Introduction

▪ Interpersonal Problems: :issues such as conflicts with peers,

communication difficulties, and relationship problems.
▪ Individuals striving to form intimate relationships and establish
satisfactory interpersonal relationships.
▪ Failure to form these relationships can lead to isolation and affect later
developmental stages (Sullivan, 1953).

Ego-resiliency: Trait emphasizing flexibility, resilience, and

resourcefulness (Block & Block, 1980).
Social Support: Emotional, informational, and practical assistance from
social networks and crucial role in healthy interpersonal relationships
(House, 1981).
Significance of the Study

Modern high school students face a more demanding educational

landscape than previous generations.

Changes in curricula and societal expectations contribute to this

heightened pressure.

Balancing these demands is challenging and often leads to increased

pressure.

These pressures also contribute to interpersonal issues among students.

 Domineering Intrusive /Needy
Self-centered

Interpersonal Problems
Self-sacrificing

Cold\Distant

Socially -inhibited
Overly-submissive Overly-Accommodating
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Ego-resiliency

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Social Support
Purpose of the Study
General Objective: :To investigate the relationship among social support, ego-
resiliency and interpersonal problems of high school students.
Specific Objectives
• To investigate the ego-resiliency of high school students
• To examine the interpersonal problems of high school students
• To examine the social support of high school students
• To examine the ego resiliency of high school students by gender, age, grade level and
• To explore the interpersonal problems of high school students by gender, age, grade
level and
• To examine the social support of high school students by gender, age, grade level and
• To find out the relationships among ego resiliency, social support and interpersonal
problems of high school students
• To predict the interpersonal problems of high school students from their ego
resiliency and perceived social support
Definitions of Key Terms

Social Support. Social support is defined as supportive others’ provision

of “psychological and material resources intended to benefit an
individual’s ability to cope with stress” (Cohen, 2004)
Ego-resiliency. Ego resiliency is a personality trait that refers to an
individual characteristic “reflecting general resourcefulness, sturdiness
of character, and flexibility of functioning in response to varying
environmental circumstances”. (Luthar et al., 2000)

Interpersonal Problems. Interpersonal problems refer to persistent

difficulties that individuals experience in their social relationships.
(Horowitz et al., 2000)
Previous Studies about Social Support

• Strong social support networks contribute to social competence,

including empathy, cooperation, and communication skills, which are
fundamental for maintaining healthy relationships (Laursen & Collins,
2019).
• Students with high social support report lower levels of interpersonal
problems (Johnson et al., 2018).
• Positive peer interactions and familial support enhance students' ability
to cope with stress and improve emotional regulation (Eisenberg et al.,
2019; Davis & Humphrey, 2018).
Previous Studies about Ego-resiliency

• Students with greater resiliency tend to exhibit higher levels of

adaptability, emotional regulation, and problem-solving skills, which
are crucial for academic success and social competence (Luthar,
Cicchetti, & Becker, 2000).
• Ego brittle students often resort to maladaptive coping mechanisms:
denial, avoidance, aggression (Block & Block, 1980).
Multidimensional Models of Social Support

• Cutrona and Russell (1990) identified different multidimensional

models of social support that assess how well the support matches the
recipient’s needs.
• Based on previous researches (Caplan, 1974; Cobb, 1976, 1979;
Cohen & McKay, 1984; Cohen & Wills, 1985; Hirsch, 1980; House,
1981; Kahn, 1979; Schaefer et al., 1981; Weiss, 1974), five basic
support dimensions appear in most of these models.
• Emotional Support: This dimension involves turning to others for
comfort and security during times of stress, resulting in feeling cared
for by others.
• Social Integration (Network Support): This involves feeling part of a
group with common interests and concerns, reflecting casual
friendships that allow for social and recreational activities.
• Esteem Support: This involves bolstering a person's sense of
competence or self-esteem through positive feedback and expressions
of belief in their abilities.
• Tangible Aid: This involves providing concrete assistance, such as
financial help or physical aid, to help a person cope with stressful
situations.
• Informational Support: This involves providing advice or guidance on
possible solutions to problems.
Previous Studies about Social Support

No Author Year Research Title/ Research Findings

1 Lokesh Kumar Ranjan, 2019 Social support is directly proportional to ego

Anand M Ghadse, resilience. In female, social support is better than
Pramod R Gupta male as a result of this ego resilience is also
better in female as compare to male.

