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interpersonal communication</title> <meta name="description" content="Search results for: interpersonal communication"> <meta name="keywords" content="interpersonal communication"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="interpersonal communication"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4406</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: interpersonal communication</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4406</span> Developing Measurement Model of Interpersonal Skills of Youth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Yusri%20Ibrahim">Mohd Yusri Ibrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although it is known that interpersonal skills are essential for personal development, the debate however continues as to how to measure those skills, especially in youths. This study was conducted to develop a measurement model of interpersonal skills by suggesting three construct namely personal, skills and relationship; six function namely self, perception, listening, conversation, emotion and conflict management; and 30 behaviours as indicators. This cross-sectional survey by questionnaires was applied in east side of peninsula of Malaysia for 150 respondents, and analyzed by structural equation modelling (SEM) by AMOS. The suggested constructs, functions and indicators were consider accepted as measurement elements by observing on regression weight for standard loading, average variance extracted (AVE) for convergent validity, square root of AVE for discriminant validity, composite reliability (CR), and at least three fit indexes for model fitness. Finally, a measurement model of interpersonal skill for youth was successfully developed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20communication" title="interpersonal communication">interpersonal communication</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20skill" title=" interpersonal skill"> interpersonal skill</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20skill" title=" communication skill"> communication skill</a> </p> <a href="https://publications.waset.org/abstracts/61128/developing-measurement-model-of-interpersonal-skills-of-youth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61128.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">314</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4405</span> Interpersonal Communication Competence and Organizational Trust as Predictors of Psychological Wellbeing of Medical Practitioners in Imo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ethelbert%20C.%20Njoku">Ethelbert C. Njoku</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The primary determination of any individual is the achievement of wholesome health. This is applicable to the government too. This desire becomes a reality with the efforts of medical practitioners who work day and night to ensure that the health of people is not compromised in any form. To achieve this laudable goal, the psychological wellbeing of the practitioners must be unparalleled. They must be psychologically fit in order to deliver as expected. More so, the organization must be able to provide the basic ingredients of trust in the daily management of the organization. Significantly, proper Interpersonal Communication Competence remains a necessity in the overall realization of this goal. 200 participants took part in the study, and they were selected through convenient sampling method from hospitals in Imo State. The current study adopted cross sectional survey design in trying to find out if Interpersonal Communication Competence and Organizational Trust can predict Psychological Wellbeing of medical practitioners in Imo State. Standard Multiple Regression Analysis was used for data analysis. Interestingly, the results indicate that interpersonal communication competence and organizational trust predicted psychological wellbeing among medical practitioners. The implication of this study hinges on the fact that since Interpersonal Communication Competence and Organizational Trust are important for psychological wellbeing of medical practitioners, the government and managers should try to provide opportunities that enhance these variables in the organization for the psychological wellbeing of medical practitioners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20communication%20competence" title="interpersonal communication competence">interpersonal communication competence</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20practitioners" title=" medical practitioners"> medical practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20trust" title=" organizational trust"> organizational trust</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20wellbeing" title=" psychological wellbeing"> psychological wellbeing</a> </p> <a href="https://publications.waset.org/abstracts/110186/interpersonal-communication-competence-and-organizational-trust-as-predictors-of-psychological-wellbeing-of-medical-practitioners-in-imo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110186.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">159</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4404</span> The Decision to Remit is a Matter of Interpersonal Trust</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Kasmaoui">Kamal Kasmaoui</a>, <a href="https://publications.waset.org/abstracts/search?q=Farid%20Makhlouf"> Farid Makhlouf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article seeks to assess the role of the level of interpersonal trust in a country in the remittance landscape. Using historical data from the 2010-2014 wave of the World Value Survey (WVS) for interpersonal trust, our findings underline the substitution role played by the interpersonal trust with remittances. More accurately, remittances tend to drop when the rate of interpersonal trust in the country of origin is high. Overall, a rise in trust is likely to underpin social cohesion, limiting, therefore, the need for remittances. These results are still fairly solid and unambiguous after controlling for confounding factors and possible reverse causality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20trust" title="interpersonal trust">interpersonal trust</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title=" social capital"> social capital</a>, <a href="https://publications.waset.org/abstracts/search?q=remittances" title=" remittances"> remittances</a>, <a href="https://publications.waset.org/abstracts/search?q=2SLS" title=" 2SLS"> 2SLS</a> </p> <a href="https://publications.waset.org/abstracts/162835/the-decision-to-remit-is-a-matter-of-interpersonal-trust" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162835.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">174</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4403</span> Effects of Handheld Video Games on Interpersonal Relationships: A Two-Wave Panel Study on Elementary School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kanae%20Suzuki">Kanae Suzuki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Handheld video games are popular communication tools among Japanese elementary school students today. This study aims to examine the effects of the use of handheld video games on interpersonal relationships of the students in real and virtual worlds. A two-wave panel survey was conducted for students of ten elementary schools at an interval of approximately six months. The survey questionnaire included questions about the average amount of time spent playing a handheld video game during the past one month, the frequency of communication with players during game play, and the interpersonal relationships, such as the number of real and virtual friends the students have. A multiple regression model was constructed for 324 students to examine causal relationships. The results indicated that the more frequently the students communicated with other players while playing games, the number of the real friends tended to increase. In contrast, no significant effect of the total time spent playing games was found on interpersonal relationships. The findings suggested that communication during game play is an important factor for improving interpersonal relationships of this age group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=real%20friend" title=" real friend"> real friend</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20adjustment" title=" social adjustment"> social adjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20friend" title=" virtual friend"> virtual friend</a> </p> <a href="https://publications.waset.org/abstracts/38747/effects-of-handheld-video-games-on-interpersonal-relationships-a-two-wave-panel-study-on-elementary-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38747.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">491</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4402</span> To Remit or not to Remit: It is a Question of Interpersonal Trust</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kasmaoui%20Kamal">Kasmaoui Kamal</a>, <a href="https://publications.waset.org/abstracts/search?q=Makhlouf%20farid"> Makhlouf farid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article seeks to assess the role of the level of interpersonal trust in a country in the remittance landscape. Using historical data from the 2010-2014 wave of the World Value Survey (WVS) for interpersonal trust, our findings underline the substitution role played by the interpersonal trust with remittances. More accurately, remittances tend to drop when the rate of interpersonal trust in the country of origin is high. Overall, a rise in trust is likely to underpin social cohesion, limiting, therefore, the need for remittances. These results are still fairly solid and unambiguous after controlling for confounding factors and possible reverse causality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20trust" title="interpersonal trust">interpersonal trust</a>, <a href="https://publications.waset.org/abstracts/search?q=remittances" title=" remittances"> remittances</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title=" social capital"> social capital</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cohesion" title=" social cohesion"> social cohesion</a> </p> <a href="https://publications.waset.org/abstracts/162817/to-remit-or-not-to-remit-it-is-a-question-of-interpersonal-trust" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162817.