Chapter 2 Related Literature and Studies INTERPERSONAL SKILLS OF ELEMENTARY EDUCATION STUDENTS OF PSU-URDANETA CAMPUS

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES Related Literature According to Calpito (1998) as cited by John Donne, one of the objectives of modern education is the social adjustment of individuals since man is considered as a social animal and as no man can live like an island while journey through life. All educators are aware of the fact that the individual’s

academic,

social,

emotional,

physical,

spiritual

and

psychological growth can be affected favorably or adversely by their interpersonal relationships, within a group or in a society . The social atmosphere in the group is largely nested and manifested by individual’s interactions and their functioning. She furthered explained that through people have the physical ability to exist individually and alone , we are also social animals who thrive and grow when involves with others. This ability to interact with others, understands them, and interprets their behavior known as interpersonal intelligence. According to Gardner, Interpersonal Intelligence is seen in how we “notice distinction among others; in particular, contrasts in their moods, temperaments, motivations and intentions”. He also Stated that “Those who have strong interpersonal intelligence are good understanding and

interacting with other people. These individuals are skilled at assessing the emotions, motivations, desires and intentions of those around them.” Summing up,

on strong interpersonal communication skills as

mentioned by Marsh (2000) included such as mutual relationship, social awareness, extroversion and communication. On the other hand, isolation, distrust, shyness and alienation resulted to low level interpersonal communication skills. Thus, this gave the researcher an idea on how the questionnaire

flows

by

including

strong

and

weak

interpersonal

communication skills in the items. Interpersonal skill, These sorts of skills have long been recognized as important for success in school and the workplace, said Stephen Fiore, professor at the University of Central Florida, who presented findings from a paper about these skills and how they might be assessed (Salas, Bedwell, and Fiore, 2011).1 Advice offered by Dale Carnegie in the 1930s to those who wanted to “win friends and influence people,” for example, included the following: be a good listener; don’t criticize, condemn, or complain; and try to see things from the other person’s point of view. These are the same sorts of skills found on lists of 21st century skills today . It seems clear that these are important skills, yet definitive labels and definitions for the interpersonal skills important for success in schooling and work remain elusive: They have been called social or people skills, social competencies, soft skills, social self-efficacy, and social intelligence, Fiore

said (see, e.g., Ferris, Witt, and Hochwarter, 2001; Hochwarter et al., 2006; Klein et al., 2006; Riggio, 1986; Schneider, Ackerman, and Kanfer, 1996; Sherer et al., 1982; Sternberg, 1985; Thorndike, 1920). The previous National Research Council (NRC) workshop report that offered a preliminary definition

of

21st

century

skills

described

one

broad

category

of

interpersonal skills (National Research Council, 2010, p. 3): Social or interpersonal skills are Skills in processing and interpreting both verbal and nonverbal information from others in order to respond appropriately. A skilled communicator is able to select key pieces of a complex idea to express in words, sounds, and images, in order to build shared understanding (Levy and Murnane, 2004). Skilled communicators negotiate positive outcomes with customers, subordinates, and superiors through social perceptiveness, persuasion, negotiation, instructing, and service orientation (Peterson et al., 1999). The multiplicity of names for interpersonal skills and ways of conceiving of them reflects the fact that these skills have attitudinal, behavioral, and cognitive components, Fiore explained. It is useful to consider

21st

century

skills

in

basic

categories

(e.g.,

cognitive,

interpersonal, and intrapersonal), but it is still true that interpersonal skills draw on many capacities, such as knowledge of social customs and the capacity to solve problems associated with social expectations and interactions. Successful interpersonal behavior involves a continuous

correction of social performance based on the reactions of others, and, as Richard Murnane had noted earlier, these are cognitively complex tasks. They also require self-regulation and other capacities that fall into the intrapersonal category (discussed in Chapter 4). Interpersonal skills could also be described as a form of “social intelligence,” specifically social perception and social cognition that involve processes such as attention and decoding. Accurate assessment, Fiore explained, may need to address these various facets separately