2 Fadila Oktavianti 2024 Positive relationship between interpersonal

, Jihan Nabilah Saper communication and peer social support.
, Shelvia Eka Yusida
, Ghazy Agil Saleh
2.2 Construct of Ego-resiliency (Block & Kremen, 1996)

• Ego resiliency begins developing in infancy as children learn to

regulate impulses to adapt to their psychosocial environment.
• Initially driven by the "pleasure principle," children gradually shift to
the "reality principle" through the maturation and experiential
construction of various personality structures.
• These structures include cognitive elements and are essential for
prioritizing immediate threat avoidance and long-term viability.
• Effective development of these structures ensures that individuals can
navigate their surroundings safely and adaptively.
• Ego-resiliency involves a range of behavioral routines and perceptual
schemata developed to manage impulses and adapt to the environment.
• Ego-functioning structures include:
• Contextually warranted delay of gratification.
• Rejection of unwarranted nongratification.
• Inhibition of aggression to avoid dangerous reactions.
• Caution in unstructured situations.
• Playful and sentient experiencing of the environment.
• The various ego structures involved in impulse control are
interconnected and follow system organizational principles.
• They are activated sequentially as individuals respond to different
experiences and contextual demands.
• This process shapes the individual's personality system over time,
reflecting the development of metamotivational dynamics.
• The effectiveness of these interrelated and sequentially activated ego
structures determines whether an individual's personality system
remains psychologically viable.
Previous Studies about Ego-resiliency

No Author Year Research Title/Research Findings

1 Saw Nan Aye , Aye Aye 2020 Significant positive relationships among perceived
San social support, perceived experience of emerging
adulthood and ego-resiliency.

2 Young Hee Park, In Hong 2022 ER helps decrease stress caused by the pandemic
Kim, Yeo Won Jeong * among university students and should be considered a
significant factor for developing adaptive stress coping
strategies.
2.1 Circumplex Structure of Interpersonal Problems (Horowitz
et al, 1997)
This model contains the following four principal postulates.
The first proposition of this model identifies two primary dimensions
underlying the circumplex: (a) affiliation, nurturance, or communion and (b)
dominance, influence, or control.
The second proposition posits that each interpersonal behavior invites a
specific class of complementary reactions, defined within the circumplex
model.
The third proposition is that noncomplementary creates a palpable
interpersonal tension between the two interacting partners.
The final proposition focuses on the reasons behind unsuccessful goal
satisfaction in interpersonal contexts.
Circumplex Structure of Interpersonal Problems
Previous Studies about Interpersonal Problems

No Author Year Research Title/ Research Findings

1 Alison Paradis & 2010 Child with maltreatment history have higher
Sophie Boucher interpersonal problems in adult.

2 Sona Lee , Hye Young 2022 There were significant correlations among ego-
Ahn , and Hye Seon resiliency, aggression, and interpersonal
Choi problems. Aggression had a partial mediating
effect on the relationship between ego-resiliency
and interpersonal problems.
Method

➢ Type of Research
Descriptive Survey Method

➢ Research Design
Quantitative Research Design

➢ Sample
High School Students (600) from Yangon and Bago Region
Instrumentation

✓ Social support will be examined by Multidimensional Scale of

Perceived Social Support (MSPSS) Zimet, et al. (1988)
✓ Ego resiliency will be examined by Ego Resiliency Scale Revised
(ER89-R) Alessandri, et al. (2008), based on Block & Kremen (1996)
✓ Interpersonal problems will be examined by Inventory of
Interpersonal Problems (IIP-32) Horowitz, et al. (2000)
Multidimensional Scale of Perceived Social Support MSPSS
Zimet, et al. (1988)
▪ 12 items
▪ Subscales and Number of Items:
1.Family: 4 items
2.Friends: 4 items
3.Significant Others: 4 items
▪ Likert Scale: 7-point Likert scale (1 = Very strongly disagree, 7 = Very
strongly agree)
• Sample item
There is a special person with whom I can share my joys and sorrow.
(SO)
Ego Resiliency Scale Revised (ER89-R) Alessandri, et al.
(2008)
▪ 10 items
▪ Subscales and Number of Items:
1. Optimal Regulation: 6 items
2. Openness to life Experience: 4 items
▪ Likert Scale: 7-point Likert scale (1 = Disagree strongly, 7 = Agree
strongly)
• Sample item
My daily life is full of things that keep me interested. (OR)
Inventory of Interpersonal Problems (IIP-32) Horowitz, et al.
(2000)
▪ 32 items
▪ Subscales and Number of Items
1. Domineering/Controlling (PA): 4 items
2. Vindictive/Self-Centered (BC): 4 items
3. Cold/Distant (DE): 4 items
4. Socially Inhibited (FG): 4 items
5. Nonassertive (HI): 4 items
6. Overly Accommodating (JK): 4 items
7. Self-Sacrificing (LM): 4 items
8. Intrusive/Needy (NO): 4 items
▪ Likert Scale: 5-point Likert scale (0 = Not at all, 1 = A little bit, 2 = Moderately, 3 = Quite a bit, 4 =
Extremely)
• Sample item
It is hard for me to put somebody else’s needs before my own. (BC)
Conclusion

• A negative correlation between ego-resiliency and interpersonal problems,

indicating that higher ego resiliency is expected to be associated with lower
interpersonal difficulties.
• High social support is expected to be associated with lower interpersonal
problems, particularly enhancing the protective effect of ego-resiliency.
• Gender differences are also expected, with female students showing higher
social support and lower interpersonal problems compared to male students.
➢ It will enhance the understanding of adolescent development, particularly
the interactions between ego resiliency, social support, and interpersonal
problems.