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Method

The research details a quantitative study focused on examining the relationships

among communication skills, interpersonal problem-solving skills, and social self-efficacy

among high school students in Mugla. The study utilized data collected from 494 students,

with an almost equal gender distribution, aged 15 to 18. The instruments used for data

collection included the Communication Skills Inventory (CSI), the Interpersonal Problem

Solving Inventory (IPSI), and the Social Self-Efficacy Expectation Scale for Adolescents

(SSES-A).

The study’s participants were randomly selected from different types of high schools

in Mugla, with one class from each grade (1st through 4th) chosen. The average age of the

students was 16.49 years, with a standard deviation of 1.41. The data collection process

involved providing students with an appropriate environment and adequate time to respond to

the survey questions in classroom settings.

The CSI, developed by Balcı and Ersanlı (1998), consists of 45 statements designed to

evaluate adolescents’ communication skills. It assesses cognitive, affective, and behavioral

aspects of communication through a Likert-type scale. Reliability analyses of the CSI

indicated Cronbach’s alpha coefficients ranging from .64 to .77 for different subscales. The

convergent validity of the CSI was established through its correlation with the

Communication Skills Assessment Scale (CSAS), yielding a coefficient of .70.

The IPSI, developed by Çam and Tümkaya (2008), comprises five subscales and a

total of 50 items. It measures various aspects of interpersonal problem-solving skills using a

Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The IPSI demonstrated

internal consistency (Cronbach’s alpha) coefficients ranging from .62 to .90 for different

subscales. Test-retest correlation values over a four-week interval ranged from .69 to .89 for
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subscales, indicating good reliability. Convergent validity was established through

correlations with other measures such as the Problem Solving Inventory (PSI) and Trait

Anxiety Inventory (TAI).

The SSES-A, developed by Bilgin (1999), assesses social self-efficacy expectations in

adolescents through a five-point Likert scale consisting of 40 statements. The scale

demonstrated high internal consistency with Cronbach’s alpha coefficients of .82 to .93 in

previous studies. Convergent validity was established through correlations with other

measures such as the Self-Acceptance Inventory (SAI), yielding a correlation coefficient

of .18.

Data analysis involved Pearson product-moment correlation analysis and multiple

regression analysis to explore the relationships among communication skills, interpersonal

problem-solving skills, and social self-efficacy. Various statistical tests were employed to

ensure data quality, including checks for erroneous or missing values, outliers, and

multicollinearity. The final dataset consisted of 494 observations.

The results of the study revealed significant correlations between communication

skills, interpersonal problem-solving skills, and social self-efficacy. Effective communication

skills, including cognitive, affective, and behavioral aspects, were positively associated with

social self-efficacy. Similarly, constructive problem-solving skills and an insistent-

persevering approach were positively related to social self-efficacy, while negative problem-

solving approaches such as approaching problems in a negative way, lack of self-confidence,

and unwillingness to take responsibility were negatively correlated with social self-efficacy.

Multiple regression analyses indicated that communication skills and interpersonal

problem-solving skills significantly predicted social self-efficacy among high school

students. Specifically, the cognitive, affective, and behavioral subscales of communication

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skills explained 18% of the total variance in social self-efficacy, while the five subscales of

interpersonal problem-solving skills explained 22% of the total variance in social self-

efficacy.

The discussion section interpreted the findings in the context of existing literature,

highlighting the importance of communication skills and interpersonal problem-solving skills

in enhancing social self-efficacy among adolescents. Effective communication was identified

as a crucial factor in interpersonal relationships, facilitating problem-solving and promoting

positive interactions. Conversely, ineffective communication and problem-solving approaches

were associated with lower social self-efficacy.

The study concluded by emphasizing the implications of the findings for

psychological counseling and guidance services in schools. It recommended the development

of interventions aimed at enhancing communication and interpersonal problem-solving skills

among adolescents to promote social self-efficacy and overall mental well-being. However,

the study acknowledged certain limitations, such as its focus on a specific city and high

school population, suggesting the need for broader research encompassing diverse

populations and settings.