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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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Raudatul, Munawarah, Aslamiah, and Muhyani Rizalie Ahmad. "Relationships with Principal Transformational Leadership, Interpersonal Communication, Self-Efficacy and Work Discipline of High School Teachers in Hulu Sungai Selatan District." International Journal of Social Science And Human Research 06, no. 03 (2023): 1888–95. https://doi.org/10.5281/zenodo.7784729.
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This study aims to analyze the relationship directly and indirectly between transformational leadership of school principals, interpersonal communication, self-efficacy and work discipline of high school teachers in South Hulu Sungai District. The method used in this study is quantitative research method. The population of this study was 219 teachers. The sample of this study was 141 teachers with the Proportional Random Sampling technique. Data collection instruments are questionnaires consisting of transformational leadership (35), interpersonal communication (23), self-efficacy (31) and work discipline (38) that have met the requirements of validity and reliability tests. Data analysis to test hypotheses using path analysis. The results of this study are that there is a direct relationship: (1) principal transformational leadership and teacher work discipline, (2) interpersonal communication and teacher work discipline, (3) teacher self-efficacy and work discipline, (4) principal transformational leadership and teacher interpersonal communication, (5) principal transformational leadership and self-efficacy, and indirect relationships (6) principal transformational leadership and teacher work discipline through interpersonal communication, 7) principal transformational leadership and teacher work discipline through self-efficacy.
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Woo, Su Yeon, and Hae Kyung Jo. "The Effects of Interpersonal Problems and Self-Efficacy on the Happiness of Clinical Nurse at Smaller Hospitals." Taegu Science University Defense Security Institute 7, no. 5 (2023): 1–11. http://dx.doi.org/10.37181/jscs.2023.7.5.001.
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The purpose of this study was to confirm the effect of interpersonal problems and self-efficacy on happiness of clinical nurses in small and medium-sized hospitals. This study attempted to use it as basic data to prepare an interpersonal coping program to improve happiness by improving interpersonal problems and self-efficacy of clinical nurses, and an intervention strategy to improve self-efficacy and happiness. This study is a descriptive correlation study of 154 nurses in small and medium-sized hospitals. The results showed that the respondents who were unmarried and who had no child scored higher for interpersonal problems; In the case of, self-efficacy those who were in their forties or older, who are graduate school alumni or at higher education levels, who had ≥3 children, who had ≥20 years of career, and who were at the senior nurse's position or higher scored higher for self-efficacy. The interpersonal problems were significantly negatively correlated with self-efficacy (r=-.58, p<.001); the interpersonal problems were significantly negatively correlated with happiness (r=-.50, p<.001); self-efficacy was significantly positively correlated with happiness (r=.61, p<.001); and self-efficacy had the most substantial impact on happiness among nurses (β=.43, p=<.001). Based on these results, it is necessary to provide working conditions and programs that can help improve nurses' self-efficacy.
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Çelikkaleli, Öner, and Sinem Kaya. "University students' interpersonal cognitive distortions, psychological resilience, and emotional self-efficacy according to sex and gender roles." Pegem Eğitim ve Öğretim Dergisi 6, no. 2 (2016): 187–212. http://dx.doi.org/10.14527/pegegog.2016.011.
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The purpose of this study is to examine the relationships between college students' level of cognitive distortions, resilience and emotional self-efficacy. In addition, how sex and gender roles affect interpersonal cognitive distortions, emotional self-efficacy beliefs and endurance is examined. This study was conducted with 346 university students. In this study, Interpersonal Cognitive Distortions Scale, Resilience Scale III-R, Self-Efficacy Scale, and Sex Role Inventory were administered to the participants. The results indicated that there was a negative correlation between interpersonal cognitive distortions, self-efficacy and psychological resilience. On the other hand, there was a positive correlation between psychological resilience and self-efficacy. Significant differences were found between gender roles and interpersonal cognitive distortions. In line with this, significant differences were found between gender roles and psychological resilience. However, there was no significant relation between sex and interpersonal cognitive distortions. Furthermore, the correlation between sex and psychological resilience is not significant. Additionally, self-efficacy and sex has no a significant relation, but has a significant relation with gender roles. Lastly, there was a significant relation between interpersonal cognitive distortions and gender roles.
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Hansen Wilando, Meiliani Sujarwo, and Andika Prawira. "The Influence of Interpersonal Communication and Self-Efficacy on Performance with Growth Mindset as a Moderation." eCo-Fin 6, no. 3 (2024): 591–607. http://dx.doi.org/10.32877/ef.v6i3.1656.
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Companies face Lots challenges and needs employees who have good performance, ability interpersonal communication, and efficacy self. Beside Therefore, it also requires employees who have growth mindset so that help company for move to direction progress. Study This aim for know influence interpersonal communication and efficacy self to performance, as well know impact moderation growth mindset to interpersonal communication, efficacy self and performance. Methods used in research This is Structural Equation Modelling with help Smart PLS Software. Method Hair used for determine amount sample, and 152 respondents produced. Study This addressed to employees who work in the city and district of Tangerang. Research result show that interpersonal communication and efficacy self-influential in a way direct to performance, as well moderation growth mindset influential significant among interpersonal communication and efficacy self to performance. Implications from study This If company want to increase performance, then priority strategy is with prioritize growth mindset.
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Yulikhah, Safitri, Baidi Bukhori, and Ali Murtadho. "Self concept, self efficacy, and interpersonal communication effectiveness of student." Psikohumaniora: Jurnal Penelitian Psikologi 4, no. 1 (2019): 65. http://dx.doi.org/10.21580/pjpp.v4i1.3196.
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Successful interpersonal communication is one of the determinants of success factors of preaching, counseling, and learning. However, the data showed that not all students can deliver effective interpersonal communication. It can be developed if students have self-concept and self-efficacy. This study aims to examine the effects of self-concept and self-efficacy on students' interpersonal communication. The subjects of this study were 342 students of the Walisongo State Islamic University of Semarang, who were selected using the cluster random sampling technique. Data were collected using three psychological scales, namely self-concept scale, self-efficacy, and effective interpersonal communication scale. Simple regression techniques and multiple regressions were used for analyzing the data. The results of the study showed that self-concept partially influenced the effectiveness of the students' interpersonal communication, contributing by 12.7%. In line with the finding, self-efficacy also has a contribution to it by 12%. Also, self-concept and self-efficacy simultaneously had contributions to the effectiveness of the students' interpersonal communication as much as 12.2%.
