• 한국지역사회생활과학회지
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• 제15권2호
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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.

• 부모자녀건강학회지
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• 제19권1호
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• pp.25-32
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• 2016

Purpose: The purpose of this study was to use the social network analysis to verify the relationship between the interpersonal disposition and interactive characteristics of nursing college students. Five classes, a total of 117 nursing students were included in the study. Methods: The study interaction network centralization, density and in-degree & out-degree centrality were used as indicators for measuring students' study interaction. Also, the students' interpersonal disposition was measured using verified tool. Results: The results indicated that the ordinary type which gave and took the information generally showed the highest proportions in the study interaction network. Also, the empathic-acceptable tendency of social relation domain showed the highest proportions in the interpersonal disposition. Moreover, the students who play the isolate and the carrier role in the study interaction network had no relation with the expression tendency, and the transmitter role play students had no relation with the role tendency. Conclusion: Based on the results, the tutors should consider the students' interpersonal relationship disposition when implementing the instructional strategy in PBL curriculum.

• 한국학교ㆍ지역보건교육학회지
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• 제22권4호
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• pp.39-48
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• 2021

Objectives: The purpose is to prepare measures to effectively improve college life adaptation by identifying relevance between interpersonal relation disposition and college life adaptation, college life stress and college life adaptation for dental hygiene students. Methods: 375 dental hygiene students attending some local universities in Gyeonggi-do were sampled for convenience. The results of this study are as follows. Results: First, As a result of interpersonal relation disposition according to general characteristics, superiority-dominance tendencies were higher in first and third graders, in groups with grades above 4.0 and groups with lower subjective economic levels. And the stress of college life was high for second graders and students with lower grades than 2.0. Second, According to the correlation between factors, governance-dominance, independence-responsibility, sympathy-acceptance, sociable-friendliness, and ostentation-intoxication of interpersonal tendency factors had proportional relationship with college life adaptation, rebellion-distrust and college life stress had inverse relationship. Third, The results of multiple regression analyses to identify factors that affect college students' adaptation to college life were in the order of stress in college life, first grade, sociable-friendliness, second grade, rebellion-distrust. Conclusion: In order to improve college life adaptation, counseling and practical mediation programs should be developed and applied to effectively manage and control the negativity and positivity implied by interpersonal relationships and college life stress.

• 아동학회지
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• 제25권2호
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• pp.109-120
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• 2004

This study examined the effects of Internet addiction on interpersonal relationships. The subjects were selected from 337 secondary school male students and data were collected with questionnaires. Data were analyzed with paired t-test and t-test. Result showed that there is a difference between on-line and off-line interpersonal relationships by Internet addiction. That is, internet addicted adolescents have more positive interpersonal relationships in on-line situations, while normal adolescents do not show any significant difference between on-line and off-line situations.

• 한국가정과교육학회지
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• 제21권4호
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• pp.91-103
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• 2009

본 연구는 청소년들의 성별에 따라 문화성향과 가족건강성을 이해하고, 대인관계 성향과의 관련성을 탐색하는 한편 이들 변인이 대인관계 성향에 미치는 영향력을 알아보고자 하였다. 연구결과 대인관계성향은 성별에 따라 차이가 있었고, 대인관계성향 중 사회관계성향은 남학생은 문화성향 중 수평적-집단주의 성향과 가족건강성의 영향력이 컸고, 여학생은 문화성향 중 수평적-집단주의가 영향력 있게 나타났다. 대인관계 중 표현성향은 남학생의 경우 가족건강성, 문화성향에서 수직적-개인주의, 수평적-개인주의가 영향력이 컸다. 여학생은 수직적-개인주의가 대인관계의 표현성향에 영향력 있는 변수로 나타났다.

• 한국컴퓨터정보학회논문지
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• 제26권8호
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• pp.149-156
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• 2021

본 연구는 보건계열대학생들의 대인관계능력에 대한 대인관계성향 및 정서지능의 영향요인을 조사하기 위하여 2019년 11월 29일부터 12월 16일까지 B시의 일 대학교 간호학과 및 물리치료학과 재학생들에게 질문지조사를 시행하였다. 총 275명의 자료가 수집되었으며 수집된 자료는 SPSS 프로그램을 이용하여 t-test, ANOVA, 상관분석, 다중회귀분석을 수행하였다. 연구결과, 보건계열대학생들의 대인관계능력은 평균 4.10, 8개 대인관계유형 중 사려성-비사려성의 평균점수가 가장 높았으며, 정서지능 평균은 2.73이었다. 보건계열대학생들의 대인관계능력에 대한 유의한 영향을 끼친 대인관계성향은 주도성-동조성, 공격성-비공격성이었고, 설명력은 29.4%였으며, 가장 영향력이 큰 대인관계성향은 주도성-동조성이었다. 또한 대인관계능력에 유의한 영향을 미친 정서지능은 자기감정표현, 타인조절, 동기화였고, 이들의 설명력은 24.0% 이었으며, 가장 영향력이 큰 정서지능은 동기화로 나타났다. 본 연구결과를 토대로 보건계열대학생들의 대인관계능력 향상을 위한 교육에 있어 그들의 대인관계성향과 정서지능 요인을 고려할 것을 제안한다.

• 성인간호학회지
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• 제19권5호
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• pp.70-79
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• 2007

Purpose: This study was to evaluate clinical competence in relation to self-directed learning, critical thinking disposition, and participating in PBL(Problem-Based Learning) group activities of nursing students. Methods: Data were collected from 108 nursing students in Oct. 2006. Results: Clinical competence had a significant positive correlation with self-directed learning, critical thinking disposition, and participation in PBL group activities. There was a significant difference in clinical competence according to interpersonal relationship. Participation in PBL group activities was the most influential factor of clinical competence($R^2$=.34). Also, the influence of clinical competence increased with the addition of self-directed learning($R^2$=.42). Conclusion: It is essential to encourage the self-directed learning and participation in PBL group activities for the improvement of clinical competence. It is relatively important for clinical competence to consider the educational environment systematically.