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">102</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4401</span> Communication Apprehension among College Students in United Arab Emirates: A Case Study of Undergraduate Students of Abu Dhabi University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nunna%20Venkata%20Prasad">Nunna Venkata Prasad</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Amoke%20Folarin"> Maryam Amoke Folarin</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ali%20Shaukat%20Sham"> Muhammad Ali Shaukat Sham </a> </p> <p class="card-text"><strong>Abstract:</strong></p> A quantitative investigation was conducted to explore the communication apprehension among undergraduate students of Abu Dhabi University. Communication apprehension (CA) is an individual’s level of fear or anxiety associated with either real or anticipated communication with another person or persons. All individuals experience some level of communication apprehension. A total of 100 participants selected through a stratified sampling method, which includes 50 males and 50 females participated in the study. The research was conducted by distributing the personal report of communication apprehension questionnaire, randomly amongst these students. Results were affirmative with previous researches conducted. Demographics, age, or college year did not make any significant differences amongst the undergraduate students. More students were found to have high CA with public speaking rather than other scenarios. And lesser students were found to have high CA level with one-on-one conversations although a significant number of them still tested to have high CA with interpersonal communications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20apprehension" title="communication apprehension">communication apprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20communication" title=" interpersonal communication"> interpersonal communication</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20communication" title=" oral communication"> oral communication</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20speaking" title=" public speaking"> public speaking</a> </p> <a href="https://publications.waset.org/abstracts/105232/communication-apprehension-among-college-students-in-united-arab-emirates-a-case-study-of-undergraduate-students-of-abu-dhabi-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105232.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4400</span> “I” on the Web: Social Penetration Theory Revised</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dr.%20Dionysis%20Panos%0D%0ADpt.%20Communication">Dr. Dionysis Panos Dpt. Communication</a>, <a href="https://publications.waset.org/abstracts/search?q=Internet%20Studies%0D%0ACyprus%20University%20of%20Technology">Internet Studies Cyprus University of Technology</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The widespread use of New Media and particularly Social Media, through fixed or mobile devices, has changed in a staggering way our perception about what is “intimate" and "safe" and what is not, in interpersonal communication and social relationships. The distribution of self and identity-related information in communication now evolves under new and different conditions and contexts. Consequently, this new framework forces us to rethink processes and mechanisms, such as what "exposure" means in interpersonal communication contexts, how the distinction between the "private" and the "public" nature of information is being negotiated online, how the "audiences" we interact with are understood and constructed. Drawing from an interdisciplinary perspective that combines sociology, communication psychology, media theory, new media and social networks research, as well as from the empirical findings of a longitudinal comparative research, this work proposes an integrative model for comprehending mechanisms of personal information management in interpersonal communication, which can be applied to both types of online (Computer-Mediated) and offline (Face-To-Face) communication. The presentation is based on conclusions drawn from a longitudinal qualitative research study with 458 new media users from 24 countries for almost over a decade. Some of these main conclusions include: (1) There is a clear and evidenced shift in users’ perception about the degree of "security" and "familiarity" of the Web, between the pre- and the post- Web 2.0 era. The role of Social Media in this shift was catalytic. (2) Basic Web 2.0 applications changed dramatically the nature of the Internet itself, transforming it from a place reserved for “elite users / technical knowledge keepers" into a place of "open sociability” for anyone. (3) Web 2.0 and Social Media brought about a significant change in the concept of “audience” we address in interpersonal communication. The previous "general and unknown audience" of personal home pages, converted into an "individual & personal" audience chosen by the user under various criteria. (4) The way we negotiate the nature of 'private' and 'public' of the Personal Information, has changed in a fundamental way. (5) The different features of the mediated environment of online communication and the critical changes occurred since the Web 2.0 advance, lead to the need of reconsideration and updating the theoretical models and analysis tools we use in our effort to comprehend the mechanisms of interpersonal communication and personal information management. Therefore, is proposed here a new model for understanding the way interpersonal communication evolves, based on a revision of social penetration theory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20media" title="new media">new media</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20communication" title=" interpersonal communication"> interpersonal communication</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20penetration%20theory" title="social penetration theory">social penetration theory</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20exposure" title=" communication exposure"> communication exposure</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20information" title=" private information"> private information</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20information" title=" public information"> public information</a> </p> <a href="https://publications.waset.org/abstracts/12145/i-on-the-web-social-penetration-theory-revised" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12145.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4399</span> The Effectiveness of Virtual Reality Training for Improving Interpersonal Communication Skills: An Experimental Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Twinkle%20Sara%20Joseph">Twinkle Sara Joseph</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Virtual reality technology has emerged as a revolutionary power that can transform the education sector in many ways. VR environments can break the boundaries of the traditional classroom setting by immersing the students in realistic 3D environments where they can interact with virtual characters without fearing being judged. Communication skills are essential for every profession, and studies suggest the importance of implementing basic-level communication courses at both the school and graduate levels. Interpersonal communication is a skill that gains prominence as it is required in every profession. Traditional means of training have limitations for trainees as well as participants. The fear of being judged, the audience interaction, and other factors can affect the performance of a participant in a traditional classroom setting. Virtual reality offers a unique opportunity for its users to participate in training that does not set any boundaries that prevent the participants from performing in front of an audience. Specialised applications designed in VR headsets offer a range of training and exercises for participants without any time, space, or audience limitations. The present study aims at measuring the effectiveness of VR training in improving interpersonal communication skills among students. The study uses a mixed-method approach, in which a pre-and post-test will be designed to measure effectiveness. A preliminary selection process involving a questionnaire and a screening test will identify suitable candidates based on their current communication proficiency levels. Participants will undergo specialised training through the VR application Virtual Speech tailored for interpersonal communication and public speaking, designed to operate without the traditional constraints of time, space, or audience. The training's impact will subsequently be measured through situational exercises to engage the participants in interpersonal communication tasks, thereby assessing the improvement in their skills. The significance of this study lies in its potential to provide empirical evidence supporting VR technology's role in enhancing communication skills, thereby offering valuable insights for integrating VR-based methodologies into educational frameworks to prepare students more effectively for their professional futures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=VR%20training" title=" VR training"> VR training</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20communication" title=" interpersonal communication"> interpersonal communication</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20skills" title=" communication skills"> communication skills</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20environments" title=" 3D environments"> 3D environments</a> </p> <a href="https://publications.waset.org/abstracts/185330/the-effectiveness-of-virtual-reality-training-for-improving-interpersonal-communication-skills-an-experimental-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185330.