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Dwiastuty, Nina, Sri Setyaningsih, and Lina Novita. "Performance Improvement through Strengthening Organizational Culture, Interpersonal Communication, Self-Efficacy, and Job Satisfaction." Kontigensi : Jurnal Ilmiah Manajemen 12, no. 1 (2024): 497–510. http://dx.doi.org/10.56457/jimk.v12i1.596.
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The purpose of this study is to improve performance through strengthening organizational culture, interpersonal communication, self-efficacy, and job satisfaction. The method used in this research is quantitative, with path analysis, then continued with SITOREM analysis to analyze the variable indicator items that affect performance. The results of this study are that there is a direct influence of organizational culture, interpersonal communication, self-efficacy, and job satisfaction variables on performance; there is a direct influence of organizational culture, interpersonal communication, and self-efficacy on job satisfaction; there is an indirect influence of organizational culture, interpersonal communication, and self-efficacy on performance through job satisfaction.
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Ma, Lina, Li Wu, Jing Li, and Jiangfeng Lin. "Exercise self‐efficacy and aggressive behavior in college students: Interpersonal trust and prosocial behavior as chain mediators." Social Behavior and Personality: an international journal 52, no. 7 (2024): 1–13. http://dx.doi.org/10.2224/sbp.13232.
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This study examined the relationship between exercise self‐efficacy and aggressive behavior in college students, with interpersonal trust and prosocial behavior as mediators. We conducted a survey of 1,571 college students. The results were as follows: (a) exercise self‐efficacy was significantly and negatively related to aggression, and the direct path of exercise self‐efficacy to aggressive behavior was significant; (b) exercise self‐efficacy positively predicted interpersonal trust and prosocial behavior, while interpersonal trust significantly and positively predicted prosocial behavior, and prosocial behavior significantly predicted aggressive behavior; and (c) interpersonal trust and prosocial behavior played a significant mediating role in the relationship between exercise self‐efficacy and aggressive behavior. These findings have important practical significance as guidance for reducing aggressive behavior in college students.
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Akmar Ahmad Zainuddin, Zaharatul, and Suzanah Selamat. "Efficacy of Polytechnic students’ Interpersonal Communication Skills." Advances in Language and Literary Studies 3, no. 2 (2012): 76–86. http://dx.doi.org/10.7575/aiac.alls.v.3n.2p.76.
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Mufson, L. "Efficacy of Interpersonal Psychotherapy for Depressed Adolescents." Archives of General Psychiatry 56, no. 6 (1999): 573–79. http://dx.doi.org/10.1001/archpsyc.56.6.573.
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O'Hara, Michael W., Scott Stuart, Laura L. Gorman, and Amy Wenzel. "Efficacy of Interpersonal Psychotherapy for Postpartum Depression." Archives of General Psychiatry 57, no. 11 (2000): 1039. http://dx.doi.org/10.1001/archpsyc.57.11.1039.
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Bindu, Gedela, Ram Vavila Phani, Onteddu Radhika, and Tejaswini Dubasi Mounika. "A Study of Psychosocial Factors Associated with Relapse in Alcohol Dependent Patients." International Journal of Pharmaceutical and Clinical Research 16, no. 7 (2024): 367–70. https://doi.org/10.5281/zenodo.12788161.
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<strong>Introduction: </strong> Alcohol dependence is a major chronic relapsing disorder. Relapse is a phenomenon which is multifactorial. It is mostly due to the combination of various factors such as patient characteristics, environmental and the drug rein forcers. Risk Factors for relapse are intrapersonal factors and interpersonal factor. Intrapersonal factors reside within the person. It has various subdivisions like coping with anger or frustrations, coping with emotional states which are harmful, coping with physical states due to previous use of substance, coping with other physical states which are harmful, testing personal control, to enhance positive emotional state, cue mediated temptation and giving in to temptation even in the absence of cues. Interpersonal factors are interpersonal conflicts that resulted in anger or frustration,, direct and indirect social pressures and to enhance positive emotional states in a situation related interpersonally like celebrations. <strong>Aim:</strong> To assess the association between the coping strategies and self-efficacy with relapse in alcohol dependent patients. <strong>Materials and Methods:</strong> Sample Size: 120 subjects. <strong>Type of study:</strong> Prospective study. <strong>Study tools:</strong> Alcohol abstinence self-efficacy scale, Coping Behaviours Inventory. <strong>Results:</strong> The subjects with good coping behaviour have more chance to remain abstinent, and the subjects with poor coping behaviour have more chance for relapse. Positive coping strategies to the situations that lead to relapse help the individual to remain abstinent for more periods.
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Wang, Po-Yu, Pin-Hsuan Lin, Chung-Ying Lin, Shang-Yu Yang, and Kai-Li Chen. "Does Interpersonal Interaction Really Improve Emotion, Sleep Quality, and Self-Efficacy among Junior College Students?" International Journal of Environmental Research and Public Health 17, no. 12 (2020): 4542. http://dx.doi.org/10.3390/ijerph17124542.
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This study discusses the correlation between teenagers’ real-life interpersonal interactions and teenagers’ online interpersonal interactions with regards to emotion, sleep quality, and self-efficacy. This study adopted a cross-sectional design that included a survey using a structured questionnaire which included demographic data, the Chinese version of the Depression Anxiety Stress Scale (DASS-21), the Pittsburgh Sleep Quality Index (PSQI), the General Self-Efficacy Scale (GSE), the Real Interpersonal Interaction Scale (RIIS), and the Internet Interpersonal Interaction Scale (IIIS). This study enlisted 917 teenage students (age = 17.16 ± 1.48 years). The study found that RIIS had significant negative correlations with DASS and PSQI scores and a significant positive correlation with GSE. Namely, the greater the degree of real-life interpersonal interaction, the lower the degree of negative emotion. Likewise, the more satisfactory sleep quality is, the higher self-efficacy is. In addition, IIIS scores demonstrate significantly positive correlations with DASS and PSQI scores. Therefore, the greater the degree of online interpersonal interaction, the greater the levels of negative emotion, and the poorer the sleep quality is. This study showed that online interpersonal interaction may not improve emotions, sleep quality, or self-efficacy among junior college students. However, real-life interpersonal interaction may improve those three parameters.
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Erkutlu, Hakan, and Jamel Chafra. "Leader’s integrity and interpersonal deviance." International Journal of Emerging Markets 15, no. 3 (2019): 611–27. http://dx.doi.org/10.1108/ijoem-07-2018-0406.