Foreign Studies Levinson(1996) tested the effects of Adolescent Competence Training (ACT), self-esteem skill and social skills in an upper middle-class sub-urban middle class. This study involved forty-seven eight gracers divided into comparison and Treatment Groups at a Connecticut Middle School. Teachers of the group administered the Piers-Harries Children Self-Concept Scale and the ACT Questionnaire for Students. The author average Cognitive Index Skills; by gender and with two previously studies, diverse population using the ACT Questionnaires for Students. The findings stated that ACT did not seem to have a positive effect on self-esteem or social skills. Divided by CSI, higher level students scored better than females lower. Lower socio-economic students made much greater grains than this Treatment Group. Some possible conclusions made

were; (1) raising social skills and self-esteem is a very difficult task that takes more time. (2) raising self-esteem and improving social skills using ACT for females is in need of further study. (3) raising self-esteem and social skills using ACT for females is better for lower socio-economic group in need of further study; (4) raising self-esteem and social skills using ACT for students of higher intelligence is in need of further study.

The study of Ruiselova (1995) analyzed the interpersonal intelligence within the framework of Howard Gardner (1983, 1994) Theory of Multiple Intelligences Correlation between the A. Antonovsky’s (1993) Sense of Coherence Scale Variable and I.M Deusingers (1986) Self-assesment of Selfconcept method as measured by Frankfurter Selfstkonzeptskalen (FSKN) were sought in 155 male military officers and with high school students. It was concluded that either Antonovsky’s or Deusinger’s scale could be recommended for the study of the role of self-assesment of coping in the context of personal intelligence.

Local Studies Salvacion as cited by Salubayba 1994, conducted a study on the relationship of personal and social adjustment with academic performance of 74 low achieving students in mathematics. The study found out that the

personal adjustment of the learners has significant correlation between sense of personal worth and academic performance. As to social adjustment, a significant correlation exists only between anti-social tendencies and family relations with academic performance. Theoretical Framework The importance of society and its effects on human development emphasized as the foundation of personality theory as asserted by Sullivan’s Interpersonal Theory. Harny Stack Sullivan (1953) theorized that interpersonal relationship among individuals is one aspect that would improve a person’s personality. The reciprocity of human being to one another is a key structure and that interpersonal relationship is the foundation of personality as agreed by Bishop(1964). Sullivan believed that personality was never fixed and was always subject to the modifications occasioned by new interpersonal relations to one’s overall development. According to psycho analyst Erickson (1930), the development changes occurring throughout a person’s life can be viewed as a series of eight stages. It encompasses changes in our interactions and understanding of one another as well as members of society. The suggest that individuals experience positive psychosocial challenge. The academic recognition ans social approval they obtain help them to continue productive activities and complete task successfully. (Grasha, 1980).

Piagetian constructivist argue that individual child’s cognitive ability develops during his or her interaction with reality through own experiences. New knowledge is constructed when learner’s link their former knowledge and experiences. It is further contended by Vygotsky and other sociocultural

constructivist

that

each

individual,

as

“the

contextualized

individual”, his or her learning is facilitated by his or her social interactions with others and what and how much student’s learn and remember is influenced by their beliefs, goals, expectations, affect and motivation. (Paris, 1994) Human actions are mark by quality of human intelligence and the capacity to perceive and to create relationship according to gestalt theory. This understanding of relationships steer man’s action. To teach and learn one must interact with others. (Josephine C. Gonzalo) Socialization likewise refers to the shaping of human relationship.The need to belong to a group is stronger than to assert one’s individual identity.

