Analysis of communication skill and interpersonal problem solving in preschool trainees

Arslan, Emel

doi:10.2224/sbp.2010.38.4.523

Cited by 14 publications

(8 citation statements)

References 5 publications

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“…The need to express the desire to help individuals believe that they have the ability to solve problems with the help of others. Communication skills also help individuals develop effective and efficient social problem-solving (Arslan, 2010;Egeci & Gencoz, 2011;Lau, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…Furthermore, it is also emphasized that communication skills are one of the crucial contents taught in the family and have been seen by individuals since childhood (Arslan, 2010;Samadi & Sohrabi, 2016). When families, especially parents, are able to teach good communication skills to their children, they develop into confident individuals, especially Note: 1 = social problem-solving, 2 = neuroticism, 3 = secure attachment, 4 = communication skill -family, 5 = self-esteem *= p < 0,05, **= p < 0,01…”

Section: Resultsmentioning

confidence: 99%

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Social Problem-Solving in Freshmen: The Role of Emotional Stability, Secure Attachment, Communication Skill, and Self-Esteem

et al. 2021

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Freshmen during the pandemic faced some complex problems during their transition, including adjustments to the online lecture system and independent learning, task demands, and limited social interaction with lecturers and classmates. This condition required the ability to solve problems effectively and efficiently. The purpose of this research was to determine how emotional stability, secure attachment, communication skills, and self-esteem influence social problem-solving. Participants in this research were 702 first-year students from university X who were active and domiciled in the Jakarta Greater Area and several other cities. The measuring instruments used were the Social Problem-Solving Inventory-Revised Short-Form, the Self-Esteem Scale, the Interpersonal Communication Scale, the Indonesian version of the Big Five Inventory for neuroticism, and the Secure Attachment Scale. The data was collected through an online questionnaire. The data analysis technique used hierarchical regression. The results show that emotional stability in the form of low neuroticism has a strong effect on social problem-solving, and this effect is stronger when the secure attachment variables and communication skills are taken into the analysis. When self-esteem is included as the last variable, secure attachment no longer affects social problem-solving. However, the total influence is simultaneously getting stronger.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Social Problem-Solving in Freshmen: The Role of Emotional Stability, Secure Attachment, Communication Skill, and Self-Esteem

et al. 2021

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“…Turer [9] indicated that there must be a desire to fulfil a need emanating from the PS solution by participants. Arslan [10] found that a negative relationship towards PS could occur with poor communication skills, coupled with a lack of self-confidence which could negate a persistent persevering approach required to solve problems. On the other hand, Karami et al [11] found that a significant enhancement was made to ITT's subject knowledge when they employed problem based learning in their practice.…”

Section: B Problem Solving and Motivationmentioning

confidence: 99%

Implementing a cross-curricular digital project into a PGCE computer science initial teacher education course

Wilkinson

2017

2017 Intelligent Systems Conference (IntelliSys)

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“…2010, Loy. 2006, Korkut.1996, Arslan. 2010, Chory, & McCroskey.1999, McCroskey, Richmond, & Bennett.…”

Section: The Instrumentmentioning

confidence: 99%

Evaluating the Communication Skills for Teachers of Business Subjects in Secondary Education in the Kingdom of Bahrain

Abouzeid¹

2014

JEPS

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The aim of this study is to determine the level of self-evaluation of communication skills for teachers of business subjects in secondary education according to gender, subject and years of experience. To achieve these objectives, the researcher depended on the following: review the literature, the results of previous studies, preparing the self-evaluation of communication skills scale (SECSS) for (speaking, listening 30 Items), 15 for speaking, and 15 for listening. Then, the scale was applied on (117) teachers of business subjects (74 Female and 43 Male). The study came out with many results including: the level of self-evaluation of the communication skills (listening & Speaking skills) for teachers of business subjects in secondary education on the scale throughout the sample as a whole, according to gender, according to subjects except Economics and years of experience was not satisfactory. Similarly, the level of self-evaluation of the communication skills for teachers of business subjects in secondary education on speaking skills for the whole sample, or according to gender, or subjects and years of experience was not satisfactory. However, the level of self-evaluation of the communication skills for teachers of business subjects in secondary education on listening skills for male teaching Economics and Art of Selling, with less than 5 years and more than 5 years experience was satisfactory. The level of self-evaluation of the communication skills for teachers of business subjects in secondary education on listening skills for the sample as a whole, or female, or teachers teaching Accounting, IT, and Law with experience less than 3 years was not satisfactory. There were no statistically significant differences in communication skills for teachers of business subjects in secondary education in the Kingdom of Bahrain according to gender, subject and years of experience. The study contained recommendations to develop communication skills for teachers of business subjects in secondary education in the Kingdom of Bahrain.

show abstract

Analysis of communication skill and interpersonal problem solving in preschool trainees

Cited by 14 publications

References 5 publications

Social Problem-Solving in Freshmen: The Role of Emotional Stability, Secure Attachment, Communication Skill, and Self-Esteem

Social Problem-Solving in Freshmen: The Role of Emotional Stability, Secure Attachment, Communication Skill, and Self-Esteem

Implementing a cross-curricular digital project into a PGCE computer science initial teacher education course

Evaluating the Communication Skills for Teachers of Business Subjects in Secondary Education in the Kingdom of Bahrain

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