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Purpose The purpose of this paper is to posit that leader’s integrity decreases employee’s interpersonal deviance by increasing moral efficacy in the workplace. Specifically, the authors propose that perceptions of moral efficacy serve as a mechanism through which leader’s integrity affects workplace deviance. The authors further argue that the modeled relationships are moderated by moral identity. Design/methodology/approach Data were collected from ten universities in Turkey. The sample included 693 randomly chosen faculty members along with their department chairs. Findings The results of this study supported the negative effect of leader integrity on employee’s interpersonal deviance as well as the mediating effect of moral efficacy. Moreover, when the level of moral identity is high, the relationship between leader integrity and interpersonal deviance is strong, whereas the relationship is weak when the level of moral identity is low. Practical implications This study’s findings indicate that higher education administrators should be cautious in treating their subordinates, as this will lead to a favorable interpersonal relationship, which in turn will reduce the interpersonal deviance of the subordinate. In addition, the buffering role of the moral identity should be paid more attention, particularly to people with low moral efficacy and high interpersonal deviance. Originality/value This study contributes to workplace deviance literature by revealing the relation between leader integrity and interpersonal deviance. Furthermore, it offers practical assistance to higher education employees and their leaders concerned with building trust, increasing the relationship between leaders and employees and reducing the interpersonal deviation.
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Shinta Ramadanis, Netti Indrawati, and Afni Yeni. "Pengaruh Efikasi Diri dan Komunikasi Interpersonal Terhadap Kinerja Pegawai Honorer Pada Dinas Pendidikan Pemuda dan Olahraga Kabupaten Solok." OPTIMAL Jurnal Ekonomi dan Manajemen 3, no. 1 (2023): 99–109. http://dx.doi.org/10.55606/optimal.v3i1.941.
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This study aims to analyze the effect of Self-Efficacy and Interpersonal Communication on the performance of honorary Employees at the Solok District Youth and Sports Education Office. The sample in this study was 33 respondents based on gender, age, level of education. Based on the results of multiple linear regression analysis of self-efficacy and interpersonal communication variables on employee performance with a value of Y = 17.379 + 0.520 X1 + 0.074 X2 + e. From the t test conducted on variable X1, namely self-efficacy with a Tcount value greater than Ttable 3.196> 2.042, which means that the Self-Efficacy variable affects Honorary Employee Performance, as for the X2 variable, namely interpersonal communication, the Tcount score is less than Ttable 0.581 <2.042 which means Interpersonal Communication has no effect on Honorary Employee Performance. While the results of the f-test analysis obtained that the value of fcount is greater than ftable, namely 11.579> 3.32, which means that Self-Efficacy and Interpersonal Communication jointly affect the Performance of Honorary Employees.
 
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Karang, Pt Diah Ayu Gita Prabawati, and Aria Saloka Immanuel. "PERAN KOMUNIKASI INTERPERSONAL DAN EFIKASI DIRI MENGAJAR TERHADAP STRES GURU PENDIDIKAN KHUSUS SISWA TUNAGRAHITA DI SLB BALI." Essential: Essence of Scientific Medical Journal 21, no. 1 (2023): 17. http://dx.doi.org/10.24843/essential.v21i1.102633.
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ABSTRACT Introduction: Stress is a self-response, both physically and psychologically, to internal or external pressure. Many studies have shown that there is stress on teachers, including special education teachers in special schools for IDD’s students. Stress problems that occur related to teacher interpersonal communication with parents of students and teacher self-efficacy in teaching. This study aims to find out how the role of interpersonal communication and self-efficacy in teaching is related to the stress of special education teachers for IDD’s students at SLB Bali. Method: The study used a quantitative approach and nonprobability sampling technique, with purposive sampling. The participants were 60 IDD’s special education teachers in three regions with the largest number of IDD’s special education teachers in Bali. The instruments in this study were the PSS-10 scale, the interpersonal communication scale, and the TSES scale. Result: Multiple regression analysis showed that interpersonal communication and self-efficacy in teaching explained 69.3% of the variation in stress (F=62.427, p<0.001). Interpersonal communication and self-efficacy in teaching can reduce stress conditions. Discussion: The research hypothesis is accepted, the independent variables support the dependent variables simultaneously or partially. Conclusion: Interpersonal communication and self-efficacy in teaching can reduce the stress of special education teachers for IDD’s students at SLB Bali. The results of this study are expected to have theoretical and practical implications for related parties in efforts to reduce stress on special education teachers for IDD’s students. Keywords: IDD, Interpersonal Communication, Self-Efficacy in Teaching, Special Education Teachers, and Stress
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Bumann, Mary, and Sharon Younkin. "Applying Self Efficacy Theory to Increase Interpersonal Effectiveness in Teamwork." Journal of Invitational Theory and Practice 18 (April 4, 2022): 11–18. http://dx.doi.org/10.26522/jitp.v18i.3772.
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Effective teamwork is a key element of today's healthcare environment, affecting everything from morale to patient outcomes. The increasing facility in interpersonal skills can enhance one's ability to be an effective collaborator within a healthcare team. For those individuals working in teams, effective interpersonal skills facilitate demonstration and sharing expertise, maximize individual contributions, minimize burnout, and foster autonomy in professional practice. The foundational concept of this paper is that in healthcare practice, competence is necessary but not sufficient to sustain ongoing effectiveness in interpersonal interactions. This article offers a framework describing how key skills necessary in developing effectiveness in teamwork can be developed using Bandhura's construct of self-efficacy theory (1997). Interpersonal effectiveness requires negotiating the complex interactions at the intersection between the four sources of influence identified in self-efficiency theory (mastery, vicarious experience, social persuasion, and physiological response awareness) and two primary domains of interpersonal effectiveness (individual and group).
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Schwank, Kathrin, Tove Carstensen, Farzaneh Yazdani, and Tore Bonsaksen. "The Course of Self-Efficacy for Therapeutic Use of Self in Norwegian Occupational Therapy Students: A 10-Month Follow-Up Study." Occupational Therapy International 2018 (2018): 1–5. http://dx.doi.org/10.1155/2018/2962747.
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Background. Occupational therapy students need to develop self-efficacy for managing the therapeutic relationship in practice. This study examined the 10-month trajectories of Norwegian students’ self-efficacy for use of self. Methods. Eighty-nine students completed self-efficacy questionnaires related to the use of self after a workshop and at 3- and 10-month follow-up. Changes on the three outcome measures (self-efficacy for therapeutic mode use, for recognizing clients’ interpersonal characteristics, and for managing interpersonal events) were analyzed with repeated measures ANOVA. Results. Across the follow-up period, the students improved their self-efficacy for therapeutic mode use (partial η2 = 0.44, p<0.001), for recognizing clients’ interpersonal characteristics (partial η2 = 0.81, p<0.001), and for managing interpersonal events (partial η2=0.32, p<0.001). Conclusion. The increased self-efficacy for use of self that was found at 3-month follow-up was maintained at 10-month follow-up. The results indicate that students may experience a boost in self-efficacy for therapeutic use of self after a brief workshop and that these changes can be sustained over time.
