• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.3
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• pp.330-339
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• 2015

Purpose: The purpose of this study was to develop an interpersonal relationship harmony program and to investigate the effect of interpersonal relationship harmony program on interpersonal relations, conflict resolution methods, interpersonal anxiety, salivary cortisol level for nursing students. Methods: The 8-week interpersonal relationship harmony program was developed based on interpersonal relationship harmony theory. The effectiveness of the program was evaluated using a quasi-experimental design. The participants were 58 third-year nursing students, 29 in the experimental group and 29 in the control group. Data were collected from July 5, 2014 to August 25, 2014 and analyzed through t-test. Results: The experimental group showed significantly higher post-test scores in interpersonal relationship harmony, interpersonal relationship ability, active conflict mitigation and significantly lower post-test scores in active conflict intensification, interpersonal relationship anxiety than those of the control group. Conclusion: The interpersonal relationship harmony program improved nursing students' interpersonal skills and conflict resolution methods and reduced interpersonal relationship anxiety through an integrated approach that covered the cognitive, emotional, behavioral, and physical aspects of harmony.

• Journal of Fashion Business
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• v.21 no.6
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• pp.31-46
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• 2017

This study views the people's propensity to rely on others' evaluations as the interpersonal trust online despite a lack of personal interactions. Therefore, this study explores the underlying dimensions of interpersonal trust and examines how interpersonal trust influences trust in the e-tailer and behavioral intent. Data of 395 adults who had purchased apparel goods online were collected nationwide using an online questionnaire. Exploratory and confirmative factor analysis identified five underlying constructs of interpersonal trust online such as peer identification, ability, integrity, shared lifegoals, and benevolence. A structural equation modeling test was conducted to examine the relationships between interpersonal trust, trust in the e-tailer, and behavioral intent. Interpersonal trust influenced on trust in the e-tailer, specifically on trust in the e-tailer's competence which subsequently increased a customer's behavioral intent such as attitude toward the e-tailer and shopping intention. Although no direct effect of interpersonal trust on the behavioral intent was found, interestingly, the effects of the interpersonal trust on the e-tailer trust which derived the behavioral intent to purchase. This result suggests that marketers devise a more effective system and environment that can encourage the interpersonal trust between customers to build a strong trust in e-tailers. It also provides a theoretical framework of online trust in the way of classifying interpersonal trust and trust in e-tailers.

• The Korean Journal of Health Service Management
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• v.7 no.2
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• pp.1-9
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• 2013

The purpose of this study was to investigate the relationships between interpersonal relations and parenting attitudes in nursing college students. The participants were 317 nursing college students. Data were collected from September 5 to 12, 2012 and analyzed using the SPSS 18.0. Findings of the study can be summarized as follows. First, parenting attitudes and interpersonal relations were significantly different according to economics status. Second, interpersonal relations were significantly different according to parenting attitudes. Third, the correlation between the parenting attitudes and the interpersonal relations show positive correlation in all areas. Forth, the predictors that affect the interpersonal relations were the achieving parenting attitudes of father. Consequently, if the parents approach their children who have difficulty in interpersonal relationships with their achievement parenting attitudes, the children will have harmonious interpersonal relationships and furthermore get personal growth and be socialized well.

• The Korean Journal of Community Living Science
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• v.15 no.2
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• pp.123-135
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• 2004

The purpose of this study was to examine the relations between family functioning and the interpersonal relation disposition of high school students in southern Gyeonggi province. The subjects of this study were 360 high school students. The scale of family functioning was measured using the Family Adaptability Cohesion Evaluation Scale(FACES Ⅲ) developed by Olson, et al.(1985). To measure the interpersonal relation disposition, Ahn's Interpersonal Relation Disposition Scale(IRDS) was used. The data was analyzed by using t-test, ANOVA, and multiple comparison(Duncan test). The major findings were as follows: There were significant differences in student's family functioning and interpersonal relation disposition according to school department and family economy level. There were significant differences in the interpersonal relation disposition according to gender. Where family functioning was higher, the students' interpersonal relation dispositions were more sympathetic, accepting and socially friendly, while being less rebellious and distrustful. As a result of this study, it is found that family functioning has effects on high school students' interpersonal relation disposition.

• Korean Journal of Child Studies
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• v.33 no.3
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• pp.119-130
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• 2012

The purpose of this study is to investigate the relationships which may exist between interpersonal relationships, depression, anxiety, and self-acceptance. This study also examines whether self-acceptance has any moderating effects on the relationships between interpersonal relationships, depression, and anxiety. The subjects of this study consisted of 400 high school students and the study focused on reporting their levels of interpersonal relationships, depression, anxiety, and self acceptance. The results indicate that depression and anxiety are negatively related to interpersonal relationships and self-acceptance. Interpersonal relationships are positively related to self acceptance. In other words, the more negative the interpersonal relationships, the greater the levels of depression and anxiety. The results also indicate that self-acceptance functions as a protective factor for high school students who have problems with depression and anxiety in their interpersonal relationships.

