communication skills

Purpose: This aim of this study was investigate the model of organizational culture with psychological well-being with mediating of communication skills. Methodology: Present study was cross-sectional from type of correlation. The research population was education staff of Marvdasht County in 2019 years. The research sample was 400 people who were selected by multi-stage cluster random sampling method. Data were collected by the questionnaires of organizational culture (Glaser & et al, 1987), psychological well-being (Ryff, 1989) and communication skills (Burton, 1990) and analyzed by structural equation modeling method with using path analysis in SPSS-25 and AMOS-23 software. Findings: The findings showed that organizational culture had a direct and significant effect on communication skills and psychological well-being, communication skills had a direct and significant effect on psychological well-being and organizational culture had an indirect and significant effect on psychological well-being with mediating of communication skills (P<0.01). Also, the model of organizational culture with psychological well-being with mediating of communication skills had a good fit. Conclusion: Regarded to the proper fit of the model and direct and indirect relationships of variables, it is recommended to promote the psychological well-being of education staff by improving their organizational culture and communication skills through improving the status of staff and workshops

Abstract: One of the basic priorities of any country is to designate appropriate financial strategy to reach an optimized education system to to tenure different jobs. The goal of this research is to determine criteria of importance and skills and knowledge ranking needed by Accounting graduates in order to achieve future financial success. To have access to the research goal, accounting education skills related variables recognized and categorized into 7 principal components (strategic management, analyzing skills, leadership skills, increasing capabilities skills, general skills of Accounting, communication skills and personality skills) are selected and the fuzzy AHP is utilized to data analysis. Research results show that strategic management is placed as the first priority and communication skills is considered as the last one according to professionals' points of view.

Purpose: The aim of the present study was to determine the relationship between communication skills and life satisfaction among students of Islamic Azad University. Methodology: This was an applied study in terms of its aim and a descriptive correlational in terms of its methodology. The research population included 190000 students studying at Islamic Azad University of Tehran in the academic year 2019-2020. The sample size was estimated to be 384 people selected by multi-stage cluster sampling method. Data were collected by Communication Skills Test-Revise (Queendom, 2004) and Students' Life Satisfaction Scale (Huebner, 1991) and analyzed by Pearson correlation coefficients and stepwise multiple regressions in SPSS ver.19 software. Findings: The results showed that communication skills and all dimensions including the ability to receive and send message, emotional control, listening skill, insight into the communication process and communication with determination had a positive and significant relationship with life satisfaction in students (P<0.01). Communication skills significantly could predict 33.6% and among the dimensions of communication skills, three dimensions of listening skill, communication with determination and the ability to receive and send message together could predict 60.8% of life satisfaction changes in students (P<0.001), but the dimensions of emotional control and insight into the communication process did not enter the equation due to the lack of a significant increase in the amount of prediction (P>0.05). Conclusion: According to the results of the present study, communication skills with life satisfaction have a significant relationship and predicted a significant portion of it. Therefore, planning to improve the satisfaction of life in students is essential by increasing their communication skills through workshops.

This study was conducted to investigate the effect of conversational style education through multimedia on increasing communication skills of female students. The research method was quasi-experimental and the statistical population included female students in sixth grade of District 2 of school system in Tehran(Iran), of whom 60 were selected by cluster sampling and placed in two groups of control and experiment. Data collection tools included Attar's standard communication skills questionnaire (2007) whose face validity was confirmed by eleven teachers using Delphi technique and its reliability through Cronbach's alpha coefficient for subscales, emotion management, others perception and assertiveness. It was equal to 0.92, 0.89 and 0.88, respectively. Research data were analyzed using SPSS.22 software. The results showed that there was a significant difference between the mean scores of the control and experimental groups regarding students' communication skills at the level of 95%. Students' communication skills in conversational style through multimedia were better than students trained in the traditional way. The results of this study indicate the positive role of interactive teaching through multimedia in increasing the communication skills of primary school students, and this emphasizes that schools and educational institutions need more multimedia tools to deepen Learn and enhance learners' communication skills.

English as the most popular international system of communication plays an undeniable role in the communication of various disciplines. Present study followed a quantitative approach. The study involved studying the effects of teaching tourism vocabulary on communication skills of the students of tourism and hotel management. Forty-six students participated in the study. Two groups were formed randomly; experimental and control. They took the PET test. Their scores from the PET test were used to check the homogeneity of the learners and their pretest communication skills score. The learners’ communication skills scores were the collection of their listening and speaking scores from the PET test. After the treatment, the learners took the listening and speaking tests from the PET test. Their mean scores were calculated and compared to find any significant difference. The results showed that the experimental group’s communication skills outperformed the control group. Moreover, the results of the study showed the importance of teaching vocabulary for improving communication skills of the students.  