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Muhammad Fadali Amar. "Peran Kemampuan Komunikasi Interpersonal Pendidik Dalam Menumbuhkan Self-Efficacy." Aafiyah: Jurnal Multidisiplin Ilmu 2, no. 01 (2024): 1–13. https://doi.org/10.70610/ja.v2i01.207.
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This study discusses the role of educators' interpersonal communication skills in cultivating students' self-efficacy at SMP Al-Furqon Jambesari, Bondowoso, This study shows educators who have good interpersonal communication skills will be inspirational for students, educators will be their drivers to be active, committed and have a high interest in learning, educators who are able to communicate interactively create a positive and inclusive learning environment, This study used descriptive qualitative. Although the role of educators' interpersonal communication in cultivating self-efficacy is going well, there are still some obstacles, some students still need guidance and direction in developing self-efficacy, lack of confidence in themselves can hinder the effectiveness of learning, therefore educators must provide constitutive support and feedback to students so that they are confident in facing challenges. The integration of educators' interpersonal skills towards students' self-efficacy is done by providing direct emotional support, recognizing students' efforts in learning and rewarding their achievements. The results showed that educators who are inspirational and have good interpersonal communication can help students overcome insecurity and increase confidence in their abilities. This research emphasizes the importance of the role of educators as inspiration, the role of educators as central students in growing students, and integrating educators' interpersonal communication towards self-efficacy. It is hoped that the results of this research can be a reference in improving the quality of learning and student development in schools.
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Lee, Donguk. "Analysis of the Structural Effects of Self-Efficacy, Interpersonal Relationships, and Self-Esteem on Disability Acceptance of Disabled Persons : Focusing on WarpPLS Analysis." Social Welfare Policy and Practice 9, no. 1 (2023): 145–86. http://dx.doi.org/10.37342/swpp.2023.9.1.145.
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The purpose of this study is to confirm the relationship between self-efficacy, interpersonal relationships, and self-esteem on the acceptance of disabilities in people with disabilities, and to identify the mediating effect of self-esteem. SPSS 26.0 and WarpPLS 8.0 were used to analyze descriptive statistics and structural equation models for the research data. First, the self-efficacy of the disabled had a significant positive effect on self-esteem and had a positive effect on acceptance of disability. Second, interpersonal relationships had a significant positive effect on self-esteem and disability acceptance. Third, self-efficacy had a positive effect on disability acceptance through self-esteem as a partial medium, and interpersonal relationships had a positive effect on disability acceptance through self-esteem as a partial medium. Fourth, the interpersonal relationship of severely disabled people did not affect disability acceptance, but the interpersonal relationship of mildly disabled people had a significant positive effect on disability acceptance. The results of this study can be used as data for establishing welfare policies to strengthen disability acceptance, self-efficacy, interpersonal relationships and self-esteem of the disabled.
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Cui, Jia Hui, Pyeong Su Yu, and Eun Mi Koo. "A Mediating Effect of Social Support in the Affect of Interpersonal Relationship Skills and Self-efficacy of Teachers' College Students on College Life Adaptation in China." Education Research Institute 21, no. 4 (2023): 155–82. http://dx.doi.org/10.31352/jer.21.4.155.
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The purpose of this study is to analyze the mediating effect of social support in the effect of interpersonal relationship skills and self-efficacy of Chinese teachers' college students on college life adaptation. The research questions set up to achieve the purpose of this study are as follows First, what is the structural relationship between interpersonal skills, self-efficacy, social support, and college life adaptation of Chinese college students? Second, what is the mediating effect of social support in the effect of interpersonal relationship skills and self-efficacy of Chinese college of education students on college life adaptation? The subjects of this study were 560 first- to fourth-grade teachers' college students attending three universities in northwestern China, and 517 of them were used for the study. The conclusion of the study is as follows. First, in the structural relationship of measurement variables, Chinese teachers' college students' interpersonal skills and self-efficacy have a direct meaningful effect on social support, and social support has a significant effect on adapting to college life. In addition, interpersonal skills and self-efficacy have a direct meaningful effect on adapting to college life. Second, the mediating effect of social support was significant in the impact of interpersonal relationship skills and self-efficacy of Chinese teachers' college students on college life adaptation. Therefore, it is necessary to prepare a plan to establish various social support systems in adapting to college life at the university level and continue to operate them.
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Kearns, Megan C., and Karen S. Calhoun. "Sexual Revictimization and Interpersonal Effectiveness." Violence and Victims 25, no. 4 (2010): 504–17. http://dx.doi.org/10.1891/0886-6708.25.4.504.
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This study utilized a cross-sectional design in order to explore the relationship between interpersonal effectiveness, defined as level of assertiveness, social perception, and perceived self-efficacy, and repeated sexual victimization in adolescence and adulthood. In addition, we compared global versus situation-specific measures of interpersonal effectiveness. Results indicated that global measures of interpersonal effectiveness failed to differentiate victim groups, and there were also no group differences in social perception. However, on situation-specific measures, revictimized women were significantly lower than nonvictims on sexual assertiveness and sexual self-efficacy. These results support the hypothesis that interpersonal functioning is related to sexual revictimization and highlight the need to measure interpersonal functioning specifically in sexual situations as it relates to women’s sexual assault history.
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Kim, Kyoung Nam. "The effects of grit, ego resilience, and academic self-efficacy on interpersonal relationships in nursing students." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 15 (2023): 1–11. http://dx.doi.org/10.22251/jlcci.2023.23.15.1.
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Objectives The purpose of this study is to confirm the factors affecting the grit, ego resilience, and academic self-efficacy on interpersonal relationships in nursing students.
 Methods A questionnaire survey was conducted on 204 nursing college students attending 2 university. The data of this study were analyzed by means of SPSS WIN 20.0 program, mean and standard deviation, pearson's correlation coefficients and stepwise multiple regression analysis.
 Results Results of this study, there were significant positive correlation between interpersonal relationships of nursing students were grit(r=.181, p=.010), self-resilience(r=.573, p<.001), academic self-efficacy(r=.379, p<.001). These results showed that interpersonal relationships increased when grit, self-resilience, and academic self-efficacy were enhanced. In addition, the predictive factor affecting the interpersonal relationships of nursing students was found to be self-resilience (β=.518, p<.001). Grit and academic self-efficacy were not statistically significant influencing factors. The explanatory power of these variables for interpersonal relationships was 33.2%.
