Factors affecting instruction in interpersonal competence

Abstract

This study was designed to determine the factors which may affect learning in interpersonal communication instruction. The instructional program had two broad learning objectives: the development of interpersonal competence skills and the cognitive understanding of concepts and constructs associated with the literature of interpersonal communication. Results showed that group performance scores, the measure of achievement in interpersonal skills, were significantly related to learner's perceptions of their group leader's empathy, learner's perceptions of their group's effectiveness, learner's sex and class status, learner's previous achievement, and learner's interpersonal competence as perceived by other members of their small group. Test scores, the measure of cognitive achievement, were significantly associated wth learner's previous record of achievement, learner's class standing, and learner's degree of flexibility/acceptance skills as perceived by other members of their small group. Instructional implications of these results are discussed.