace: De l'intention aux moyens d'expression. De Boeck Université, 1997.

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Rosen, Jeffrey A. Noncognitive skills in the classroom: New perspectives on educational research. RTI Press, 2010.

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Schillaci, Fausta. PNL e scrittura efficace: Fallaci e Terzani tra forma e contenuto. Ed.it, 2007.

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Adams, Linda. Communication efficace: Pour des relations sans perdant. Éditions de l'Homme, 2005.

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Romano, Guy. Développer la complexité attributionnelle: À la recherche de stratégies pédagogiques efficaces. G. Romano, 1991.

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Dusollier, Bruno. Comprendre et pratiquer la Process communication (PCM): Un outil efficace de connaissance de soi, management et coaching. InterE ditions, 2006.

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Interpersonal and Intrapersonal Expectancies. Taylor & Francis Group, 2016.

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Trusz, Slawomir, and Przemyslaw Babel. Interpersonal and Intrapersonal Expectancies. Taylor & Francis Group, 2016.

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Beauchamp, Mark R., Ben Jackson, and Katie L. Morton. Efficacy Beliefs and Human Performance: From Independent Action to Interpersonal Functioning. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199731763.013.0014.

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Wilkinson, Philip. Interpersonal psychotherapy. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199644957.003.0018.

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Interpersonal psychotherapy (IPT) is a structured psychological treatment developed for the management of depressive disorder that has been further refined and evaluated in the treatment of older adults. IPT is based on attachment, communication and social theories and focuses on the interpersonal origins and effects of depression. In this chapter, the delivery of IPT is described and illustrated with a case example. The four possible foci in IPT (complicated bereavement, role transition, interpersonal disputes, and interpersonal deficits) are explained. The evidence base for the efficacy of IPT in late-life depression is reviewed, including the Maintenance Therapies in Late Life Depression trials. Newer applications, including care management interventions and the treatment of anxiety, are described.
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Book chapters on the topic "Interpersonal Efficacy"

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Maddux, James E. "Self-Efficacy." In Interpersonal and Intrapersonal Expectancies. Routledge, 2016. http://dx.doi.org/10.4324/9781315652535-5.

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Hughes, Claretha. "Self-Efficacy Beliefs." In American Black Women and Interpersonal Leadership Styles. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-878-7_4.

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Leary, Mark R., and Deborah L. Downs. "Interpersonal Functions of the Self-Esteem Motive." In Efficacy, Agency, and Self-Esteem. Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1280-0_7.

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Riley, Philip, Helen M. G. Watt, Paul W. Richardson, and Nilusha De Alwis. "Relations Among Beginning Teachers’ Self-Reported Aggression, Unconscious Motives, Personality, Role Stress, Self- Efficacy And Burnout." In Interpersonal Relationships in Education. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-939-8_10.

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Murphy, Christopher M., and Tara N. Richards. "The Efficacy of Psychosocial Interventions for Partner Violent Individuals." In Handbook of Interpersonal Violence Across the Lifespan. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-62122-7_135-1.

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Murphy, Christopher M., and Tara N. Richards. "The Efficacy of Psychosocial Interventions for Partner Violent Individuals." In Handbook of Interpersonal Violence and Abuse Across the Lifespan. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-89999-2_135.

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Cong, Ling Mei. "Roleplay and Interpersonal Skills Self-Efficacy in a Financial Analytics Course." In Handbook of Big Data and Analytics in Accounting and Auditing. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-4460-4_17.

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Sun, Aiwen. "The effect of sleep quality on social anxiety among college students: mediating effects of regulatory emotional self-efficacy and dormitory interpersonal distress." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-126-5_119.

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Langenkamp, Alexander, and Elena Stepanova. "Loneliness, Societal Preferences and Political Attitudes." In Population Economics. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-66582-0_6.