Objective: Considering domestic violence occurs in the context of marital relationship, it seems necessary to examine the individual characteristics of each couple in the occurrence of this phenomenon. Therefore, the purpose of this study was Comparison of communication skills, Cognitive Emotion Regulation Strategies and Communication Patterns in Women with and Without Experience of Domestic Violence. Methods: The present study was an analytical-comparative study. The statistical populations of this study were all women of Rasht city in the 2018 year. Among these women, 120 persons were considered as a research sample; of these, 60 people in the group of women with experience of violence were selected using available sampling method and 60 people in the group of women without experience of violence were selected using cluster sampling method. Data measurement tools in this study were Communication Skills Questionnaire (CSTRQ), Marital Relationship Patterns Questionnaire (CPQ) and Cognitive Emotion Regulation Questionnaire (CERQ). The data of this study were analyzed using independent t-test in SPSS 21. Results:  The results showed that there was a significant difference between communication skills and communication patterns of constructive interaction and withdrawal-belonging pattern in women with and without experience of domestic violence (P <0.05). However, no significant difference was observed between the two groups in terms of communication pattern of mutual avoidance and cognitive regulation of emotion. Conclusion: Considering the important role of communication skills and patterns in the occurrence or prevention of domestic violence, communication skills training in premarital counseling and marital counseling seems necessary.

Aim:   Considering the effects of hidden communication aggression and its consequences on the couple's relations, reducing it can diminish its consequences. The present study aimed to examine the model of direct and indirect effects of self-esteem and communication skills on sexual satisfaction with mediating role of hidden aggression dimensions of spouses in female nurses of public and private hospitals in Shiraz city.   Methods: The study sample consisted of 310 female nurses selected through the two-stage random cluster sampling method. The research method was correlational, and the research tools were the Self-Esteem Scale (SES), the Marital Social-Skills Inventory (MSSI), the Hidden Communication Aggression Scale (HCAS), and the Sexual Satisfaction Scale for Women (SSSW). Data analysis was done using Pearson's correlation coefficient and structural equation modeling.   Results:   The results showed that there was a significant relationship in the direct paths of self-esteem to the social image sabotage, self-esteem to emotional withdrawal, communication skills to emotional withdrawal, self-esteem to sexual satisfaction, communication skills to sexual satisfaction, social image sabotage to sexual satisfaction, and emotional withdrawal to sexual satisfaction, but the relation of communication skills to the social image sabotage was not significant (P=0.41). Also, the mediating role of emotional withdrawal was significant between self-esteem and sexual satisfaction (P=0.006, b=0.038) and between communication skills and sexual satisfaction (P=0.006, b=-0.062) at P<0.05. But the mediating role of the social image sabotage variable was not significant between communication skills and sexual satisfaction (P=0.20, b=0.027) and between self-esteem and sexual satisfaction (p=0.06, b=-0.034).   Conclusion: Researchers interested in this field are suggested to examine the effect of home violence and especially covert violence in other psychological variables so that the results of this type of violence in married life can be better recognized. The results of this research on self-esteem showed that people with high self-esteem have higher quality and satisfaction in their relationships and married life. Thus, those responsible for the education and upbringing of people since childhood (family, teachers, counselors, etc.) should attempt to increase this spirit in people and make the increase of this spirit in the individual a priority of their work

  Communication is associated to the effectiveness and efficiency of any sports team function due to its informative, motivational and evaluative role. However, the effects of communication skills within the physical education context are rarely investigated. Hence, the aim of this study was to investigate the effects of communication skills in the physical education on enjoyment and involvement of high school students. It was hypothesized that communication skills within the physical education class have positive effects on enjoyment and involvement of high-school students. The method used in this study was a structural equation modelling. The participants included 384 adolescents age 16 to 18 years old (mean 16.96±0.57 years old) who attended in regular high-schools. Teacher Communication Behavior Questionnaire (TCBQ) and Fragebogens zur Erfassung von Freude am Schulsport im Jugendalter (FEFS-J), and Student Engagement Instrument (SCI) were used for assessing communication skills, enjoyment, and involvement. To analyze data, we used Pearson correlation test and structural equation modeling. Results showed that communication skills had significant effects on enjoyment (T=4.182) and involvement (T=6.082). In addition, enjoyment had significant effects on involvement (T=3.291). Results of evaluating fitness of good showed that our model has a good fit (GOF=0.93). Communication skills are very important for engagement and learning of students.