The Analysis on Interpersonal Relationship Dimensions of Secondary School Students According to their Ruminative Thinking Skills

Koçak, Canan; Önen, Ayşem Seda

doi:10.1016/j.sbspro.2014.07.476

Cited by 9 publications

(3 citation statements)

References 12 publications

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“…Interpersonal relationships are reciprocal interactions and tendencies experienced at different levels, from mere acquaintances to close relationships arising from various needs between different people (Koçak & Önen, 2014). Interpersonal relationships describe mutual willingness to communicate in a way that is accompanied by emotions in the context of communication and other shared activities (Kleptsova & Balabanov, 2016).…”

Section: Interpersonal Relationships and Student Disciplinementioning

confidence: 99%

Headteachers' Leadership Practices and Students’ Discipline in Government Aided Secondary Schools in Bushenyi-Ishaka Municipality, Uganda

Jennifer

Ampeire

Kemeri³

2022

IJER

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This study examined the relationship between headteachers' leadership practices and students' discipline in secondary schools in Bushenyi-Ishaka Municipality, Uganda. Particularly, the study tested the relationship between headteachers' collaborative culture practice and students' discipline, the relationship between headteachers' distributed leadership practice and students' discipline, and the relationship between the headteachers' interpersonal relationships leadership practice and students' discipline. The cross-sectional design was adopted using the quantitative and qualitative approaches. Data were collected on a sample of 310 teachers using a questionnaire survey. The findings revealed that while the collaborative culture and interpersonal relationship had a positive and significant relationship with students' discipline, distributed leadership had a negative and insignificant one. Therefore, it was concluded that the collaborative culture leadership practice is imperative for promoting students' discipline in secondary schools, distributed leadership practice is not an essential practice for promoting students' discipline in secondary schools, and interpersonal relationship leadership practice is vital for the promotion of students' discipline in secondary schools. Therefore, it was recommended that headteachers should promote collaborative culture practice in schools to promote students' discipline, headteachers should not over-emphasise distributed leadership in implementing measures of promoting student discipline, and headteachers should prioritise enhancing interpersonal relationships in secondary schools to promote students' discipline.

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Section: Interpersonal Relationships and Student Disciplinementioning

confidence: 99%

Headteachers' Leadership Practices and Students’ Discipline in Government Aided Secondary Schools in Bushenyi-Ishaka Municipality, Uganda

Jennifer

Ampeire

Kemeri³

2022

IJER

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“…Manusia pada dasarnya dipengaruhi oleh lingkungan. Adanya hubungan interpersonal memungkinkan individu untuk berinteraksi dengan orang lain untuk memenuhi kebutuhan mereka, dapat didefinisikan sebagai interaksi timbal balik dan perilaku yang dialami pada tingkat yang berbeda dari kenalan hingga hubungan dekat yang berasal dari berbagai kebutuhan antara dua orang atau lebih (Imamoglu, 2008;Koçak &Önen, 2014). Individu sebagai makhluk biopsikososial mengetahui dan mendefinisikan diri mereka melalui hubungan interpersonal mereka (Yilmaz, 2010;Koçak &Önen, 2014).…”

Section: Latar Belakangunclassified

Konseling Gestalt untuk Menyelesaikan Unfinished Business

Paramita

2020

Procedia

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Subjek merupakan anak kedua dari tiga bersaudara, laki-laki, dan berusia 16 tahun. Subjek mengeluhkan memiliki hubungan yang kurang baik dengan ayah dan kakak yang membuatnya merasa tidak senang dan tidak nyaman saat berada di rumah. Metode asesmen menggunakan wawancara, observasi, dan tes psikologi. Hasil asesmen subjek didiagnosis memiliki masalah dengan family interaction yang disebabkan unfinishedbusiness. Intervensi psikologi menggunakan konseling gestalt yang bertujuan meningkatkan family interaction dengan menyelesaikan unfinished business. Hasil intervensi menunjukkan subjek mampu menyelesaikan unfinished business dan memiliki interaksi dalam keluarga yang lebih baik dari sebelumnya. Konseling, gestalt, unfinished business

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“…The other result showed that interpersonal relationships dimension of the highest average is on the "empathy" dimension. In other words, empathic features of students are clearer in their interpersonal relationships while their confidence in others are less visible (Koçak & Önen, 2014). Games can be used as a way in which they could achieve social competence with their peers (Marzoan & Hamidi, 2017).…”

Section: Openessmentioning

confidence: 99%

The Effectiveness of Games in Group Guidance in Improving Students’ Interpersonal Relationships

Loban

2020

JIK

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This research aimed to determine the effectiveness of games in group guidance in improving students' interpersonal relationships. Games that were used were adapted to certain aspects of interpersonal relationships. An experimental method was used in this research, specifically the pre-experimental design: one group pre-test post-test. The effectiveness test was done by comparing the results of pre-test and post-test. The treatments were given to one group only without a comparison group. The hypothesis testing was done using non-parametric statistics, namely the Wilcoxon Statistical Test. The results showed an increase in students' interpersonal relationships through the provision of games in group guidance. The increased interpersonal relationships was by 17.2% and seen in all aspects of interpersonal relationships. Thus, it can be concluded that games in group guidance have proven to be effective in improving students' interpersonal relationships. Keywords: Games, Group Guidance, Interpersonal Relationships

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The Analysis on Interpersonal Relationship Dimensions of Secondary School Students According to their Ruminative Thinking Skills

Cited by 9 publications

References 12 publications

Headteachers' Leadership Practices and Students’ Discipline in Government Aided Secondary Schools in Bushenyi-Ishaka Municipality, Uganda

Headteachers' Leadership Practices and Students’ Discipline in Government Aided Secondary Schools in Bushenyi-Ishaka Municipality, Uganda

Konseling Gestalt untuk Menyelesaikan Unfinished Business

The Effectiveness of Games in Group Guidance in Improving Students’ Interpersonal Relationships

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