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4398</span> Interpersonal Competence Related to the Practice Learning of Occupational Therapy Students in Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lik%20Hang%20Gary%20Wong">Lik Hang Gary Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Practice learning is crucial for preparing the healthcare profession to meet the real challenge upon graduation. Students are required to demonstrate their competence in managing interpersonal challenges, such as teamwork with other professionals and communicating well with the service users, during the placement. Such competence precedes clinical practice, and it may eventually affect students' actual performance in a clinical context. Unfortunately, there were limited studies investigating how such competence affects students' performance in practice learning. Objectives: The aim of this study is to investigate how self-rated interpersonal competence affects students' actual performance during clinical placement. Methods: 40 occupational therapy students from Hong Kong were recruited in this study. Prior to the clinical placement (level two or above), they completed an online survey that included the Interpersonal Communication Competence Scale (ICCS) measuring self-perceived competence in interpersonal communication. Near the end of their placement, the clinical educator rated students’ performance with the Student Practice Evaluation Form - Revised edition (SPEF-R). The SPEF-R measures the eight core competency domains required for an entry-level occupational therapist. This study adopted the cross-sectional observational design. Pearson correlation and multiple regression are conducted to examine the relationship between students' interpersonal communication competence and their actual performance in clinical placement. Results: The ICCS total scores were significantly correlated with all the SPEF-R domains, with correlation coefficient r ranging from 0.39 to 0.51. The strongest association was found with the co-worker communication domain (r = 0.51, p < 0.01), followed by the information gathering domain (r = 0.50, p < 0.01). Regarding the ICCS total scores as the independent variable and the rating in various SPEF-R domains as the dependent variables in the multiple regression analyses, the interpersonal competence measures were identified as a significant predictor of the co-worker communication (R² = 0.33, β = 0.014, SE = 0.006, p = 0.026), information gathering (R² = 0.27, β = 0.018, SE = 0.007, p = 0.011), and service provision (R² = 0.17, β = 0.017, SE = 0.007, p = 0.020). Moreover, some specific communication skills appeared to be especially important to clinical practice. For example, immediacy, which means whether the students were readily approachable on all social occasions, correlated with all the SPEF-R domains, with r-values ranging from 0.45 to 0.33. Other sub-skills, such as empathy, interaction management, and supportiveness, were also found to be significantly correlated to most of the SPEF-R domains. Meanwhile, the ICCS scores correlated differently with the co-worker communication domain (r = 0.51, p < 0.01) and the communication with the service user domain (r = 0.39, p < 0.05). It suggested that different communication skill sets would be required for different interpersonal contexts within the workplace. Conclusion: Students' self-perceived interpersonal communication competence could predict their actual performance during clinical placement. Moreover, some specific communication skills were more important to the co-worker communication but not to the daily interaction with the service users. There were implications on how to better prepare the students to meet the future challenge upon graduation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20competence" title="interpersonal competence">interpersonal competence</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20education" title=" clinical education"> clinical education</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20professional%20education" title=" healthcare professional education"> healthcare professional education</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title=" occupational therapy"> occupational therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy%20students" title=" occupational therapy students"> occupational therapy students</a> </p> <a href="https://publications.waset.org/abstracts/145367/interpersonal-competence-related-to-the-practice-learning-of-occupational-therapy-students-in-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145367.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4397</span> Undergraduates' Development of Interpersonal and Cooperative Competence in Service-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huixuan%20Xu">Huixuan Xu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was set out to investigate the extent to which and how service-learning fostered a sample of 138 Hong Kong undergraduates’ interpersonal competence and cooperative orientation development. Interpersonal competence is presented when an individual shows empathy with others, provides intelligent advice to others and has practical judgment. Cooperative orientation reflects individuals’ willingness to work with others to achieve common goals. A quality service-learning programme may exhibit the features of provision of meaningful service, close link to curriculum, continuous reflection, youth voice, and diversity. Mixed methods were employed in the present study. Pre-posttest survey was administered to capture individual undergraduates’ development of interpersonal competence and cooperative orientation over a period of four months. The respondents’ evaluation of service-learning elements was administered in the post-test survey. Focus groups were conducted after the end of the service-learning to further explore how the certain service-learning elements promoted individual undergraduates’ development of interpersonal competence and cooperative orientation. Three main findings were reported from the study. (1) The scores of interpersonal competence increased significantly from the pretest to the posttest, while the change of cooperative orientation was not significant. (2) Cooperative orientation and interpersonal competence were correlated positively with the overall course quality respectively, which suggested that the more a service-learning course complied with quality practice, the students became more competent in interpersonal competence and cooperative orientation. (3) The following service-learning elements showed higher impacts: (a) direct contact with service recipients, which engaged students in practicing interpersonal skills; (b) individual participants’ being exposed to a situation that required communication and dialogue with people from diverse backgrounds with different views; (c) experiencing interpersonal conflicts among team members and having the conflicts solved; (d) students’ taking a leading role in a project-based service. The present study provides compelling evidence about what elements in a service-learning program may foster undergraduates’ development of cooperative orientation and interpersonal competence. Implications for the design of service-learning programmes are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=undergraduates" title="undergraduates">undergraduates</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20competence" title=" interpersonal competence"> interpersonal competence</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperation%20orientation" title=" cooperation orientation"> cooperation orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=service-learning" title=" service-learning"> service-learning</a> </p> <a href="https://publications.waset.org/abstracts/78937/undergraduates-development-of-interpersonal-and-cooperative-competence-in-service-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78937.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4396</span> Advancing Communication Theory in the Age of Digital Technology: Bridging the Gap Between Traditional Models and Emerging Platforms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sidique%20Fofanah">Sidique Fofanah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the intersection of traditional communication theories and modern digital technologies, analyzing how established models adapt to contemporary communication platforms. It examines the evolving nature of interpersonal, group, and mass communication within digital environments, emphasizing the role of social media, AI-driven communication tools, and virtual reality in reshaping communication paradigms. The paper also discusses the implications for future research and practice in communication studies, proposing an integrated framework that accommodates both classical and emerging theories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20models" title=" traditional models"> traditional models</a>, <a href="https://publications.waset.org/abstracts/search?q=emerging%20platforms" title=" emerging platforms"> emerging platforms</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20media" title=" digital media"> digital media</a> </p> <a href="https://publications.waset.org/abstracts/189684/advancing-communication-theory-in-the-age-of-digital-technology-bridging-the-gap-between-traditional-models-and-emerging-platforms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189684.