This

is

reflected

in

behavior

among

Filipinos

that

shows

“pakikisama” (togetherness), “smooth interpersonal relationship” (SIR) “tayo-tayo” (us aand we-ness), and “bayanihan” (unity and cooperation” as viewed by cone (1990). Having

interpersonal

skills,

man

establishes

personal

identity,

expresses thoughts and feelings, engages in collaborative activities with others and satisfies the needs for affiliation with others. It appears the

balance theory can provide a means for organizing substantial amount of what we know about how people come to like or dislike one another. Balance Analysis applies specially to some of the existing research on interpersonal attraction. Social

psychological

theory

suggests

our

tendencies

toward

consistency and homogeneity in our own ideas i.e., toward cognitive balance, such as toward liking someone when we perceive as liking us, (Aquino, 1998)

Mc Clelland (1995) espoused another theory called the achievement motive theory. According to him, there are three basic motivating needs – power, affiliation and achievement. People with a high need to power, as claimed by Mc Clelland and other researchers have a great concern to control and influence others. These people are positive- seekers and outspoken and conversationalist, forceful, hardheaded and demanding. To a wide extent, people with a high need for affiliation specializes in smooth interpersonal communication relations and are concerned over the affairs of other people.

Conceptual Framework

Some people with high interpersonal skills have the ability to proper communication skills in order to create and maintain good relationships with other individuals. These individuals also believe that the ability to successfully maintain these good relationships boosts the self-esteem, which helps him to further improve his skills. One of these skills is the ability to motivate and encourage other individuals. The ability to achieve this successfully helps to maintain work morale and efficiency. By doing so, he is capable of influencing others. Every individual learns through the process of socialization. As stated in the theory of Jean Piaget, every individual undergo series of stages and as the child goes interaction with people around him takes place. And that is when the process of learning and gaining self confidence occurs. With the help of his significant others such as parents, brothers, sisters, relatives, and other members of the society, he could be able to adapt and interact with other people appropriately and accordingly. Interpersonal skills are cultivated by the list of defined objectives. He claims that every human being is able to establish partnerships with other like-minded individuals to increase resources of idea. Another facet of effective interpersonal skills is to give praise to cohorts when it is due. Praise acts such as motivation to do a good job and make encouragement and incentives for behaviors you want to continue seeing. Individual must be able to help others reach their fullest potential by offering guidance,

mentoring and support. Each of us should identify mutuality of both team and personal success. Finally, it could be suggested that trusted individual with high interpersonal skills are attentive to emotional cues and show caring for others. Individuals have to be nurtured and maximize not only his intellectual achievement but

also social, emotional and spiritual growth. Individuals

benefit from being able to empathize with young people, to show that to some degree they understand their world as they are experiencing it. It is therefore true that giving of oneself to establish and maintain quality relationships to others is one of the most challenging and an important quality in dealing with other people. Interaction with others creates wholesome interpersonal relationship with their peers and other members of the community. Consequently, unity prevails and gives each of us chance and ease to manage our behavior that greatly affects our attitude toward intellectual and social path. People in this category and usually extroverts, and are characterize by their sensitivity to others moods, feelings, temperaments and motivations and their ability to cooperate in order to work as a part of a group. They communicate effectively and empathize easily with others, and maybe either leader or followers. They typically learn best by working with others and often enjoy discussion and debate.

People with highly manifested interpersonal skills are friendly and demonstrate general warmth, caring and respect. To develop good interpersonal skills requires empathy, honesty and trust, tolerance, awareness and setting aside of self. (Collinson, 1999) Operational Paradigm of the Study Figure 1 shows which study will be undertaken. It shows the demographic profile of Elementary Education Students and the level of interpersonal skills.

Figure 1

Paradigm of the Present Study Independent Dependent

Demographic Profile of Elementary

Education

Students a. Sex b. Age c. Family Income

Level of interpersonal skills

of

Elementary

Education Students

The paradigm shows the Profile of The Elementary Education Students and level of their interpersonal skills. It could be gleaned from figure 1 the relationship of the demographic profile and interpersonal skills of Elementary Education Students. It has been hypothesized from this study that demographic profile of Teacher Education can be an independent variable that can affects the intrapersonal skills of Elementary Education students (dependent variable). Furthermore, there is no manipulation on the independent variables.