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AbstractLoneliness and social and civic behaviours are intertwined in complex ways, and only a limited number of studies have explored these relationships. This chapter explains why loneliness and social isolation not only have implications for the health of the individuals affected (which is the focus of Chap. 4) but also can be seen as a threat to the well-being of our societies and to the vitality of our democracies. The chapter illustrates that loneliness and isolation are not just conceptually distinct but are associated with divergent outcomes. We find that behavioural preferences reported by lonely individuals differ widely from those reported by socially isolated individuals for many societal contexts, highlighting that being alone is different from being lonely. Loneliness and social isolation are both correlated with low interpersonal trust and reduced political efficacy (the extent to which a person thinks their voice counts in politics). However, lonely individuals tend to be more inclined to engage in risk-taking behaviours, potentially impacting community safety. Moreover, in contrast to socially isolated individuals, lonely individuals exhibit a greater willingness to donate to good causes and volunteer for charities and non-profit organisations. They also show a more long-term orientation, saying that they prioritise long-term benefits over short-term gains.
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Weissman, Myrna M., and Jennifer J. Mootz. "The Efficacy of Interpersonal Psychotherapy." In Interpersonal Psychotherapy. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197652084.003.0003.

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Abstract This chapter provides an overview of interpersonal psychotherapy (IPT). It defines IPT as an evidence-based, manualized psychotherapy tested in numerous clinical trials. Regardless of whether depression and other psychiatric disorders have an environmental, familial, or biological basis, the disorders still occur in line with a social and interpersonal context, and understanding them will help find better ways of handling them or relieving symptoms. The chapter then elaborates on the 3 phases of treatment—initiation, middle, and termination—which would vary depending on the setting and resources. It looks into various IPT techniques, such as communication analysis, decision analysis, and role play.
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Conference papers on the topic "Interpersonal Efficacy"

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Anghelache, Valerica. "Interpersonal Communication And Self-Efficacy." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.218.

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Stan, Maria Magdalena. "Interpersonal Cognitive Problem-Solving And Social Self-Efficacy In Children." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.241.

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Nastiti, Aria Aulia, Ni Ketut Alit Armini, and Dwi Indah Nurani. "The Correlation between Interpersonal Factors, Self-Efficacy with the Choice of IUD Contraception among Women of Childbearing Age Couples." In The 9th International Nursing Conference: Nurses at The Forefront Transforming Care, Science and Research. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008325103500354.

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Cohen Zilka, Gila. "The Tutor’s Role in the Online Training of Preservice Teachers: Tutor and Tutee Perspectives." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4946.

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Aim / Purpose This study examined the perception of the role of tutors in online training of preservice teachers during the COVID period, from the perspective of pre-service teachers and their tutors. Background Because of the COVID pandemic, learning in schools was conducted online, therefore preservice teachers’ practicum also took place online, as did the tutoring process. Methodology The research question was: How did preservice teachers and their tutors perceive the experience of teaching during the COVID period perceived by them; specifically, what was their sense of self-efficacy and satisfaction, and what difficulties did they encounter? This was a quantitative study. The sample included 221 participants comprising 111 tutors and 110 preservice teachers. Data were collected in Israel in 2021. Contribution This study sheds light on the process of online tutoring of preservice teachers by their tutors. Findings The study found that preservice teachers and their tutors perceived the practicum during the COVID period to be helpful, answering preservice teachers’ needs and providing professional assistance in their training. This was more so in the professional aspects of teaching, in the emotional aspects of the tutoring process, and in the process of shaping the preservice teachers’ professional identity, and less so in the organizational aspects of the school. In both groups (tutors and preservice teachers), it emerged that during a com-plex period of social isolation, maintaining contact reinforces the sense of self-efficacy. Tutors who encountered fewer technical difficulties and thought the tutoring process was enjoyable expressed more satisfaction with the tutoring process. Tutors felt that they were able to get better acquainted personally with the preservice teachers they taught, and vice versa, and preservice teachers were able to get to know their tutors personally. Tutors thought that their interpersonal communication benefitted the preservice teachers, that they listened to their mentees, and understood them. Preservice teachers felt that tutors allowed them to voice their expectations and concerns about their teaching experiences. Recommendations for Practitioners One of the main goals of practicum in studies toward a teaching certificate is to prepare the students for their role as teachers. In the online tutoring process, emphasis should be placed on professional aspects (such as instruction and classroom management, identifying points for improvement and setting them as goals and challenges for the future) and on emotional aspects (such as promoting growth and personal development of preservice teachers in the process of shaping their professional identity). Recommendations for Researchers One of the findings of the study is that the tutor-mentee relationship should be preserved in remote tutoring. The findings showed a positive correlation between maintaining such contact and high self-efficacy for both tutors and preservice teachers. It was found that tutors who reported high self-efficacy felt that interpersonal communication benefitted the teachers they were guiding. Impact on Society Information collected in this study indicates that the tutors made a great effort to provide preservice teachers with meaningful coaching during the COVID period. In certain aspects, the tutoring was more successful and in other aspects less so, given the characteristics of the period, such as social distancing, no attendance of regular classes at school, and so forth. Future Research It is recommended to continue investigating the online tutoring process, both from the perspective of preservice teachers and of tutors, to explore in-depth the correlation between self-efficacy and interpersonal communication, with emphasis on feedback between the tutors and preservice teachers.
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Wang, Yiyan, Xun Zhu, and Lan Zhang. "The Double Mediators of Attention Concentration and Interpersonal Self-Efficacy in Middle School Students’ Internet Addiction and Overuse of Social Networks." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.275.