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">26</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4395</span> The Effect of Peer Support to Interpersonal Problem Solving Tendencies and Skills in Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20%C3%96zl%C3%BCk">B. Özlük</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Karaaslan"> A. Karaaslan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study has been conducted as a supplementary and relationship seeking study with the purpose of measuring the tendency and success of support among peers amid nursing students studying at university in solving interpersonal problems. The population of the study (N:279) is comprised of nursing students who are studying at one state and one private university in the province of Konya, while its sample is comprised of 231 nursing students who agreed to take part in the study voluntarily. As a result of this study, it has been determined that the peer support and interpersonal problem solving characteristics among students were at medium levels and that the interpersonal problem solving skills of students studying in the third year were higher than those of first and second year students. While the interpersonal problem solving characteristics of students who are aged 20 and over were found to be higher, no difference could be determined in terms of the interpersonal problem solving skills and tendencies among students, based on their gender and where they reside. A positive – to a medium degree – and significant relationship was determined between peer support and interpersonal problem solving skills, and it is possible to say that as peer support increases, so do the skills and tendencies to solve problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title="nursing students">nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20support" title=" peer support"> peer support</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20problem" title=" interpersonal problem"> interpersonal problem</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving"> problem solving</a> </p> <a href="https://publications.waset.org/abstracts/54136/the-effect-of-peer-support-to-interpersonal-problem-solving-tendencies-and-skills-in-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54136.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">270</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4394</span> The Relationships between Second Language Proficiency (L2) and Interpersonal Relationships of Students and Teachers: Pilot Study in Wenzhou-Kean University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hu%20Yinyao">Hu Yinyao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning and using a second language have become more and more common in daily life. Understanding the complexity of second language proficiency can help students develop their interpersonal relationships with their friends and professors, even enhancing intimacy. This paper examines Wenzhou-Kean University students' second language proficiency and interpersonal relationships. The purpose of the research was to explore the relationship between second language proficiency, extent of intimacy, and interpersonal relationships of the 100 Wenzhou-Kean University students. A mixed methodology was utilized in the research study. Student respondents from Wenzhou-Kean University were chosen randomly by using random sampling. The data analysis used descriptive data in terms of figures and thematical data in the table. The researcher found that Wenzhou-Kean University’s students have shown lower intermediate level of second language proficiency and that their intimacy is middle when using a second language. Especially when talking about some sensitive topics, students tend not to use a second language due to low proficiency. This research project has a strong implication on interpersonal relationships and second language proficiency. The outcome of the study would be greatly helpful to enhance the interpersonal relationship and intimacy between students and students, students and professors who use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Interpersonal%20relationship" title="Interpersonal relationship">Interpersonal relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20proficiency" title=" second language proficiency"> second language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=intimacy" title=" intimacy"> intimacy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=univeristy%20students" title=" univeristy students"> univeristy students</a> </p> <a href="https://publications.waset.org/abstracts/183155/the-relationships-between-second-language-proficiency-l2-and-interpersonal-relationships-of-students-and-teachers-pilot-study-in-wenzhou-kean-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183155.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">43</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4393</span> Influence of Interpersonal Communication on Family Planning Practices among Rural Women in South East Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinwe%20Okpoko">Chinwe Okpoko</a>, <a href="https://publications.waset.org/abstracts/search?q=Vivian%20%20Atasie"> Vivian Atasie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the leading causes of death amongst women of child-bearing age in southeast Nigeria is pregnancy. Women in the reproductive age group die at a higher rate than men of the same age bracket. Furthermore, most maternal deaths occur among poor women who live in rural communities, and who generally fall within the low socio-economic group in society. Failure of policy makers and the media to create the strategic awareness and communication that conform with the sensibilities of this group account, in part, for the persistence of this malaise. Family planning (FP) is an essential component of safe motherhood, which is designed to ensure that women receive high-quality care to achieve an optimum level of health of mother and infant. The aim is to control the number of children a woman can give birth to and prevent maternal and child mortality and morbidity. This is what sustainable development goal (SDG) health target of World Health Organization (WHO) also strives to achieve. FP programmes reduce exposure to the risks of child-bearing. Indeed, most maternal deaths in the developing world can be prevented by fully investing simultaneously in FP and maternal and new-born care. Given the intrinsic value of communication in health care delivery, it is vital to adopt the most efficacious means of awareness creation and communication amongst rural women in FP. In a country where over 50% of her population resides in rural areas with attendant low-level profile standard of living, the need to communicate health information like FP through indigenous channels becomes pertinent. Interpersonal communication amongst family, friends, religious groups and other associations, is an efficacious means of communicating social issues in rural Africa. Communication in informal settings identifies with the values and social context of the recipients. This study therefore sought to determine the place of interpersonal communication on the knowledge of rural women on FP and how it influences uptake of FP. Descriptive survey design was used in the study, with interviewer administered questionnaire constituting the instrument for data collection. The questionnaire was administered on 385 women from rural communities in southeast Nigeria. The results show that majority (58.5%) of the respondents agreed that interpersonal communication helps women understand how to plan their family size. Many rural women (82%) prefer the short term natural method to the more effective modern contraceptive methods (38.1%). Husbands’ approval of FP, as indicated in the Mean response of 2.56, is a major factor that accounts for the adoption of FP messages among rural women. Socio-demographic data also reveal that educational attainment and/or exposure influenced women’s acceptance or otherwise of FP messages. The study, therefore, recommends amongst others, the targeting of husbands in subsequent FP communication interventions, since they play major role on contraceptive usage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20planning" title="family planning">family planning</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20communication" title=" interpersonal communication"> interpersonal communication</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20interaction" title=" interpersonal interaction"> interpersonal interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20communication" title=" traditional communication"> traditional communication</a> </p> <a href="https://publications.waset.org/abstracts/123577/influence-of-interpersonal-communication-on-family-planning-practices-among-rural-women-in-south-east-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123577.