The Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacy

Article excerpt


The purpose of this study was to examine communication skills, interpersonal problem solving skills, and social self-efficacy perception of adolescents and the predictive role of communication skills and interpersonal problem solving skills on social self-efficacy. This study is a quantitative and relational study aimed at examining the relationships among communication skills, interpersonal problem solving skills, and social self-efficacy. The study group was comprised of 494 (226 females; 268 males) randomly selected high school students studying in different high schools in Mugla, Turkey. The data were collected using the Communication Skills Inventory, Interpersonal Problem Solving Inventory, and Social Self-Efficacy Expectation Scale for Adolescents. Pearson Product-Moment Correlation analysis was employed to search for relationships among communication skills, interpersonal problem solving skills, and social self-efficacy; multiple hierarchical regression analysis was also used for explaining social self-efficacy. The findings showed that the communication skills and interpersonal problem solving skills were found to be significantly correlated to social self-efficacy and communication skills and interpersonal problem solving skills important predictors of social self-efficacy.

Key Words

Communication Skills, Interpersonal Problem Solving Skills, Social Self-Efficacy, Adolescents.

Adolescence is the period and process of development from childhood to adulthood. It is a period demanding significant adjustment to the physiological, cognitive, psychological, and social changes which distinguish childhood behaviour from adult behaviour. These changes affect the personality and adjustment in later life. During adolescence, communication with other people is very important for adolescents (Muuss, 1996). Communication is one of the most basic elements of human functioning, because it is the cornerstone of strong, healthy interpersonal relationships. Interpersonal relationships begin and develop through communication. The quality of communication has a direct impact on the quality of the interpersonal relationships. And the quality of these interpersonal relationships often affects how they feel about themselves, it's easy to understand why effective communication in interpersonal relationships is so important. The use of effective communication skills is an important interpersonal competency. Interpersonal competence involves the development of communication skills. Interpersonal competence also involves the ability to engage effectively in complex interpersonal interaction and to use and understand people effectively. People in an interpersonal relationship tend to influence each other, share their thoughts and feelings, and engage in activities together. Because of this interdependence, most things that change or impact one member of the relationship will have some level of impact on the other member. A relationship is normally viewed as a connection between two individuals, such as intimate relationship, parent-child relationship, or a teacher- student relationship. Without effective communication, a message can turn into error, misunder standing, or frustration. And interpersonal relationship problems arise when messages on either end are misunderstood (Cüceloðlu, 2004; Demirci, 2002; Korkut, 2004; Özerbaþ, Bulut, & Usta, 2007; Özgüven, 2001; Þimþek, 2003; Yüksel-Þahin, 1997). In today's world one of the most common problems that an individual experience is interpersonal relationships. The problems that are faced in interpersonal relationships affect individuals quite deeply and stand as one of the most important issues in their lives. Problem solving has been defined as the cognitive-affective-behavioral process by which people identify, discover, or invent effective or adaptive coping responses for specific problematic situations (Çilingir, 2006; Dökmen, 1997; D'Zurilla & Nezu, 1982, 1990; D'Zurilla, Maydeu-Olivares, & Kant, 1998; Goffin & Tull, 1985; Heppner & Krauskopf, 1987; Horowitz, Rosenberg, & Bartholomew, 1993; Kruger, 1997; Maydeu-Olivares, & D'zurilla, 1996; Maydeu-Olivares, Rodriguez-Fornells, Gomez-Benito, & D'Zurilla, 2000; Öðülmüþ, 2006; Pellegrini & Urbain, 1986; Yüksel, 2008). …


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