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Perkins, Kimberly. "Enhancing Flight Deck Resilience and Optimizing Risk Mitigation: A Sociotechnical Approach." In 2024 AHFE International Conference on Human Factors in Design, Engineering, and Computing (AHFE 2024 Hawaii Edition). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005764.

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The flight deck operates as a sociotechnical system where the interplay between human operators and technical components is essential for safety. Socio-processing capacity encompasses the cognitive, communicative, and collaborative abilities of pilots to manage information, coordinate with crew members, and make informed decisions. Effective aviation safety models depend on seamless collaboration, where pilots can openly admit mistakes, seek help, and provide feedback. However, research indicates that pilots may shift from clear communication to silence when the flight deck environment lacks psychological safety, undermining the Threat and Error Management (TEM) model's efficacy. This paper argues that enhancing pilots' socio-processing capacity through advanced interpersonal skills training and fostering a culture of psychological safety can bolster the resilience of the flight deck. Such improvements not only enhance risk mitigation but also lead to reduced risk and increased safety.
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Yan, Bo, Yiping Liu, Jiamou Liu, Yijin Cai, Hongyi Su, and Hong Zheng. "From the Periphery to the Core: Information Brokerage in an Evolving Network." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/544.

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Interpersonal ties are pivotal to individual efficacy, status and performance in an agent society.This paper explores three important and interrelated themes in social network theory: the center/periphery partition of the network; network dynamics; and social integration of newcomers. We tackle the question: How would a newcomer harness information brokerage to integrate into a dynamic network going from periphery to center? We model integration as the interplay between the newcomer and the dynamics network and capture information brokerage using a process of relationship building. We analyze theoretical guarantees for the newcomer to reach the center through tactics; proving that a winning tactic always exists for certain types of network dynamics. We then propose three tactics and show their superior performance over alternative methods on four real-world datasets and four network models. In general, our tactics place the newcomer to the center by adding very few new edges on dynamic networks with ~14000 nodes.
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Oļesika, Alise, and Zanda Rubene. "Professional Autonomy as a Cornerstone for Effective Professional and Social Activity." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.20.

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Current challenges in the labor market associated with rapid globalization, digitalization, and skills gaps, cause features such as a learning community, opportunities for collaboration, student self-efficacy, social skills, coherent intercultural communication, and self-realization to play a significant role in students’ professional development. Successful interpersonal and social participation in society as well as skills such as independence, self-confidence, decision-making, openness to change, and responsibility, which are emphasized in the definition of professional autonomy, are also fundamental to their development. To prepare university students for the labor market, it is necessary to consider the above and develop students’ professional autonomy to close the gap between students’ theoretical learning and the development of practical professional pursuits. Despite the importance of professional autonomy, its concept in educational sciences is not sufficiently defined and described, as it lacks a theoretical basis. For that reason, this research aims to study the etymology of professional autonomy, the typology of professional autonomy, and how professional autonomy is measured in higher education by conducting a systematic literature analysis. The results of this study reveal divergent definitions of professional autonomy, the scope of its concept, and explain the applicability of tools for measuring professional autonomy in higher education. Additionally, it identifies three levels of professional autonomy: general, collegial, and individual.
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Torres, Ana, Sérgio Soares, and Maribel Carvalhais. "Nursing Relational Laboratory: Educational, dialogical and critical projet." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8170.