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4392</span> The Relationship between Interpersonal Relationship and the Subjective Well-Being of Chinese Primary and Secondary Teachers: A Mediated Moderation Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xuling%20Zhang">Xuling Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yong%20Wang"> Yong Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Xingyun%20Liu"> Xingyun Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Shuangxue%20Xu"> Shuangxue Xu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on positive psychology, this study presented a mediated moderation model in which character strengths moderated the relationship between interpersonal relationship, job satisfaction and subjective well-being, with job satisfaction taking the mediation role among them. A total of 912 teachers participated in four surveys, which include the Oxford Happiness Questionnaire, Values in Action Inventory of Strengths, job satisfaction questionnaire, and the interpersonal relationship questionnaire. The results indicated that: (1) Taking interpersonal relationship as a typical work environmental variable, the result shows that it is significantly correlated to subjective well-being. (2) The character strengths of "kindness", “authenticity” moderated the effect of the teachers’ interpersonal relationship on subjective well-being. (3) The teachers’ job satisfaction mediated the above mentioned moderation effects. In general, this study shows that the teachers’ interpersonal relationship affects their subjective well-being, with their job satisfaction as mediation and character strengths of “kindness” and “authenticity” as moderation. The managerial implications were also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=character%20strength" title="character strength">character strength</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20well-being" title=" subjective well-being"> subjective well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20relationship" title=" interpersonal relationship"> interpersonal relationship</a> </p> <a href="https://publications.waset.org/abstracts/48513/the-relationship-between-interpersonal-relationship-and-the-subjective-well-being-of-chinese-primary-and-secondary-teachers-a-mediated-moderation-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48513.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">309</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4391</span> The Mediation Role of Loneliness in the Relationship between Interpersonal Trust and Empathy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ghazal%20Doostmohammadi">Ghazal Doostmohammadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Rahimzadeh"> Susan Rahimzadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: This research aimed to investigate the relationship between empathy and interpersonal trust and recognize the mediating role of loneliness between them in both genders. Methods: With a correlational descriptive design, 192 university students (130 female and 62 male) responded to the questionnaires on “empathy quotient,” “loneliness,” and “interpersonal trust” tests. These tests were designed and validated by experts in the field. Data were analysed using Pearson correlation and path analysis, which is a statistical technique that uses standard linear regression equations to determine the degree of conformity of a theoretical causal model with reality. Results: The data analysis showed that there was no significant correlation between interpersonal trust, both with loneliness (t=0.169) and empathy (t=0.186), while there was a significant negative correlation (t=0.359) between empathy and loneliness. This means that there is an inverse correlation between empathy and loneliness. The path analysis confirmed the hypothesis of the research about the mediating role of loneliness between empathy and interpersonal trust. But gender did not play a role in this relationship. Conclusion: As an outcome, clinical professionals and education trainers should pay more attention to interpersonal trust as a basic need and try to recreate and shape it to prevent people's social breakdown, and on the other hand, self-disclosure training (especially in Men), expression of feelings and courage should be given double importance to prevent the consequences of loneliness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=empathy" title="empathy">empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=loneliness" title=" loneliness"> loneliness</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20trust" title=" interpersonal trust"> interpersonal trust</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/167430/the-mediation-role-of-loneliness-in-the-relationship-between-interpersonal-trust-and-empathy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167430.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4390</span> Effectiveness of a Communication Training on Workplace Bullying Using Mobile Phone Application for Nurses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiyeon%20Kang">Jiyeon Kang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yeon%20Jin%20Jeong"> Yeon Jin Jeong</a>, <a href="https://publications.waset.org/abstracts/search?q=Hoon%20Heo"> Hoon Heo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Bullying in nursing workplace has been a serious problem that increases the turnover of nurses. Few studies have examined the effects of communication training on workplace bullying for nurses, and all used a single-group design and a small sample size. Thus, more rigorous research has been needed to evaluate the effects properly. This research was aimed to identify the effects of the mobile type communication training of responses on bullying behaviors among nurses. Methods: A randomized controlled trial was performed. Subjects were 62 critical care nurses working in university hospitals in Busan, South Korea. We developed a mobile phone application to train nurses to deal with bullying situation. This application includes 6 common bullying situations and appropriate empathetic communication (non-violent communication) samples in the form of webtoons. The experimental group used this application for 4 weeks, and we measured interpersonal relationship, workplace bullying, symptom experience, and intention to leave before, post, and 8 weeks after the intervention from both experimental and control groups. The effect of the intervention was analyzed using repeated measures ANOVA. Results: The mobile type communication training developed in this study was effective for decreasing nurses’ intention to leave workplace (F = 5.11, p = .027). However, it had no effect on interpersonal relationship (F = 2.54, p = .116), workplace bullying (F = 2.99, p = .089) or symptom experience (F = 2.81, p = .099). The beneficial effects on intention to leave lasted at least up to 4 weeks after the training. Conclusion: The mobile type communication training can be utilized as an effective personal coping strategy for workplace bullying among nurses. Further studies on the long-term effects of the communication training are necessary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bullying" title="bullying">bullying</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20applications" title=" mobile applications"> mobile applications</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses" title=" nurses"> nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace" title=" workplace"> workplace</a> </p> <a href="https://publications.waset.org/abstracts/70652/effectiveness-of-a-communication-training-on-workplace-bullying-using-mobile-phone-application-for-nurses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70652.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4389</span> Perceiving Interpersonal Conflict and the Big Five Personality Traits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emily%20Rivera">Emily Rivera</a>, <a href="https://publications.waset.org/abstracts/search?q=Toni%20DiDona"> Toni DiDona</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Big Five personality traits is a hierarchical classification of personality traits that applies factor analysis to a personality survey data in order to describe human personality using five broad dimensions: Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness (Fetvadjiev & Van de Vijer, 2015). Research shows that personality constructs underline individual differences in processing conflict and interpersonal relations. (Graziano et al., 1996). This research explores the understudied correlation between the Big Five personality traits and perceived interpersonal conflict in the workplace. It revises social psychological literature on Big Five personality traits within a social context and discusses organizational development journal articles on the perceived efficacy of conflict tactics and approach to interpersonal relationships. The study also presents research undertaken on a survey group of 867 subjects over the age of 18 that were recruited by means of convenience sampling through social media, email, and text messaging. The central finding of this study is that only two of the Big Five personality traits had a significant correlation with perceiving interpersonal conflict in the workplace. Individuals who score higher on agreeableness and neuroticism, perceive more interpersonal conflict in the workplace compared to those that score lower on each dimension. The relationship between both constructs is worthy of research due to its everyday frequency and unique individual psycho-social consequences. This multimethod research associated the Big Five personality dimensions to interpersonal conflict. Its findings that can be utilized to further understand social cognition, person perception, complex social behavior and social relationships in the work environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=five-factor%20model" title="five-factor model">five-factor model</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20conflict" title=" interpersonal conflict"> interpersonal conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=The%20Big%20Five%20personality%20traits" title=" The Big Five personality traits"> The Big Five personality traits</a> </p> <a href="https://publications.waset.org/abstracts/129112/perceiving-interpersonal-conflict-and-the-big-five-personality-traits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129112.