 Conclusions Therefore, self-resilience is an important variable for desirable interpersonal relationships of nursing students. It is suggested that an educational program be developed and applied to improve self-resilience in college life.
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Yusuf, Ifatuhoriah, Dedi Purwana, and Agung Dharmawan Buchdadi. "The Influence of Interpersonal Communication, Universal-Diverse Orientation (UDO), and Self-Efficacy on the Quality of Administrative Services at State University of Jakarta." International Journal for Applied Information Management 2, no. 2 (2021): 97–105. http://dx.doi.org/10.47738/ijaim.v2i2.32.
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This study aims to determine the direct effect of interpersonal communication, universal-diverse orientation (UDO), and self-efficacy on the quality of administrative services, as well as to determine the indirect effect of interpersonal communication and universal-diverse orientation (UDO) through self-efficacy on the quality of administrative services at State University of Jakarta. The research used was a survey with a causal design. The number of sample respondents was determined as 178 employees, the sampling technique was carried out by simple random (sample random sampling) from 230 employees of the State University of Jakarta. The results of this study indicate that; (1). There is a positive direct effect of Interpersonal Communication on the Quality of Academic Services, (2). There is a positive direct influence Universal-Diverse Orientation (UDO) on the Quality of Academic Services, (3). There is a positive direct effect of Self Efficacy on Academic Service Quality., (4) There is a positive direct influence of Interpersonal Communication on Self Efficacy, (5) There is a positive direct influence of Universal-Diverse Orientation (UDO) on Self Efficacy. The novelty in this research is that research conducted at this time is research looking at several variations of variables such as the influence of interpersonal communication, universal-diverse orientation (UDO), and self-efficacy on the quality of administrative services and quality variables as independent variables.
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Eldadi, Omer, Hila Sharon-David, and Gershon Tenenbaum. "Interpersonal emotions in team sports." Scientific Journal of Sport and Performance 2, no. 4 (2023): 473–91. http://dx.doi.org/10.55860/kcdx3917.
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This research explores how emotional contagion within a team impacts emotions, team cohesion, collective efficacy perception, effort perception, perceived performance, and actual performance outcomes. Forty-seven non-competitive amateur cross-fit participants were split into two experimental groups: high pleasantness-high arousal (HH) and low pleasantness-low arousal (LL). To stimulate these mood states, two trained associates were engaged, which served as catalysts for the teams' "emotional contagion". Participants from the HH group outperformed and exerted more effort than those from the LL group, though they perceived their effort levels to be similar. They demonstrated greater collective efficacy and team cohesion, had a more positive emotional state, and perceived their team's performance as superior. Emotional contagion plays a significant role in team dynamics and physical outcomes. The practical implications of emotional contagion are discussed.
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Commodari, Elena, Valentina Lucia La Rosa, Elisabetta Sagone, and Maria Luisa Indiana. "Interpersonal Adaptation, Self-Efficacy, and Metacognitive Skills in Italian Adolescents with Specific Learning Disorders: A Cross-Sectional Study." European Journal of Investigation in Health, Psychology and Education 12, no. 8 (2022): 1034–49. http://dx.doi.org/10.3390/ejihpe12080074.
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This study aimed to explore interpersonal adaptation, generalized self-efficacy, and metacognitive skills in a sample of Italian adolescents with and without a specific learning disorder (SLD). A total of 564 secondary and high school students (males = 236; females = 328; age range: 11–19; M = 16.14, SD = 1.70) completed a set of standardized tests assessing social and interpersonal skills (non-affirmation, impulsiveness, narcissism, social preoccupation, and stress in social situations), general self-efficacy, and metacognition. Students with SLD reported a lower interpersonal adaptation than students without SLD. Furthermore, students with SLD were more impulsive and had more problems handling social situations. They also reported lower levels of self-efficacy but higher metacognition scores than peers without SLD. The use of compensatory tools was associated with better interpersonal skills and higher levels of self-efficacy in students with SLD. Finally, using these instruments is predictive of high levels of metacognitive skills in adolescents with SLD. In line with the previous literature, this study showed the presence of a gap between adolescents with and without an SLD in terms of interpersonal adaptation, general self-efficacy, and metacognitive skills in the school context. Further studies are needed on the psychological well-being of adolescents with SLD and especially on the protective role of personal, social, and environmental characteristics.
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Durach, Christian F., and José A. D. Machuca. "A matter of perspective – the role of interpersonal relationships in supply chain risk management." International Journal of Operations & Production Management 38, no. 10 (2018): 1866–87. http://dx.doi.org/10.1108/ijopm-03-2017-0157.
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PurposeThe purpose of this paper is to, first, explore the role of interpersonal relationships between buying and supplying firms in the management of supply chain disruptions (SCDs). Interpersonal connections are proposed as “social lubricants” that can advance the knowledge about conventional interorganizational antecedents of firm resilience. Differentiating between high- and low-complexity manufacturing industries, the study then looks into how managers from these industry clusters can leverage the efficacy of these relationships through the appropriate use of interorganizational governance mechanisms.Design/methodology/approachStructural equation modeling is conducted with data collected from 229 manufacturing firms in Austria, Germany and Switzerland. Industry clusters are formed via a Q-sort exercise.FindingsResults support the assumption of a socially embedded, interpersonal dimension in buyer-supplier relationships that impact organizational-level resilience. It is suggested that investments in interpersonal skills and interpersonal complementarity are significant antecedents of both relational and re-deployable firm resilience. Surprisingly, no support was found for a positive impact of interpersonal information sharing on firm resilience, challenging findings from previous studies on an interorganizational level. Interorganizational governance and industry affiliation each have moderating effects on the performance of the resilience efficacy of interpersonal relationship antecedents, suggesting the existence of an important managerial lever.Originality/valueIntegrating the supply chain and behavioral science literature, this study is the first to investigate the interplay of interpersonal and organizational antecedents and their efficacy in the management of SCDs.
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HOU, Yongmei, and Chen Siying. "The Influence of Body Image on Interpersonal Self-Efficacy among Junior Middle School Students." Advances in Social Sciences Research Journal 8, no. 9 (2021): 406–13. http://dx.doi.org/10.14738/assrj.89.10867.
