Interpersonal competences of students, their interpersonal relations, and emotional intelligence
More details
Hide details
Institute of Psychology, Cardinal Stefan Wyszynski University, Warsaw, Poland
Institute of Psychology, The John Paul II Catholic University of Lublin, Lublin, Poland
University of Economics and Innovation, Lublin, Poland
Submission date: 2021-03-19
Acceptance date: 2021-03-25
Online publication date: 2021-05-03
Publication date: 2021-06-22
Current Issues in Personality Psychology 2021;9(2):125–134
Some of the most important interpersonal competences are: effectiveness in dealing with specific interpersonal challenges and the ability to undertake appropriate actions in a given situation; the range of interpersonal challenges with which one can effec-tively deal; and satisfaction derived from one’s interpersonal contacts and relations, and from one’s social standing. One’s time at university is one of the most influential educational stages in one’s life and is a time of accumulation of changes related to a variety of dimensions of life. At university, young people, often away from their parents, learn how to be independent, make new friends, and make decisions related to their personal and professional lives.

Participants and procedure:
The participants in the study were 173 (92 women and 81 men) psychology students of three universities in Poland who volun-teered to complete three questionnaires: the Interpersonal Competence Questionnaire, the Interpersonal Adjective Scales, and the Popular Emotional Intelligence Questionnaire.

The results showed a positive correlation between the students’ interpersonal competence and emotional intelligence. The re-search has confirmed the value of the applied methods and the significance of social competences in the development of positive interpersonal relations and the ability to adapt to a new environment.

The results showed a positive correlation between the students’ interpersonal competence and emotional intelligence. The re-search has confirmed the value of the applied methods and the significance of social competences in the development of positive interpersonal relations and the ability to adapt to a new environment.