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4388</span> Family Cohesion, Interpersonal Difficulties and Mental Health Problems in University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narmeen%20Ali">Narmeen Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Arshad"> Muhammad Arshad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cohesion has an exact association with family functioning and enmeshment (togetherness) on one side and disengagement (separateness) on the other. Family cohesion can apprehend as a concerned association that family members have with each other and an affirmation of association inside the family. Family cohesion, assigned as the level of congruity or sympathetic or emotional attachment that relatives have toward each other, and it was seen to be associated with relational well-being and feeling of comfort in the young generation. The cross-sectional research design was used by the researcher to answer the research questions. A stratified sampling technique was used to collect the data from the participants. The data was collected equally from the males and females of different universities and different departments of Lahore, Pakistan. A self-report questionnaire was developed of given literature and which were found to be associated with family cohesion, interpersonal difficulties and mental health problems of university students. The demographic information included age, gender, university’s name, class, family system, parent’s education, parent’s profession, number of siblings and birth order. Correlation shows the negative relation between balanced cohesion and interpersonal difficulties, while interpersonal difficulties have a highly positive relationship with mental health problems. Mental health problems also have a negative correlation with the balanced family cohesion. Gender, family system, depression and anxiety are the significant predictors of interpersonal difficulties scale in university students. And gender showed a significant difference regarding family cohesion and interpersonal difficulty scale, as women reported more interpersonal difficulties than men. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20cohesion" title="family cohesion">family cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20difficulties" title=" interpersonal difficulties"> interpersonal difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20problems" title=" mental health problems"> mental health problems</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/119253/family-cohesion-interpersonal-difficulties-and-mental-health-problems-in-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119253.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4387</span> Public Libraries as Social Spaces for Vulnerable Populations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalie%20Malone">Natalie Malone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the role of a public library in the creation of social spaces for vulnerable populations. The data stems from a longitudinal ethnographic study of the Anderson Library community, which included field notes, artifacts, and interview data. Thematic analysis revealed multiple meanings and thematic relationships within and among the data sources -interviews, field notes, and artifacts. Initial analysis suggests the Anderson Library serves as a space for vulnerable populations, with the sub-themes of fostering interpersonal communication to create a social space for children and fostering interpersonal communication to create a social space for parents and adults. These findings are important as they illustrate the potential of public libraries to serve as community empowering institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capital" title="capital">capital</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrant%20families" title=" immigrant families"> immigrant families</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20libraries" title=" public libraries"> public libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=space" title=" space"> space</a>, <a href="https://publications.waset.org/abstracts/search?q=vulnerable" title=" vulnerable"> vulnerable</a> </p> <a href="https://publications.waset.org/abstracts/129690/public-libraries-as-social-spaces-for-vulnerable-populations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129690.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4386</span> Deliberate Learning and Practice: Enhancing Situated Learning Approach in Professional Communication Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susan%20Lee">Susan Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Situated learning principles are adopted in the design of the module, professional communication, in its iteration of tasks and assignments to create a learning environment that simulates workplace reality. The success of situated learning is met when students are able to transfer and apply their skills beyond the classroom, in their personal life, and workplace. The learning process should help students recognize the relevance and opportunities for application. In the module’s learning component on negotiation, cases are created based on scenarios inspired by industry practices. The cases simulate scenarios that students on the course may encounter when they enter the workforce when they take on executive roles in the real estate sector. Engaging in the cases has enhanced students’ learning experience as they apply interpersonal communication skills in negotiation contexts of executives. Through the process of case analysis, role-playing, and peer feedback, students are placed in an experiential learning space to think and act in a deliberate manner not only as students but as professionals they will graduate to be. The immersive skills practices enable students to continuously apply a range of verbal and non-verbal communication skills purposefully as they stage their negotiations. The theme in students' feedback resonates with their awareness of the authentic and workplace experiences offered through visceral role-playing. Students also note relevant opportunities for the future transfer of the skills acquired. This indicates that students recognize the possibility of encountering similar negotiation episodes in the real world and realize they possess the negotiation tools and communication skills to deliberately apply them when these opportunities arise outside the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deliberate%20practice" title="deliberate practice">deliberate practice</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20communication%20skills" title=" interpersonal communication skills"> interpersonal communication skills</a>, <a href="https://publications.waset.org/abstracts/search?q=role-play" title=" role-play"> role-play</a>, <a href="https://publications.waset.org/abstracts/search?q=situated%20learning" title=" situated learning"> situated learning</a> </p> <a href="https://publications.waset.org/abstracts/138338/deliberate-learning-and-practice-enhancing-situated-learning-approach-in-professional-communication-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138338.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">214</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4385</span> The Effect of Group Interpersonal Psychotherapy on Eating Disorder Symptom and Fear of Negative Evaluation of Lorestan University Female Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Gholamrezaei">S. Gholamrezaei</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Mehrabizade%20Honarmand"> M. Mehrabizade Honarmand</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Zargar"> Y. Zargar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: This research was designed to assess the effect of group Interpersonal Psychotherapy on eating disorder symptom and fear of negative evaluation of Lorestan University female students. Materials and Methods: In this experimental study, 641 female students were randomly selected from various faculties of Lorestan University. Eating disorders symptoms and fear of negative evaluation were assessed by the Eating Attitudes Test (EAT-26), and Fear of Negative Evaluation Scale, Leary (FNES-B). Data were analyzed by SPSS software (multivariate analyze tests were used). Results: Interpersonal Psychotherapy can improve the eating disorder symptoms and reduce the fear of negative evaluation in girl students of group control in compare with control group. Conclusion: Interpersonal psychotherapy can be effective for eating disorder symptoms, and fear of negative evaluation among female students. Thus, it is suggested that this kind of psychotherapy was used for other psychological disease. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20psychotherapy" title="interpersonal psychotherapy">interpersonal psychotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=eating%20disorder" title=" eating disorder"> eating disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=fear%20of%20negative%20evaluation" title=" fear of negative evaluation"> fear of negative evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/4216/the-effect-of-group-interpersonal-psychotherapy-on-eating-disorder-symptom-and-fear-of-negative-evaluation-of-lorestan-university-female-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4216.