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【Abstract】Objective To explore the present status of body image and interpersonal self-efficacy, and analyze the impact of body image on interpersonal self-efficacy among junior middle school students. Methods A random cluster sampling was used to select 995 junior middle school students. They were investigated with Multidimensional Body-Self Relations Questionnaire (MBSRQ) and Adolescent Interpersonal Communication Self-Efficacy Scale (AICSE). Results ⑴ The scores in the three subscales of MBSRQ, such as appearance evaluation, appearance orientation and self classified weight, were greater than 2.5 and less than 3.5, and the scores of body area satisfaction and over weight preoccupation were less than 2.5. (2) Junior middle school students scored less than 2.5 in the dimension of communication ability and factors of persistence, self-ability and expression ability of AICSE. At the same time, the total score and scores of the dimension of communication strategy and the other four factors of AICSE were greater than 2.5 and less than 3.5. ⑶ Multiple linear stepwise regression showed that appearance assessment positively predicted the total score of AICSE（β=.433, P<.001). Appearance orientation negatively predicted the total score of AICSE (β =-.394, P<.001). Conclusion The body image and interpersonal self-efficacy of junior middle school students need to be improved. Body image may be an important influencing factor of interpersonal self-efficacy.
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Bilgin, Mehmet, and Emine Akkapulu. "SOME VARIABLES PREDICTING SOCIAL SELF-EFFICACY EXPECTATION." Social Behavior and Personality: an international journal 35, no. 6 (2007): 777–88. http://dx.doi.org/10.2224/sbp.2007.35.6.777.
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The rate at which adolescents' social self-efficacy levels can be predicted by variables such as the level of the adolescents' attachment to their parents and their peers, problem-solving skills, learned resourcefulness, perceived marital adjustment of their parents, and their mothers' interpersonal relationships was examined. Volunteer high school students (N = 194), and their mothers were the participants. Students completed the Social Self-Efficacy Expectation Scale for Adolescents (SSES-A; Bilgin, 1999). Data were collected through the Inventory of Parent Attachment (IPA; Hortaçsu & Oral, 1991), the Inventory of Peer Attachment (IPA; Hortaçsu & Oral, 1991), the Interpersonal Relationship Scale (IPRS; Sahin, Durak, & Yasak, 1994), the Problem Solving Inventory (PSI; Savas¸ir & Şahin, 1997), Rosenbaum's (1980) Learned Resourcefulness Schedule (RLRS), and the Perceived Marital Adjustment Questionnaire (PMAQ; Akkapulu, 2005). The result of the stepwise regression analyses revealed that learned resourcefulness, problem-solving skills, perceived marital adjustment, the level of peer attachment, the mothers' nourishing interpersonal relations, and parental attachment levels, were all significant predictors of social self-efficacy.
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Soon, Ryun Lim. "THE FACTORS AFFECTING COMMUNICATION COMPETENCY OF DENTAL HYGIENE STUDENTS." International Journal of Engineering Technologies and Management Research 4, no. 3 (2017): 1–12. https://doi.org/10.5281/zenodo.439487.
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<strong><em>The purpose of this study is to understand factors affecting on communication competency in dental hygiene students. From September 20 to October 20, 2016, 439 students participated in survey through structured questionnaire. The results showed that mean of communication competency was 3.46±0.41 and mean of communication apprehension was 3.26±0.59, speech apprehension was highest in sub-factors of communication apprehension. The group of intention to receive communication education and the group of interpersonal satisfaction showed high communication competency and self-efficacy, low communication apprehension. But differences of communication competency according to communication education experience was not statistically significant. A negative correlation was found between communication competency and communication apprehension, self-efficacy and communication apprehension. A positive correlation was observed between communication competency and self-efficacy. The higher self-efficacy and the satisfaction with interpersonal relation, the higher communication competency is. In conclusion, to increase communication competency of dental hygiene students it needs efforts to improve self-efficacy and satisfied interpersonal relationship as well as communication skill education.</em></strong>
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Saidi, Mavadat. "Interpersonal and Intrapersonal Intelligences: Are they related to EFL Teachers’ Self-efficacy Beliefs?" AJELP: The Asian Journal of English Language and Pedagogy 8, no. 1 (2020): 53–61. http://dx.doi.org/10.37134/ajelp.vol8.1.6.2020.
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The teachers’ multiple intelligences and self-efficacy beliefs seem to determine their level of effective teaching. The current study was conducted to investigate the possible relationship between Iranian English teachers’ interpersonal and intrapersonal intelligences and their self-efficacy beliefs. It further tried to explore if there was a significant difference among their self-efficacy beliefs in terms of their teaching experience. In order to collect the required data to unfold the relationship between the interpersonal and intrapersonal intelligences and self-efficacy beliefs, 140 high school English teachers were asked to complete two questionnaires including the relevant items excerpted from McKenzie’s “Multiple Intelligences Inventory” and Tschannen-Moran and Woolfolk Hoy’s “Teachers' Sense of Efficacy Scale" and a Pearson product-moment correlation test was conducted. The results of the analysis revealed that the personal intelligences were related to the teachers' self-efficacy. Results of the t-test revealed a significant difference in teachers' efficacy considering their teaching experience. The findings suggested incorporating interpersonal and intrapersonal intelligence types in teacher education programs in order to increase teachers’ self-efficacy in the teaching context.
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Hengki, Hengki, and Ratna Ratna. "Self-Efficacy and Self-Confidence Strengthening Training for High School Students and Equivalent in Activating Transactional and Interpersonal Communication." NEAR: Jurnal Pengabdian kepada Masyarakat 4, no. 2 (2025): 180–89. https://doi.org/10.32877/nr.v4i2.2368.
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This training aims to enhance self-efficacy and self-confidence among high school students through specialized activities targeting key objectives. These include improving communication skills by teaching effective techniques such as expressing ideas, active listening, and persuasive speaking in both transactional and interpersonal contexts. The program also focuses on building self-efficacy by offering practical scenarios to boost confidence in social interactions. The training incorporates social and interpersonal skill development to strengthen students' ability to navigate daily interactions. Methods are grounded in self-efficacy and confidence theories, emphasizing practical applications through activities like simulations and interactive exercises. A holistic evaluation approach measures self-efficacy and confidence levels before and after the training, alongside the impact on students' transactional and interpersonal communication skills.. The findings reveal significant insights into the importance of strengthening self-efficacy and self-confidence for improving students' communication abilities. Practical implications include aiding in the development of more effective training programs to prepare young people for the demands of the modern workforce and daily life. Additionally, the training highlights the importance of ethical communication norms, fostering healthy interpersonal relationships, and equipping students with strong communication skills to gain a competitive edge in their careers.
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Gardjito, Gardjito. "PENGARUH KONSEP DIRI, KOMUNIKASI INTERPERSONAL, DAN EFIKASI DIRI (SELF EFFICACY) TERHADAP KINERJA PUSTAKAWAN DI ERA GLOBALISASI." Jurnal Manajemen Pendidikan 1, no. 1 (2010): 47–58. http://dx.doi.org/10.21009/jmp.v1i1.2488.
