Interpersonal skills scale: Development and validation in urbanized sample of adolescents

Abstract

Interpersonal skills play a vital role in the growth and development of adolescents. The current study explored the experience and manifestation of interpersonal skills in Pakistani adolescents. In phase I, using open‐ended phenomenological approach, key components of interpersonal skills were elicited from 32 adolescents (boys = 16; girls = 16) aged 11–19 years (M = 14.48; SD = 1.06). In phase II, Content Validity Index for items (I‐CVIs) and scale (S‐CVI) was established. In phase III, pilot testing was carried out on 21 adolescents (boys = 11; girls = 10). In Phase IV, a sample of 674 adolescents (boys = 47%; girls = 53%) aged 11–19 years (M = 14.88; SD = 1.33) were tested for psychometric properties of Interpersonal Skills Scale along with Social Intelligence Scale for Adolescents and Self‐Esteem Scale for Children. Exploratory Factor Analysis (n = 221) generated three factors of the Interpersonal Skills Scale social engagement, sociability, and social etiquettes. Confirmatory Factor Analysis (n = 453) also supported the three‐factor structure of the Interpersonal Skills Scale. Furthermore, the scale found to have high internal consistency, construct validity, discriminant validity, split‐half reliability, and test–retest reliability. The results are discussed in the light of factorial structure in the Pakistani cultural context.

The Scale Development of Adolescents Parent’s Self-Efficacy: A Psychometric Approach

“…Therefore, they keep an eye on their activities and exercise control where required. This is not new to Pakistani culture where independence and autonomy are given to individuals at a later age depending upon gender and parental beliefs (Zahra et al, 2021). In this linking, an interesting finding was also revealed in the current study which the negative correlation of teaching autonomy factor with total score of parental self-efficacy and rest of the factors.…”

“…Concept may be general but the expression is specific to culture. According to Zahra et al (2021), individualistic cultures promote growth of the self, reliance on oneself and independence; while collectivistic cultures promote conformity to social norms and group values. Parents in collectivistic cultures promote interpersonal skills and prosocial behaviour in children (helping, sharing, cooperating & politeness).…”

Interpersonal Problems as Mediator Between Parental Rearing Styles and Internalizing-Externalizing Problems in Adolescents

“…The adolescence period is marked by many rapidly changing social and emotional world including changing gender role identification, pubertal changes, increased parental involvement and expectations, and defining the unique sense of identity (Erikson, 1968;Ma, Siu, & Tse, 2018;Zahra, Saleem, Subhan, & Mahmood, 2021) and these demands and expectations increase the risk for developing internalizing-externalizing problems in adolescents (Saleem & Mahmood, 2011) which lead to poor academic achievement, high dropout rate, social incompetence and difficulties, low self-esteem, loneliness, and lower level of well-being in future (Agh et al, 2016;Kumar, 2019;Polanczyk, Salum, Sugaya, Caye, & Rohde, 2015;Selamu & Singhe, 2018;Sutherland, 2018;Wagner et al, 2017). Therefore, if these internalizing-externalizing problems are not addressed and handled at the initial stages, may lead to serious emotional, psychological, behavioral, and academic dysfunctionality and later pathologies (McLaughlin et al, 2015).…”

“…The expansion of the social world and developing interpersonal relationships is another developmental task of adolescence (Mestre, Carlo, Samper, Malonda, & Mestre, 2019;Zahra et al, 2021). Physical maturity increased autonomy, perspective-taking, and learning of moral reasoning allow adolescents to expand social interaction and develop dynamic relationships (Bester, 2019;Bowlby, 1973).…”

“…Vygotsky (1978) postulated that social interaction is essential for children's development to acquire acceptable and new social skills and behaviors. Successful adjustment to the social world assists adolescents in the development of new interpersonal skills that facilitate social growth and development (Backman, Laajasalo, Jokela, & Aronen, 2018;Jhang, 2017;Zahra et al, 2021). However, failure in learning new social skills leads them towards numerous personal, interpersonal, and emotional problems (Elsina & Martinsone, 2020;Hamilton et al, 2016).…”