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">341</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4384</span> Interpersonal Body-Synchronization in Young Children When Watching Video Together</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeko%20Takahashi">Saeko Takahashi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazuo%20Hiraki"> Kazuo Hiraki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Is it more fun to watch videos together than watching alone? Previous studies showed that synchronizing with others enhances subsequent prosocial behavior and affiliation, and conversely, prosocial individuals tend to coordinate with a partner to a greater extent. However, compared to adults, less is known about interpersonal coordination of young children in real-life situations because most studies have focused on children’s particular movement using specific tools or tasks in a laboratory setting. It has also been unclear if prosociality of young children affect the extent of interpersonal coordination within dyads. The present study examined data from motion capture of five body parts of 4-year-old dyads watching the same stimuli together or alone. A questionnaire survey including participants’ prosocial trait was also conducted. The wavelet coherence of each body parts within dyads was calculated as a measure of the extent of interpersonal coordination. Results showed that the dyads became significantly more coordinated in a social situation compared to a non-social situation. Moreover, dyads with averagely higher prosociality were more coordinated. These results shed some light on the development of interpersonal coordination in terms of social ability in young children. This study also offers a useful method for a study of spontaneous coordination in young children and infants without instructions or verbal responses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20development" title="child development">child development</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20coordination" title=" interpersonal coordination"> interpersonal coordination</a>, <a href="https://publications.waset.org/abstracts/search?q=prosociality" title=" prosociality"> prosociality</a>, <a href="https://publications.waset.org/abstracts/search?q=synchrony" title=" synchrony"> synchrony</a>, <a href="https://publications.waset.org/abstracts/search?q=wavelet%20transform" title=" wavelet transform"> wavelet transform</a> </p> <a href="https://publications.waset.org/abstracts/117399/interpersonal-body-synchronization-in-young-children-when-watching-video-together" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117399.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4383</span> Antecedent Factors Affecting Evaluation of Quality of Students at Graduate School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Terada%20Pinyo">Terada Pinyo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is a survey research designed to evaluate the quality of graduate students and factors influencing their quality. The sample group consists of 240 students. The data are collected from stratified sampling and are analyzed and calculated by instant computer program. Statistics used are percentage, mean, standard deviation, Pearson correlation coefficient, Cramer’s V and logistic regression analysis. It is found that the graduate students’ opinions regarding their characteristics according to the Thai Qualifications Framework for Higher Education (TQF) are at high score range both overall and specific category. The top categories that received the top score are interpersonal skills and responsibility, ethics and morals, knowledge, cognitive skills, numerical analysis with communication and information technology skills, respectively. On the other hand, factors affecting the quality of graduate students are cognitive skills, numerical analysis with communication and information technology, knowledge, interpersonal skills and responsibility, ethics and morals, and career regarding sales/business, respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20quality%20evaluation" title="student quality evaluation">student quality evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20qualifications%20framework%20for%20higher%20education" title=" Thai qualifications framework for higher education"> Thai qualifications framework for higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20school" title=" graduate school"> graduate school</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20skills" title=" cognitive skills"> cognitive skills</a> </p> <a href="https://publications.waset.org/abstracts/10598/antecedent-factors-affecting-evaluation-of-quality-of-students-at-graduate-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10598.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4382</span> Teachers' Perceptions of Their Principals' Interpersonal Emotionally Intelligent Behaviours Affecting Their Job Satisfaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Singh">Prakash Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For schools to be desirable places in which to work, it is necessary for principals to recognise their teachers’ emotions, and be sensitive to their needs. This necessitates that principals are capable to correctly identify their emotionally intelligent behaviours (EIBs) they need to use in order to be successful leaders. They also need to have knowledge of their emotional intelligence and be able to identify the factors and situations that evoke emotion at an interpersonal level. If a principal is able to do this, then the control and understanding of emotions and behaviours of oneself and others could improve vastly. This study focuses on the interpersonal EIBS of principals affecting the job satisfaction of teachers. The correlation coefficients in this quantitative study strongly indicate that there is a statistical significance between the respondents’ level of job satisfaction, the rating of their principals’ EIBs and how they believe their principals’ EIBs will affect their sense of job satisfaction. It can be concluded from the data obtained in this study that there is a significant correlation between the sense of job satisfaction of teachers and their principals’ interpersonal EIBs. This means that the more satisfied a teacher is at school, the more appropriate and meaningful a principal’s EIBs will be. Conversely, the more dissatisfied a teacher is at school the less appropriate and less meaningful a principal’s interpersonal EIBs will be. This implies that the leaders’ EIBs can be construed as one of the major factors affecting the job satisfaction of employees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20emotions" title=" teachers' emotions"> teachers' emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20job%20satisfaction" title=" teachers' job satisfaction"> teachers' job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=principals%27%20emotionally%20intelligent%20behaviours" title=" principals' emotionally intelligent behaviours"> principals' emotionally intelligent behaviours</a> </p> <a href="https://publications.waset.org/abstracts/36000/teachers-perceptions-of-their-principals-interpersonal-emotionally-intelligent-behaviours-affecting-their-job-satisfaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36000.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">472</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4381</span> Mood Choices and Modality Patterns in Donald Trump’s Inaugural Presidential Speech</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Titilayo%20Olowe">Mary Titilayo Olowe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The controversies that trailed the political campaign and eventual choice of Donald Trump as the American president is so great that expectations are high as to what the content of his inaugural speech will portray. Given the fact that language is a dynamic vehicle of expressing intentions, the speech needs to be objectively assessed so as to access its content in the manner intended through the three strands of meaning postulated by the Systemic Functional Grammar (SFG): the ideational, the interpersonal and the textual. The focus of this paper, however, is on the interpersonal meaning which deals with how language exhibits social roles and relationship. This paper, therefore, attempts to analyse President Donald Trump’s inaugural speech to elicit interpersonal meaning in it. The analysis is done from the perspective of mood and modality which are housed in SFG. Results of the mood choice which is basically declarative, reveal an information-centered speech while the high option for the modal verb operator ‘will’ shows president Donald Trump’s ability to establish an equal and reliant relationship with his audience, i.e., the Americans. In conclusion, the appeal of the speech to different levels of Interpersonal meaning is largely responsible for its overall effectiveness. One can, therefore, understand the reason for the massive reaction it generates at the center of global discourse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interpersonal" title="interpersonal">interpersonal</a>, <a href="https://publications.waset.org/abstracts/search?q=modality" title=" modality"> modality</a>, <a href="https://publications.waset.org/abstracts/search?q=mood" title=" mood"> mood</a>, <a href="https://publications.waset.org/abstracts/search?q=systemic%20functional%20grammar" title=" systemic functional grammar"> systemic functional grammar</a> </p> <a href="https://publications.waset.org/abstracts/96559/mood-choices-and-modality-patterns-in-donald-trumps-inaugural-presidential-speech" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96559.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">224</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4380</span> The Role of Interpersonal and Institutional Trusts for the Public Support of Welfare State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nazim%20Habibov">Nazim Habibov</a>, <a href="https://publications.waset.org/abstracts/search?q=Alena%20Auchynnikava"> Alena Auchynnikava</a>, <a href="https://publications.waset.org/abstracts/search?q=Lida%20Fan"> Lida Fan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The exploration of the relationship between social trust and the support of the welfare system in transitional countries has attracted growing interests in recent decades. This study estimates the effects of interpersonal and institutional trust on the support of the welfare system in 27 countries in Eastern Europe the former Soviet Union. We estimate the data sets from the Life-in-Transition Survey 2010 and 2016 with binomial regression models. The results indicate that both interpersonal and institutional trust have positive effects on the support for the welfare system in all the three areas under investigation: helping the needy, public healthcare and public education, both in the less developed countries of the former Soviet Union and in the more developed Eastern European countries. Furthermore, the positive effects of interpersonal and institutional trust on support for helping the needy, public healthcare and public education were found to grow over time. In conclusion, this study confirms that interpersonal and institutional trusts have positive effects for the public support of the welfare system in these transitional countries under investigation, regardless of their level of development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=central%20and%20eastern%20Europe" title="central and eastern Europe">central and eastern Europe</a>, <a href="https://publications.waset.org/abstracts/search?q=former%20Soviet%20union" title=" former Soviet union"> former Soviet union</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20social%20welfare%20policy" title=" international social welfare policy"> international social welfare policy</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20social%20welfare%20policy" title=" comparative social welfare policy"> comparative social welfare policy</a> </p> <a href="https://publications.waset.org/abstracts/106411/the-role-of-interpersonal-and-institutional-trusts-for-the-public-support-of-welfare-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106411.