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The objective of this causal research is to obtain information concerning the influence of self concept, interpersonal communication, and self efficacy on librarian performance at the National Library of Indonesia. The research was conducted by using a survey method with path analysis applied in testing hypothesis. In this research, librarian performance has been chosen as a unit analysis and 60 samples of librarian were selected randomly. The results of the research are as follows: (1) There is a direct effect of self concept on librarian performance; (2) There is a direct effect of self concept on self efficacy; (3) There is a direct effect of interpersonal communication on librarian performance; (4) There is a direct effect of interpersonal communication on self efficacy; (5) There is a direct effect of self efficacy on librarian performance; (6) There is an indirect effect of self concept on librarian performance through self efficacy; (7) There is an indirect effect of interpersonal communication on librarian performance through self efficacy. Based on those findings, there are some implications such as research implication, theoretical implication, policy implication and practical implication that could be taken into consideration in developing and empowering librarian performance at the National Library of Indonesia.
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Gardjito, Gardjito. "PENGARUH KONSEP DIRI, KOMUNIKASI INTERPERSONAL, DAN EFIKASI DIRI (SELF EFFICACY) TERHADAP KINERJA PUSTAKAWAN DI ERA GLOBALISASI." Jurnal Manajemen Pendidikan 1, no. 1 (2010): 47. http://dx.doi.org/10.21009/jmp.01106.
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The objective of this causal research is to obtain information concerning the influence of self concept, interpersonal communication, and self efficacy on librarian performance at the National Library of Indonesia. The research was conducted by using a survey method with path analysis applied in testing hypothesis. In this research, librarian performance has been chosen as a unit analysis and 60 samples of librarian were selected randomly. The results of the research are as follows: (1) There is a direct effect of self concept on librarian performance; (2) There is a direct effect of self concept on self efficacy; (3) There is a direct effect of interpersonal communication on librarian performance; (4) There is a direct effect of interpersonal communication on self efficacy; (5) There is a direct effect of self efficacy on librarian performance; (6) There is an indirect effect of self concept on librarian performance through self efficacy; (7) There is an indirect effect of interpersonal communication on librarian performance through self efficacy. Based on those findings, there are some implications such as research implication, theoretical implication, policy implication and practical implication that could be taken into consideration in developing and empowering librarian performance at the National Library of Indonesia.
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Lu, Xintong. "Differences in Interpersonal Communication Efficacy among Chinese and International Students." Exchanges: The Interdisciplinary Research Journal 6, no. 2 (2019): 64–85. http://dx.doi.org/10.31273/eirj.v6i2.350.
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Within Chinese societies, as in western ones, interpersonal relationships, which can also be called social relations, are one of the most important needs for human beings. Within universities, Interpersonal Communication Efficacy (ICE) has been regarded as having a direct influence on the psychological health of undergraduate students. Based upon the theory of Bandura’s self-efficacy and Xie Jing’s ICE, this article compares the extent of ICE between domestic and international students in a Chinese university. The aim is to identify the similarities and differences between the two research groups, and the implications for the stakeholders (students, teachers, policy-makers, and researchers). A case study was conducted using a questionnaire survey. By employing the methods of quantitative analysis, the questionnaires of 390 respondents were analysed by using variance analysis of SPSS software. The findings of the study reveal that Chinese students are more likely to pay attention to interpersonal communication, and are more interdependent than other international students. This implies the importance of teaching communication skills, improving interpersonal communication efficacy, and understanding teaching and learning across cultures within the ongoing internationalisation of education.
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Yoon, Hyae Young, Sang-Hyun Cho, and Yun-Kyeung Choi. "Efficacy of a Serious Game for Individuals with Interpersonal Trauma." STRESS 31, no. 4 (2023): 205–19. http://dx.doi.org/10.17547/kjsr.2023.31.4.205.
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Background: This study aimed to develop a serious game for college students with interpersonal trauma to practice adopting an alternative perspective mentoring a game character with similar experiences.Methods: We recruited 44 college students with high levels of distress after experiencing interpersonal trauma. They were assigned to either the serious game+relaxation training (SG+RX, n=22) or the virtual reality+relaxation training condition (VR+RX, n=22). Cognitive, emotional, and self-efficacy aspects related to trauma were compared in both groups before and after treatment. In addition, interpersonal perceptions of "warmth, dominance, trust, and accessibility" for facial expressions of happiness, anger, and neutrality were compared in both groups before and after treatment.Results: Both groups showed positive changes in relaxation, post-traumatic cognition, and post-traumatic emotion after treatment. The SG+RX group showed greater increases in behavioral competence and confidence in the future and rated accessibility to angry/happy facial expressions higher than the VR+RX group.Conclusions: These findings suggest that an interactive serious game promoting empathy, coping skills, and an alternative perspective effects positive changes for individuals with interpersonal trauma.
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Heo, se-mi, and ye-na Lee. "The Influence of Interpersonal Relationships and Disability Acceptance on Self-Esteem of Unemployed Disabled People and The Mediating Effect of Self-Efficacy: Multiple Group Comparison Analysis of Disability Degree." Korea Academy of Care Management 46 (March 30, 2023): 39–62. http://dx.doi.org/10.22589/kaocm.2023.46.39.
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This study aimed to identify important factors affecting employment and willingness to work for the unemployed disabled people. The effect of interpersonal relationships and disability acceptance of employed disabled people on self-esteem and the mediating effect of self-efficacy were verified. A multi-group comparison was conducted to analyze the difference according to the degree of disability (severe and mild). For the data analysis, the 2nd wave 6th data of the employment, a panel survey for the disabled was used. Among the economically inactive population, 1,579 panelists who responded to the main variables of this study were analyzed. The results of this study were as follows. First, the self-esteem of unemployed disabled people was directly affected by their interpersonal relationships and disability acceptance and indirectly affected by self-efficacy. Second, the effect of interpersonal relationships on self-efficacy was greater in people with severe disabilities than in people with mild disabilities. Based on the research results, programs and policies on disability acceptance, interpersonal relationships, and self-efficacy improvement were proposed to improve self-esteem.
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Dewi, Adilla Kusuma, Mira Triharini, and Tiyas Kusumaningrum. "The Analysis of Related Factors of Cervical Cancer Prevention Behavior in Reproductive-Aged Women." Pediomaternal Nursing Journal 5, no. 2 (2020): 197. http://dx.doi.org/10.20473/pmnj.v5i2.14867.
