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

By Erozkan, Atilgan | Kuram ve Uygulamada Egitim Bilimleri, Spring 2013 | Go to article overview

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


Erozkan, Atilgan, Kuram ve Uygulamada Egitim Bilimleri


Abstract

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). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

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

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.