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4379</span> How Social Capital Mediates the Relationships between Interpersonal Interaction and Health: Location-Based Augmented Reality Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chechen%20Liao">Chechen Liao</a>, <a href="https://publications.waset.org/abstracts/search?q=Pui-Lai%20To"> Pui-Lai To</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Hui%20Wang"> Yi-Hui Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently location-based augmented reality games (LBS+AR) have become increasingly popular as a major form of entertainment. Location-based augmented reality games have provided a lot of opportunities for face-to-face interaction among players. Prior studies also indicate that the social side of location-based augmented reality games are one of the major reasons for players to engage in the games. However, the impact of the usage of location-based augmented reality games has not been well explored. The study examines how interpersonal interaction affects social capital and health through playing location-based augmented reality games. The study also investigates how social capital mediates the relationships between interpersonal interaction and health. The study uses survey method to collect data. Six-hundred forty-seven questionnaires are collected. Structural equation modeling is used to investigate the relationships among variables. The causal relationships between variables in the research model are tested. The results of the study indicated that four interpersonal attraction attributes, including ability, proximity, similarity, and familiarity, are identified by ways of factor analysis. Interpersonal attraction is important for location-based augmented reality game-players to develop bonding and bridging social capital. Bonding and bridging social capital have a positive impact on the mental and social health of game-players. The results of the study provide academic and practical implications for future growth of location-based augmented reality games. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health" title="health">health</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20interaction" title=" interpersonal interaction"> interpersonal interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=location-based%20augmented%20reality%20games" title=" location-based augmented reality games"> location-based augmented reality games</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title=" social capital"> social capital</a> </p> <a href="https://publications.waset.org/abstracts/78880/how-social-capital-mediates-the-relationships-between-interpersonal-interaction-and-health-location-based-augmented-reality-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78880.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">258</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4378</span> Combating the Practice of Open Defecation through Appropriate Communication Strategies in Rural India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Santiagomani%20Alex%20Parimalam">Santiagomani Alex Parimalam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lack of awareness on the consequences of open defecation and myths and misconceptions related to use of toilets have led to the continued practice of open defecation in India. Government of India initiated a multi-pronged intensive communication campaign against the practice of open defecation in the last few years. The primary vision of this communication campaign was to provide increased demand for toilets and to ensure that all have access to safe sanitation. The campaign strategy included the use of mass media, group and folk media, and interpersonal communication to expedite achieving its objectives. The campaign included the use of various media such as posters, wall writings, slides in cinema theatres, kiosks, pamphlets, newsletters, flip charts and folk media to bring behavioural changes in the communities. The author did a concurrent monitoring and process documentation of the campaigns initiated by the state of Tamilnandu, India between 2013 and 2016 commissioned by UNICEF India. The study was carried out to assess the effectiveness of the communication campaigns in combating the practice of open defecation and promote construction of toilets in the state of Tamilnadu, India. Initial findings revealed the gap in understanding the audience and the use of appropriate media. The first phase of the communication campaign by name as Chi Chi Chollapa (bringing shame concept) also revealed that use of interpersonal communication, group and community media were the most effective strategy in reaching the rural masses. The failure of various other media used especially the print media (poster, handbills, newsletter, kiosks) provides insights as to where the government needs to invest its resources in bringing health-seeking behaviour in the community. The findings shared with the government enabled to strengthen the campaign resulting in improved response. Taking cues from the study, the government understood the potency of the women, school children, youth and community leaders as the effective carriers of the message. The government narrowed down its focus and invested on the voluntary workers (village poverty reduction committee workers VPRCs) in the community. The effectiveness of interpersonal communication and peer education by the credible community worker threw light on the need for localising the content and communicator. From this study, we could derive that only community and group media are preferred by the people in the rural community. Children, youth, women, and credible local leaders are proved to be ambassadors in behaviour change communication. This study discloses the lacunae involved in the communication campaign and points out that the state should have carried out a proper communication need analysis and piloting. The study used a survey method with random sampling. The study used both quantitative and qualitative tools such as interview schedules, in-depth interviews, and focus group discussions in rural areas of Tamilnadu in phases. The findings of the study would provide directions to future campaigns to any campaign concerning health and rural development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=appropriate" title="appropriate">appropriate</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=combating" title=" combating"> combating</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20defecation" title=" open defecation"> open defecation</a> </p> <a href="https://publications.waset.org/abstracts/99218/combating-the-practice-of-open-defecation-through-appropriate-communication-strategies-in-rural-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99218.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4377</span> Perceptions on Development of the Deaf in Higher Education Level: The Case of Special Education Students in Tiaong, Quezon, Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashley%20Venerable">Ashley Venerable</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosario%20Tatlonghari"> Rosario Tatlonghari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study identified how college deaf students of Bartimaeus Center for Alternative Learning in Tiaong, Quezon, Philippines view development using visual communication techniques and generating themes from responses. Complete enumeration was employed. Guided by Constructivist Theory of Perception, past experiences and stored information influenced perception. These themes of development emerged: social development; pleasant environment; interpersonal relationships; availability of resources; employment; infrastructure development; values; and peace and security. Using the National Economic and Development Authority development indicators, findings showed the deaf students’ views on development were similar from the mainstream views. Responses also became more meaningful through visual communication techniques. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf" title="deaf">deaf</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20indicators" title=" development indicators"> development indicators</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20communication" title=" visual communication"> visual communication</a> </p> <a href="https://publications.waset.org/abstracts/18504/perceptions-on-development-of-the-deaf-in-higher-education-level-the-case-of-special-education-students-in-tiaong-quezon-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18504.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">431</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=interpersonal%20communication&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=interpersonal%20communication&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=interpersonal%20communication&page=4">4</a></li> <li class="page-item"><a class="page-link" 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