Argyle, M. (1999). Causes and correlate of happiness. In D. Kahneman, E. Diener, & Schwarz, N. (Eds.), Well-being: The foundations of hedonic psychology (pp. 353–373). Russell Sage Foundation.
Britton, E., Simper, N., Leger, A., & Stephenson, J. (2017). Assessing teamwork in undergraduate education: a measurement tool to evaluate individual teamwork skills. Assessment & Evaluation in Higher Education, 42, 378–397.
Buhrmester, D., Furman, W., Wittenberg, M. T., & Reis, H. T. (1988). Five domains of interpersonal competence in peer relationships. Journal of Personality and Social Psychology, 55, 991–1008.
Cabero-Almenara, J., & Marín-Díaz, V. (2018). Blended learning and augmented reality: Experiences of educa-tional design. RIED. Revista Iberoamericana de Educación a Distancia, 21, 57–74.
Carr, A. (2009). Psychologia pozytywna. Nauka o szczęściu i ludzkich siłach [Positive psychology. The science of happiness and human strengths]. Wydawnictwo Zysk i S-ka.
DeLamater, J., & Ward, A. (2014) (Eds.). Handbook of social psychology (6th edition). Springer.
Fernández-Berrocal, P., & Extremera, N. (2016). Ability emotional intelligence, depression, and well-being. Emo-tion Review, 8, 311–315.
Fought, R. L., & Misawa, M. (2016). Effective leadership in academic health sciences libraries: a qualitative phenomenological study. Journal of Library Administration, 56, 974–989.
Goleman, D. (1995). Emotional intelligence. Bantam Books, Inc.
Gottman, J. M. (1979). Marital interaction: Experimental investigations. Academic Press.
Guzmán-Simón, F., García-Jiménez, E., & López-Cobo, I. (2017). Undergraduate students’ perspectives on digi-tal competence and academic literacy in a Spanish University. Computers in Human Behavior, 74, 196–204.
Han, S. L., & Son, H. S. (2020). Effects on cooperative learning on the improvement of interpersonal compe-tence among students in classroom environments. International Online Journal of Education and Teaching, 7, 17–28.
Iskra, J. (2015). Sposoby radzenia sobie z trudnościami przez studentów [Coping with difficulties by students]. Difin.
Iskra, J., & Klinkosz, W. (2020). Trudności doświadczane przez studentów [Difficulties experienced by students]. Difin.
Jaworowska, A., Matczak, A., Ciechanowicz, A., Stańczak, J., & Zalewska, E. (2005). Popularny Kwestiona-riusz Inteligencji Emocjonalnej: PKIE. Podręcznik [The Popular Emotional Intelligence Questionnaire. Pro-fessional manual]. Pracownia Testów Psychologicznych PTP.
John, O. P., & Robins, R. W. (2021) (Eds.). Handbook of personality: Theory and research. Guilford Press.
Klinkosz, W., Iskra, J., & Dawidowicz, M. (2017). Kwestionariusz Kompetencji Interpersonalnych ICQ-R. Pod-ręcznik [The Interpersonal Competence Questionnaire ICQ-R. Professional manual]. Pracownia Testów Psy-chologicznych i Pedagogicznych.
Knopp, K. (2005). Rola inteligencji emocjonalnej w życiu człowieka [The role of emotional intelligence in hu-man life]. Studia Psychologica, 6, 221–236.
Ledzińska, M. (2017). Nauczyciela akademickiego spojrzenie na rozwój w dobie przemian ogólnoświatowych [An academic teacher’s perspective on development in the era of global changes]. Psychologia Rozwojowa, 22, 9–25.
Matczak, A. (2001). Kwestionariusz Kompetencji Społecznych. Podręcznik [The Social Competence Question-naire. Professional manual]. Pracownia Testów Psychologicznych PTP.
Matczak, A., & Knopp, K. A. (2013). Znaczenie inteligencji emocjonalnej w funkcjonowaniu człowieka [The importance of emotional intelligence in human functioning]. Wydawnictwo Liberi Libri.
Matczak, A., & Martowska, K. (2013). Profil Kompetencji Społecznych: PROKOS. Podręcznik [Profile of Social Competences: PROKOS. Manual]. Pracownia Testów Psychologicznych PTP.
Mayer, J. D., Salovey, P., & Caruso, D. (2016). The ability model of emotional intelligence: Principles and up-dates. Emotion Review, 2, 363–370.
McConnell, C. R. (2018). Interpersonal competence in the management of people. The Health Care Manager, 37, 358–367.
Monnier, M. (2015). Difficulties in defining social-emotional intelligence, competences and skills – a theoretical analysis and structural suggestion. International Journal for Research in Vocational Education and Train-ing, 2, 59–84.
Palmer, B., Donaldson, C., & Stough, C. (2002). Emotional intelligence and life satisfaction. Personality and Individual Differences, 33, 1091–1100.
Postigo-Zegarra, S., Schoeps, K., Montoya-Castilla, I., & Escartí, A. (2019). Emotional education program for adolescents (PREDEMA): Evaluation from the perspective of students and effects on socio-affective compe-tences. Journal for the Study of Education and Development, 42, 303–336.
Prusiński, T. (2017). Z badań nad przyjaźnią. Kompetencje społeczne a jakość relacji przyjacielskich [From research on friendship. Social competences and the quality of friendly relations]. Studia Psychologica: Theo-ria et Praxis, 1, 23–46.
Seal, C. R., Miguel, K., Abdulaziz, A., Naumann, S. E., Royce-Davis, J., & Drost, D. (2015). Personal-interpersonal competence assessment: a self-report instrument for student development. Research in Higher Education Journal, 27, 1–10.
Sękowski, A. E., & Klinkosz, W. (2016). Interpersonalne Skale Przymiotnikowe IAS Jerry’ego S. Wigginsa. Po-dręcznik [The Interpersonal Adjective Scales IAS by Jerry S. Wiggins. Professional manual]. Pracownia Te-stów Psychologicznych PTP.
Smółka, P. (2016). Kompetencje społeczne. Metody pomiaru i doskonalenia umiejętności interpersonalnych [Social competence. Methods for measuring and improving interpersonal skills]. Wolters Kluwer.
Suchodolska, J. (2017). Poczucie jakości życia młodych dorosłych na przykładzie studenckiej społeczności akademickiej [The sense of the quality of life of young adults on the example of the student academic community]. Wydawnictwo Adam Marszałek.
Twentyman, C. T., Boland, T., & McFall, R. M. (1981). Heterosocial avoidance in college males: Four studies. Behavior Modification, 5, 523–552.
Wiggins, J. S. (1995). Interpersonal Adjective Scales IAS. Professional manual. Psychological Assessment Re-sources, Inc.
Youde, A. (2016). Tutor emotional competences valued by learners in a blended learning context. European Journal of Open, Distance and e-Learning, 19, 81–97.
Zimbardo, P. G., & Gerrig, R. J. (2012). Psychologia i życie [Psychology and life]. Wydawnictwo Naukowe PWN.
Zimbardo, P. G., Johnson, R. L., & McCann, V. (2017). Psychology: Core concepts. Pearson Higher Education.