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Nursing is a relational profession and communication is the basic instrument in its practice. The Nursing Relational Laboratory aims to collaborate in the development of communication skills of students of the Nursing, using Portuguese sign language, dramatization and emotional facial expression. 73 students participated (Experimental group; EG; n=38; Control group; CG; n=35). General self-efficacy scale(GSES), the Patient Health Questionnaire-9 Depression Module(PHQ-9), assertiveness questionnaire(ASS), Emotional Thermometer(ET), Inventory of Barrett-Lennard interpersonal relations(OS-M-40), and autoscopies, are used. The main results were as follows: a) better outcomes of EG on final autoscopy; b) significant reduction of the levels of assertiveness and revolt from the beginning to the end in EG; c) lower levels of emotional distress and need for help of EG, compared with CG at the beginning; d) lower levels of emotional distress, anxiety, need for help, empathy and congruence, and higher levels of revolt and unconditionality in EG, at the end; e) teachers recognize the high potential of the LRE. The LRE allowed the development of communicational skills of GE students through sign language, drama and emotion analysis. It is incentivized the development of projects in the area and reinforces the importance of this skills training in health professionals.
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Molloy a, Brendan, Nora Balfe a, and Emma Loweb. "Developing Bayesian Belief Networks to Support Risk-Based Decision Making in Railway Operations." In Applied Human Factors and Ergonomics Conference. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100733.

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This paper presents research conducted to model the factors influencing Railway Lookout behaviour in a Bayesian Belief Network (BBN). Railway Lookouts are responsible for monitoring the approach of trains and warning their colleagues to clear the track before the train passes. As such, it is a responsible job which requires a high degree of vigilance and lapses in vigilance can have major consequences. The work presented here has attempted to identify and model the factors affecting vigilance in a BBN in order to provide decision support for judging the risks involved in Lookout operations on a daily basis. An understanding of the lookout task was achieved through the use of interviews, workshops, an on-site observation, and a literature review including internal reports from the infrastructure manager and from these the model was developed. The paper details the factors included and their justification and presents the initial results of the BBN. The final Bayesian Network reveals that a Lookout’s efficacy within the lookout task is not sot solely determined by vigilance factors but also auditory, visual and interpersonal factors. The Network shows that Vigilance is dependent on a number of other factors, divided among internal, external, and environmental attention. The paper also discusses the implications of the Network, its potential applications, and possible avenues of further research.
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Reports on the topic "Interpersonal Efficacy"

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Day, Kelsey. Nursing students' self-efficacy in caring for gender-diverse patients. University of Missouri - Columbia, 2024. https://doi.org/10.32469/10355/106482.

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Background Gender-diverse patients (GDP) face barriers in healthcare, including discrimination and limited access to preventive care. Nursing curricula often lack GDP health content, leaving students underprepared to provide equitable care. This QI project aimed to improve RN-BSN students' self-efficacy and comfort in caring for GDP by integrating an educational module into their coursework. Methods A literature review revealed the need for increased education on GDP healthcare needs. An evidence-based educational module including a recorded presentation and an interactive case study was developed and implemented in an online course. Thirty-three RN-BSN students completed the module and pre- and post-intervention surveys, measuring interpersonal comfort (TABS) and self-efficacy (SEST). Changes in attitudes and beliefs were analyzed. Results The results demonstrated statistically significant improvements in students' recognition of non-binary identities and cultural self-awareness. The median SEST score increased significantly from 9.07 to 9.38 (p = .003), and notable gains were observed in students' ability to appreciate and recognize cultural nuances in healthcare. Conclusions The QI project highlights the importance of integrating LGBTQ health education into nursing curricula to address knowledge gaps and improve attitudes toward GDP care. Despite not meeting all objectives, the intervention yielded significant insights and positive shifts in attitudes, suggesting the need for broader implementation and further refinement of educational tools. IRB Approval IRB approval through exempt review. Co-Authors Miriam Butler, DNP, NP-C, FNP-BC; Lea Wood, DNP, MSN-RN; Anne Heyen, DNP-RN, CNE; Jan Sherman, PhD, RN, NNP-BC Learning Objective Describe the impact of targeted education on nursing students' self-efficacy in providing culturally competent care to gender-diverse patients.
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Myllyniemi, Aija, Noora Seilo, Mauri Marttunen, Jari Lahti, Ritva Miikki, and Outi Linnaranta. Feasibility, efficacy, and cost-effectiveness of interpersonal therapy for adolescents (IPT-A) and IPT-A modifications: a protocol for a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.9.0046.

