The effects of an interpersonal relationship improvement program on self-esteem, interpersonal orientation, and ego-resilience on Korean adolescents

Yeun, Young Ran; Woo, Hee Young

doi:10.4066/biomedicalresearch.29-18-1119

Cited by 4 publications

(8 citation statements)

References 3 publications

(3 reference statements)

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“…As far as the validity of the scale is concerned findings are also in line with the literature (Allport, 1932; Sadovnikova, 2016; Sampthirao, 2016; Yeun & Woo, 2018) which suggested that higher the interpersonal skills higher will be the social facilitation, social etiquettes, academic self‐esteem, self‐confidence, and social self‐esteem. Moreover, a higher level of interpersonal skills is associated with a lower level of social deviousness and low self‐esteem.…”

Section: Discussionsupporting

confidence: 88%

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

et al. 2020

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

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Section: Discussionsupporting

confidence: 88%

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

et al. 2020

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“…In this systematic review, we included 17 RCTs. Four studies were published in 2019 ( Adibsereshki et al, 2019 ; Druker et al, 2019 ; Volanen et al, 2019 ; Zhang et al, 2019 ); two each in 2013 ( Anticich et al, 2013 ; Lee and Stewart, 2013 ), 2014 ( Castro-Olivo, 2014 ; Chen et al, 2014 ), 2015 ( Leventhal et al, 2015 ; Tan and Martin, 2015 ), 2018 ( Hood et al, 2018 ; Yeun and Woo, 2018 ), and 2020 ( Hatamizadeh et al, 2020 ; Johnstone et al, 2020 ). Only one study was published in 2010 ( Hyun et al, 2010 ), 2016 ( Chisholm et al, 2016 ), and 2017 ( Li et al, 2017 ).…”

Section: Resultsmentioning

confidence: 99%

“…Most studies included only one control group ( n = 13). It could be an active control group that received a form of attention ( Hyun et al, 2010 ; Tan and Martin, 2015 ; Chisholm et al, 2016 ; Hood et al, 2018 ; Yeun and Woo, 2018 ; Druker et al, 2019 ; Zhang et al, 2019 ) or an inactive control group that received no attention ( Lee and Stewart, 2013 ; Castro-Olivo, 2014 ; Leventhal et al, 2015 ; Li et al, 2017 ; Adibsereshki et al, 2019 ; Hatamizadeh et al, 2020 ). Only four studies had both active and inactive control groups ( Anticich et al, 2013 ; Chen et al, 2014 ; Volanen et al, 2019 ; Johnstone et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

“…Adolescents were the target population in most studies ( n = 11), whereas four studies had only children as participants ( Anticich et al, 2013 ; Lee and Stewart, 2013 ; Druker et al, 2019 ; Johnstone et al, 2020 ) and two had children and adolescents as participants ( Li et al, 2017 ; Zhang et al, 2019 ). Both females and males comprised participants sex in most studies ( Anticich et al, 2013 ; Lee and Stewart, 2013 ; Castro-Olivo, 2014 ; Chen et al, 2014 ; Tan and Martin, 2015 ; Li et al, 2017 ; Hood et al, 2018 ; Yeun and Woo, 2018 ; Adibsereshki et al, 2019 ; Druker et al, 2019 ; Volanen et al, 2019 ; Zhang et al, 2019 ; Hatamizadeh et al, 2020 ; Johnstone et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

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Resilience Programs for Children and Adolescents: A Systematic Review and Meta-Analysis

et al. 2021

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Resilience may be defined as the ability to recover and adapt to adverse situations. Given that resilience involves cognitive and behavioral aspects, it could be promoted based on strategies that favor them, especially during childhood and adolescence. As a result, several resilience-focused programs have been developed and studied. This systematic review of Randomized Controlled Trials (RCTs) aimed to assess resilience-focused programs for children (<12 years old) and adolescents (12–22 years old) compared to active (treatment as usual, other program modalities, and educational curriculum at school) or inactive (waiting list, no treatment) control groups. We performed a systematic review of meta-analyses of RCTs. The following databases were searched: Cochrane Central Register of Controlled Trials (CENTRAL), PubMed, Embase, and PsycINFO. Two authors independently selected the studies, extracted the data, and assessed the studies’ risk of bias. Meta-analyses of random effects were conducted to calculate the standard mean differences (SMD) and 95% confidence interval (CI) of program effectiveness. Of the 17 RCTs that met the inclusion criteria, 13 provided sufficient data to assess the effectiveness of the programs after their implementation. Meta-analyses indicated overall effectiveness of the programs in promoting resilience (SMD = 0.48, 95% CI [0.15, 0.81], p = 0.0077). The subgroup analysis indicated effectiveness only among adolescents’ resilience (SMD = 0.48, 95% CI [0.08, 0.88], p = 0.02). The follow-up analysis also indicated evidence of continuation of results within a period of up to 6 months up (SMD = 0.12, 95% CI [−0.44, 0.69], p = 0.02). These results indicated the effectiveness of promoting resilience, especially in adolescents, and its continuation in follow-up analyses. These findings are promising in the field of resilience programs; however, further studies are necessary to analyze the different possible characteristics of programs and their results.Clinical Trial Registration: [https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020179874], [CRD42020179874].

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“…Elzohary, Mekhail, Hasan dan Manessy (2017) menambahkan bahwa resiliensi ego merupakan faktor perisai yang memandu individu untuk berhasil dalam peristiwa yang membingungkan dan mengurangi dari kondisi yang mengancam. Penelitian lain menemukan bahwa program peningkatan hubungan interpersonal dapat meningkatkan resiliensi ego yaitu dengan meningkatkan kesadaran positif remaja untuk membantu mengatasi situasi yang berbeda dan untuk melakukan strategi koping (Yeun & Woo, 2018). Pentingnya peserta didik dilatih untuk mengembangkan resiliensi ego karena akan memberikan pengaruh pada saat dewasa, hal ini disebabkan bahwa resiliensi ego memiliki persepsi yang lebih baik dalam penyesuaian perilaku individu terhadap tuntutan sosial di berbagai situasi yang akan dihadapinya (Isler, Liu, Sibley & Fletcher, 2016).…”

Section: Pendahuluanunclassified

Uji Validitas dan Reliabilitas Konstruk Resiliensi Ego Menggunakan SEM

Fitroh

Suyono

2020

jpsy

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The purpose of this study was to examine the validity and reliability of the ego resilience construct using SEM. The subjects of this stuudy were vocational high school students in Martapura who tested 149 students. The research scale uses ego resilience scale made by researchers developing from Shin and Park (2013). The scale is arranged based on a scale based on its aspects consisting of 24 statements with 4 alternative answer choices. The scale was analyzed using Sem AMOS software version 24. The result showed that 10 statements were valid and reliable

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The effects of an interpersonal relationship improvement program on self-esteem, interpersonal orientation, and ego-resilience on Korean adolescents

Cited by 4 publications

References 3 publications

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

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

Resilience Programs for Children and Adolescents: A Systematic Review and Meta-Analysis

Uji Validitas dan Reliabilitas Konstruk Resiliensi Ego Menggunakan SEM

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