• Journal of Korean Public Health Nursing
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• v.21 no.1
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• pp.85-94
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• 2007

Purpose: This study examined the effects of Interpersonal Relationship Improvement Program Applied MMTIC on self-esteem and interpersonal relationships. Method: The survey was carried out from September to November, 2005. The subjects were 32 middle school students in G City. To test the effects of the Interpersonal Relationship Improvement Program Applied MMTIC, the subjects were divided into two groups, 16 in the experimental group and 16 in the control group. The research design used in this study was a nonequivalent control group pre-test and post-test design in quasi-experimental research. The research tools included MMTIC(Murphy-Meisgeier Type Indicator for Children), self-esteem scale, and interpersonal relationship scale. The collected data was analyzed using Chi-square test, paired t-test, and t-test on the SPSS/WIN 10.0 program. Result: Significant differences were found in the self-esteem scores and interpersonal relationship between the middle school students who had participated in the Interpersonal Relationship Improvement Program Applied MMTIC and those who did not. Conclusion: Therefore, it appears that the Interpersonal Relationship Improvement Program Applied MMTIC is a useful nursing intervention for improving the self-esteem and interpersonal relationships of middle school students.

• Journal of Families and Better Life
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• v.34 no.5
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• pp.135-150
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• 2016

The purpose of this study was to examine the effects of sociotropy, as perceived by college students, and ambivalence over emotional expressiveness on their interpersonal problems. A total of 248 college students (127 males and 121 females) living in Seoul and Gyonggi responded to questionnaires, which included items related to sociotropy, ambivalence over emotional expressiveness, and interpersonal problem. First, college students' sociotropy was correlated with ambivalence over emotional expressiveness and interpersonal problems. It was suggested that people with high level of sociotropy experienced more emotional expressive conflict and interpersonal problems than people with low level of sociotropy. Second, male and female college students' ambivalence over emotional expressiveness partially mediated the relation between sociotropy and move toward other people, one of the interpersonal problem's subtypes. Male college students' ambivalence over emotional expressiveness has fully mediated the relation between sociotropy and move against other people, one of the interpersonal problem's subtypes. And female college students' ambivalence over emotional expressiveness has fully mediated the relation between sociotropy and move away from other people, one of the interpersonal problem's subtypes. According to gender difference, different interpersonal problems appeared. This study's results may provide some important suggestions for interpersonal problems in college students by increasing understanding of multiple dimensions according to their internal tendency and emotional expressiveness.

• Journal of Korean Academy of Nursing
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• v.41 no.6
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• pp.805-813
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• 2011

Purpose: The purpose of this study was to examine the effectiveness of an interpersonal relationship program on interpersonal relationships, self-esteem, and depression in nursing students. Methods: This was a quasi-experiment with a nonequivalent control group pre-posttest design. Sixty-four nursing students participated in the study with 31 in the experimental group and 33 in the control group. They were from 3 different colleges of nursing located in Seoul. The interpersonal relationship program was held 10 times over 10 weeks, taking 90 minutes per session. The interpersonal relationship change scale developed by Schlein and Guemey, Rosenberg's self-esteem scale, and CED-S for depression were the instruments used in the study. The data collection period was from January 4 to March 8, 2011, and the collected data were analyzed with SPSS 14.0 using the $X^2$-test, t-test, and paired t-test. Results: The results showed a significant difference between the experimental group and the control group in terms of the degree of interpersonal relationships, self-esteem, and depression. Conclusion: The results indicate that interpersonal relationship programs have positive effects for improving interpersonal relationships and self-esteem, and decreasing depression in nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.4
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• pp.648-655
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• 2013

Purpose: This study was conducted to investigate the level of interpersonal attachment styles and love styles and to identify the differences of love styles according to interpersonal attachment styles among nursing students. Methods: Data were collected from 510 nursing students using a self-report questionnaire and analyzed by frequencies, Fisher's exact test, t-test, and ANOVA using the SPSS program. Results: In terms of interpersonal attachment styles, secure style was the most prevalent, and fearful style was the second highest in nursing students. There were significant differences in interpersonal attachment styles between upper and lower level nursing students, indicating the highest rate of secure style in the lower grade and the highest rate of fearful style in the upper grade. In love styles, the mean scores for eros and pragma style in nursing students were significantly higher in the upper grade than the lower grade. Love styles according to interpersonal attachment styles showed a significant difference for eros style. Conclusion: Our results might help nursing educators increase their understanding of interpersonal attachment styles and love styles in nursing students and counsel nursing students in interpersonal and romantic relationships. In addition, educational programs addressing interpersonal attachment styles should be developed and applied to nursing students.

• Journal of the Korean Home Economics Association
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• v.44 no.12
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• pp.19-30
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• 2006

The present study investigated the effects of children's cognitive styles on their interpersonal problem solving performances. It examined closely whether children's interpersonal problem solving performances differed depending on their individual cognitive styles such as field independence-field dependence and reflection-impulse cognitive styles. It also examined whether children's interpersonal problem solving performances differed depending on the subjects children interacted with. The subjects were 80 5-and 6-year-old children from three child care centers. Collected data were analyzed with SPSS Win 10.0 and processed statistically using average, standard deviation, and repeated measures design. Children's interpersonal problem solving performances showed differed according to the subjects they interacted with. Children showed better interpersonal problem solving performances with their peers than with adults like teachers or parents. There was a significant positive correlation between children's field independence-field dependence cognitive styles and interpersonal problem solving performances. That is, the more independent children were, the higher their interpersonal problem solving performances were. In addition, there was a partially negative correlation between children's reflection-impulse cognitive styles and interpersonal problem solving performances. The more impulsive children were, the lower the problem solving performances were.