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ABSTRACTIntroduction: Cervical cancer is a disease which can causes and increase infertility, morbidity and mortality of women in the world. The incidence rates of cervical cancer can be reduced by doing primary and secondary preventions. This study aims to determine the relation of self-efficacy, perceived barriers and interpersonal factors to cervical cancer prevention behavior in reproductive-aged women.Method: The study design was correlational study with cross sectional approach. The population were married women of reproductive-age between 15-45 years old in Pacarkeling community health center, Surabaya. The sample of this study was 110 respondents which used cluster sampling technique. The independent variables were perceived barriers, self-efficacy and interpersonal factors and the independent variable was cervical cancer prevention behavior. The data analyzed by using spearman rho statistical test with a significance level of α ≤ 0.05 to find out the related variables to the cervical cancer prevention behavior in reproductive-aged women.Result: The results of this study shows that the perceived barriers (p = 0,000) and interpersonal factors (p = 0,001) were related to cervical cancer prevention behavior (α ≤ 0,05), however self-efficacy was not related to cervical cancer prevention behavior (p = 0,668).Conclusion: Perceived barriers and interpersonal factors could determine the cervical cancer prevention behavior in reproductive-aged women. However, self-efficacy was not proven to determine the cervical cancer prevention behavior. Further, most of women in this study have low self-efficacy, but they have good cervical cancer prevention behavior.Keywords: cervical cancer, interpersonal factors, perceived barriers, self-efficacy, reproductive-aged women
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Antonio, Palma Gil L., and S. Guhao Jr. S. Eugenio. "INTERPERSONAL SUPPORT, EMOTIONAL INTELLIGENCE AND SELF-EFFICACY: A CAUSAL MODEL ON SELF-CONCEPT OF PUBLIC SCHOOL TEACHERS." International Journal of Social Science and Humanities Research 12, no. 2 (2024): 263–93. https://doi.org/10.5281/zenodo.11654951.
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<strong>Abstract:</strong> The study focused on a model for the self-concept of teachers based on the relationships between interpersonal support, emotional intelligence, and self-efficacy. The objective was to understand how these variables interact to influence the self-concept of teachers. The study involved 1000 secondary public school teachers from different schools in Region XI, Philippines using Structural Equation Modelling (SEM). Findings showed significant correlations between the endogenous variable, self-concept, and the following exogenous variables namely: interpersonal support, emotional intelligence, and self-efficacy. Further, Model 3 was the best-fit structural model in which all exogenous variables had a direct influence on the endogenous variable, self-concept. Through a series of structural modifications, Model 3 revealed that self-concept was defined by its three retained indicators namely: competence, acceptance of risk, and initiatives while the two retained indicators measured interpersonal support namely: principals and co-teachers. Emotional intelligence was described by its two remaining domains: self-regulation, and social skills. On the other hand, self-efficacy was assessed by its two retained elements, namely: managing students’ content and instructional practices and support. The findings of this study imply teachers adequate interpersonal support by providing them training on emotional intelligence and self-efficacy. <strong>Keywords:</strong><em> </em>educational management, secondary public-school teachers, interpersonal support, emotional intelligence, self-efficacy, self-concept, SEM, Region XI, Philippines. <strong>Title:</strong> INTERPERSONAL SUPPORT, EMOTIONAL INTELLIGENCE AND SELF-EFFICACY: A CAUSAL MODEL ON SELF-CONCEPT OF PUBLIC SCHOOL TEACHERS <strong>Author:</strong> Antonio Palma Gil L., Eugenio S. Guhao, Jr. S.<sup> </sup> <strong>International Journal of Social Science and Humanities Research </strong> <strong>ISSN 2348-3156 (Print), ISSN 2348-3164 (online)</strong> <strong>Vol. 12, Issue 2, April 2024 - June 2024</strong> <strong>Page No: 263-293</strong> <strong>Research Publish Journals</strong> <strong>Website: www.researchpublish.com</strong> <strong>Published Date: 14-</strong><strong>June-2024</strong> <strong>DOI: https://doi.org/10.5281/zenodo.11654951</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.researchpublish.com/papers/interpersonal-support-emotional-intelligence-and-self-efficacy-a-causal-model-on-self-concept-of-public-school-teachers</strong>
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Andary Nur Afifah and Meylani Tuti. "Job Satisfaction and Performance: The Impact of Interpersonal Communication, Placement and Self Efficacy." Jurnal Manajemen 14, no. 3 (2023): 378–90. http://dx.doi.org/10.32832/jm-uika.v14i3.14274.
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Employee work happiness may be influenced by self-efficacy, interpersonal communication, and job placement, which in turn increases performance. The goal of this study was to examine how work placement, interpersonal communication, and elf effectiveness affected job performance and satisfaction. Employees of the National Police Headquarters SSDM made up the study's sample. Simple random sampling was used to collect samples from the 151 employees from several division who agreed to complete a questionnaire. A structural equation model (SEM) employing smart PLS software is used in the analytical procedure. The study's findings indicate that self-efficacy and interpersonal communication have a substantial impact on job satisfaction and performance. The significance of confidence and interpersonal communication in achieving employee job satisfaction to produce maximum performance.
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Caprara, Gian Vittorio, Maria Gerbino, Marinella Paciello, Laura Di Giunta, and Concetta Pastorelli. "Counteracting Depression and Delinquency in Late Adolescence." European Psychologist 15, no. 1 (2010): 34–48. http://dx.doi.org/10.1027/1016-9040/a000004.
Full textAbstract:
A prospective study was conducted to examine a conceptual model in which affective and interpersonal social self-efficacy beliefs affect depression and delinquency concurrently and at 4 years of distance, controlling for earlier adolescents’ exposure to family violence and adolescents’ self-regulation problems. Three hundred and ninety adolescents aged 11–13 years at Time 1 participated in the study. Data were collected 1, 3, and 7 years later. Self-reported questionnaires were used to measure emotional and interpersonal self-efficacy, depression, and delinquency. Findings of structural equation modeling corroborated the posited paths of relations, showing that in middle adolescence self-efficacy beliefs related to individuals’ perceived capacity to handle negative emotions and to express positive emotions influence depression and delinquency concurrently and longitudinally through interpersonal social self-efficacy, namely individuals’ beliefs in their capability to handle relations with parents, to rebuff peer pressures toward transgressive behavior, and to empathize with others’ feelings. A significant and direct path from self-efficacy to manage negative emotions to concurrent depression was found. The posited covariates (i.e., adolescents’ self-regulation problems at age 12 and exposure to family violence at age 13) predicted both lower self-efficacy beliefs and higher adjustment problems. Findings showed the importance of adolescents’ emotional and interpersonal self-efficacy beliefs in contrasting maladjustment, despite the impairing effect of personal and contextual risk factors. Overall, the study provides suggestions regarding the crucial factors that could decrease adolescents’ risk of detrimental outcomes.