• International Journal of Human Ecology
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• v.3 no.1
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• pp.111-126
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• 2002

The purpose of this study was to investigate the role of anxiety in mediating the influence of family of origin characteristics on subsequent relationship processes. Using Bowenian theory as a foundation, this study examined the causal relationships among gender, religion, family of origin-fusion, intimacy, intimidation, personal-trait-anxiety, couple open communication and relationship satisfaction. Results of the path analysis indicated that: (a) gender, religion, family of origin-fusion, and family of origin-intimidation were directly related to personal-trait-anxiety, (b) personal-trait-anxiety was directly related to couple open communication and not related to relationship satisfaction, (c) couple open communication was directly related to relationship satisfaction, and (d) family of origin factors were not directly related to couple open communication and relationship satisfaction; rather, as it was expected, indirect associations, through the mediation of anxiety, were found. The results generally support Bowen's intergenerational process theory, which asserts that anxiety is the mediator of the process. Limitations of the current study and suggestions for further research were discussed.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.4
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• pp.518-527
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• 2015

Purpose: This study aimed to identify a relationship between the communication competence and social anxiety in nursing students. Methods: With a cross-sectional survey, a convenience sampling of 303 nursing students was taken from P-university in Y-city. The instrument for the study was a questionnaire that is consisted of the general characteristics, an Interaction Anxiousness Scale (IAS) and a Global Interpersonal Communication Competence Scale (GICC). Data was analyzed using descriptive statistics, t-test, one-way ANOVA, Kruskal-Wallis, Pearson's correlation coefficients and stepwise multiple regression with SPSS version 21.0. Results: The mean score of the IAS was $41.89{\pm}8.74$ and the GICC was $3.51{\pm}0.34$. Communication competence significantly differed by the satisfaction of major (F=10.86, p<.001). In addition, the satisfaction of interpersonal relationships was significantly different in both communication competence (F=17.52, p<.001) and social anxiety (F=23.85, p<.001). Social anxiety had a negative correlation with communication competence (r=-.48, p<.001). Social anxiety accounted for 55.3% of the variance -social relaxation (${\beta}$=-.62), assertiveness (${\beta}$=-.18), interaction management (${\beta}$=.14) and efficiency (${\beta}$=-.13)- of communication competence's subcategories. Conclusion: It was found that communication competence has an influence on social anxiety. Therefore, education programs are needed to promote communication competence for a decline of social anxiety in nursing students.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.464-477
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• 2021

This study is about university students' perception of intergenerational communication and its affecting factors. Based on literatures on intergenerational communication, the effect of stereotype on intergenerational satisfaction was testified and the mediating role of intergroup anxiety and the moderating role of communication competence were also analysed. Results showed that the effect of stereotype was mediated by intergroup anxiety, and the paths were different depending on the gender and communication competence. In the case of the male student group and the group with high communication ability, stereotypes affected intergroup anxiety, but intergroup anxiety did not directly affect intergenerational communication satisfaction. On the other hand, in the case of the female student group and the group with low communication skills, intergroup anxiety had significant effect on communication satisfaction. Also, it was found that the content of stereotype had an important effect on intergenerational communication satisfaction.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.3
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• pp.298-305
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• 2021

Purpose: This study aims to identify the relationship between nursing students' social anxiety and communication ability, and in particular, to determine the mediating effect of self-efficacy. Methods: A total of 187 nursing students enrolled at four universities in Korea completed surveys between August and September 2020. The measurements included the Global Interpersonal Communication Competence Scale, self-efficacy scales, and interaction anxiousness scales. Data were analyzed using descriptive statistics, an independent t-test, one-way ANOVA, Pearson's correlation, multiple regression following the Baron and Kenny method, and bootstrapping for mediation. Results: Communication ability was significantly negatively correlated with social anxiety (r=-.61, p<.001) and significantly positively correlated with self-efficacy (r=.77, p<.001). Furthermore, self-efficacy had a partial mediating effect on the relationship between social anxiety and communication ability. Conclusion: The findings of this study suggest that communication ability can be improved if individual characteristics such as social anxiety and self-efficacy are considered. Therefore, when developing communication ability improvement programs for nursing students in the future, it is considered important to actively consider these personal characteristics.

• Journal of Industrial Convergence
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• v.21 no.12
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• pp.113-122
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• 2023

This study investigates the effects of communication ability and interpersonal anxiety on self-esteem before the first clinical practice in nursing students. A survey was administered to third-year nursing students who had yet to begin their clinical practice from May 15 to May 20, 2023. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation, multiple regression with the SPSS/WIN26.0 program. The results showed that self-esteem is positively correlated with communication ability(r=.564) and negatively correlated with interpersonal anxiety(r=-.590) and there was a negative correlation between communication skills and interpersonal anxiety(r=-.515). The impact on self-esteem was in the order of interpersonal anxiety (𝛽=-.41) and communication ability(𝛽=.35). In conclusion, the research results showed that the higher the communication ability and the lower the interpersonal anxiety, the more it affects self-esteem. Thus, it is important to develop and implement tailored programs that enhance communication skills and facilitate interpersonal interactions while reducing anxiety for nursing students at different school years and stages.