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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
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Cantor, Amy, Heidi D. Nelson, Miranda Pappas, et al. Effectiveness of Telehealth for Women’s Preventive Services. Agency for Healthcare Research and Quality (AHRQ), 2022. http://dx.doi.org/10.23970/ahrqepccer256.

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Objectives. To evaluate the effectiveness, use, and implementation of telehealth for women’s preventive services for reproductive healthcare and interpersonal violence (IPV), and to evaluate patient preferences and engagement for telehealth, particularly in the context of the coronavirus (COVID-19) pandemic. Data sources. Ovid MEDLINE®, CINAHL®, Embase®, and Cochrane CENTRAL databases (July 1, 2016, to March 4, 2022); manual review of reference lists; suggestions from stakeholders; and responses to a Federal Register Notice. Review methods. Eligible abstracts and full-text articles of telehealth interventions were independently dual reviewed for inclusion using predefined criteria. Dual review was used for data abstraction, study-level risk of bias assessment, and strength of evidence (SOE) rating using established methods. Meta-analysis was not conducted due to heterogeneity of studies and limited available data. Results. Searches identified 5,704 unique records. Eight randomized controlled trials, one nonrandomized trial, and seven observational studies, involving 10,731 participants, met inclusion criteria. Of these, nine evaluated IPV services and seven evaluated contraceptive care, the only reproductive health service studied. Risk of bias was low in one study, moderate in nine trials and five observational studies, and high in one study. Telehealth interventions were intended to replace usual care in 14 studies and supplement care in 2 studies. Delivery modes included telephone (5 studies), online modules (5 studies), and mobile applications (1 study), and was unclear or undefined in five studies. There were no differences between telehealth interventions to supplement contraceptive care and comparators for rates of contraceptive use, sexually transmitted infection, and pregnancy (low SOE); evidence was insufficient for abortion rates. There were no differences between telehealth IPV services versus comparators for outcomes measuring repeat IPV, depression, post-traumatic stress disorder, fear of partner, coercive control, self-efficacy, and safety behaviors (low SOE). The COVID-19 pandemic increased telehealth utilization. Barriers to telehealth interventions included limited internet access and digital literacy among English-speaking IPV survivors, and technical challenges and confidentiality concerns for contraceptive care. Telehealth use was facilitated by strategies to ensure safety of individuals who receive IPV services. Evidence was insufficient to evaluate access, health equity, or harms outcomes. Conclusions. Limited evidence suggests that telehealth interventions for contraceptive care and IPV services result in equivalent clinical and patient-reported outcomes as in-person care. Uncertainty remains regarding the most effective approaches for delivering these services, and how to best mobilize telehealth, particularly for women facing barriers to healthcare.
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START NOW: a cognitive behavioral skills training for adolescent girls with conduct or oppositional defiant disorder – a randomized clinical trial. ACAMH, 2024. http://dx.doi.org/10.13056/acamh.26034.

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Open Access paper from the JCPP - 'Here, we aimed at confirming the efficacy of START NOW, a cognitive-behavioral, dialectical behavior therapy-oriented skills training program aiming to enhance emotion regulation skills, interpersonal and psychosocial adjustment, adapted for female adolescents with CD or ODD.' Christina Stadler (pic) et al.
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