• Human Ecology Research
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• v.61 no.1
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• pp.123-139
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• 2023

The study examined the mediating effect of internalized shame on the relationship between affiliate stigma and interpersonal anxiety among adolescents with siblings who had autism spectrum disorder (ASD) and the moderated mediating effect of mother-adolescent communication openness. The participants consisted of 139 adolescents (boys 48.9%, high-school students 79.8%) who had siblings with ASD. Interpersonal anxiety, affiliate stigma, internalized shame, and mother-adolescent communication openness were measured using the Social Anxiety Scale for Adolescents (La Greca & Lopez, 1998), the Affiliate Stigma Scale (Mak & Cheung, 2008), the Internalized Shame Scale (Cook, 1988), and the Parent-Adolescent Communication Scale (Barnes & Olson, 1982), respectively. The data were analyzed using descriptive statistics and Pearson's correlation coefficients. Process Macro Models 4 and 7 were used to examine the mediating effect and the moderated mediating effect. The results indicated that internalized shame mediated the effect of affiliate stigma on interpersonal anxiety among adolescents who had siblings with ASD. However, there was no significant moderated mediating effect of mother-adolescent communication openness on the relationship between affiliate stigma, internalized shame and interpersonal anxiety. These findings suggest that it is necessary to improve social awareness of individuals with ASD and their family members to prevent adolescents who have siblings with ASD from having affiliate stigma and to help them reduce interpersonal anxiety. The results also highlight the importance of counseling programs for adolescents with siblings with ASD as a way of preventing or alleviating their interpersonal anxiety by reducing internalized shame, even where they experience affiliate stigma.

• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.181-192
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• 2017

In this study, the effects of the small group collaborative learning on students' achievement, the retention of the achievement, communication anxiety, and science learning motivation were investigated. The aptitude-treatment interaction between the level of students' self-directed learning ability and the intervention was also examined. Two classes (38 students) from an elementary school were respectively assigned to a control group and a treatment group. A self-directed learning ability test, a communication anxiety test, and a science learning motivation test were administered as pretests. The intervention lasted for 8 class periods. After instruction, an achievement test, the communication anxiety test, and the science learning motivation test were administered. An achievement retention test were also administered after four weeks. The results indicated that there were significant treatmentaptitude interaction effects in the achievement test scores and the achievement retention test scores. In the communication anxiety and the science learning motivation, however, any significant difference was not found between the scores of the treatment group and the control group. Educational implications are discussed.

• Journal of Families and Better Life
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• v.23 no.1 s.73
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• pp.99-111
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• 2005

The purpose of this study was to discriminate important variables among general self-efficacy, peer attachment, and parent-child communication that could predict internalizing problems(anxiety, depression) of Korean children of divorce. The participants were 101 children aged from 10 to 13. They completed questionnaires and discriminant function analyses were performed. The results showed that (a) the discriminant function derived from 3 variables was effective in classifying high, moderate, and low group of children's anxiety and depression, (b) parent-child communication plays a key role in predicting anxiety and general self-efficacy plays a key role in predicting depression of Korean children of divorce, (c) but peer attachment plays a significant role only to predict depression. This means that anxiety and depression of Korean children of divorce result from different kind of interactions among children's important contexts.

• The Journal of the Korea Contents Association
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• v.18 no.9
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• pp.696-709
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• 2018

The purpose of this study is to identify the types of subjectivity on communication styles of nursing freshmen by using the Q Methodology, and examine interpersonal relationship anxiety and college adjustment according to communication styles. Participants were 89 nursing freshmen, and data were collected from 7. March to 23. September 2016. Data were analyzed by using PC-QUANL program for communication styles, and using descriptive statistics, Mann-Whitney U test, Kruskal-Wallis test with SPSS windows version 24.0 program for interpersonal relationship anxiety and college adjustment according to communication styles. As a result, 4 communication styles were identified, 'Considerate-empathetic', 'Tense-passive', 'Vulnerable-easily distracted', and 'Facilitative-leading'. 'Tense-passive', 'Vulnerable-easily distracted' showed significantly higher interpersonal relationship anxiety than 'Considerate -empathetic'. 'Considerate-empathetic' showed significantly higher college adjustment than 'Vulnerable-easily distracted'. The result of this study is expected to be used for developing communication educational programs and provide a foundation to improve college adjustment of nursing freshmen.

• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.468-479
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• 2014

This article examine the way in which communication-related variables such as argumentativeness, verbal aggressiveness, and communication anxiety have an effect on conflict management. Four hundred and four college students participated in this survey. The findings are as follows. First argumentativeness had positive effects on integrating, dominating, and compromising style, while negatively on obliging and avoiding style. Second verbal aggressiveness resulted in more of dominating style and less of avoidance. Third communication anxiety had positive effects on avoidance and obliging style and had negative effects on integrating and dominating style. These findings are coupled with further discussion and implication.