대학생의 거부민감성이 대인관계문제에 미치는 영향: 경험회피와 정서인식명확성의 매개효과

김아람,양도연,천성문 부경대학교 인문사회과학연구소 2022 인문사회과학연구 Vol.23 No.2

The purpose of this study is to investigate mediated effect of experiential avoidance and emotional clarity that comes from rejection sensitivity of the university student and their interpersonal relations difficulties. The subjects of this study were university students in four cities and they were asked about rejection sensitivity, interpersonal relations problems, experiential avoidance, and emotional clarity with questionnaire. Correlation analysis was conducted so as to examine interrelations of variables by using SPSS 22.0. The findings of this study are the following: First, rejection sensitivity of the university students influences directly on their interpersonal relations problems. Second, rejection sensitivity of the students has an effect on interpersonal relations problems by mediating experiential avoidance. Third, rejection sensitivity of the university students has an influence on interpersonal relations problems by mediating emotional clarity. Fourth, rejection sensitivity of the university students effects on interpersonal relations problems by successively mediating experiential avoidance and emotional clarity. These findings show that if a university student has high level of rejection sensitivity, the student will avoid the experience due to anxiety about rejection and have low level of emotional clarity, and in turn, it can give an effect on interpersonal relations problems. Thus, based on the findings, this study suggests that practical measures for reducing interpersonal relations difficulties of the university students should be discussed and if a university student client who reports interpersonal relations problems and is sensitive to rejection is faced in practical counseling, it is expected that the results of this study can help the student to adjust to interpersonal relations soundly through proper interventions of experiential avoidance and emotional clarity. 본 연구의 목적은 대학생의 거부민감성과 대인관계문제에서 경험회피와 정서인식명확성의 매개효과를 살펴보는데 있다. 이를 위해 본 연구에서는 전국 17개 시도 중 부산광역시, 경상남도, 서울, 경기도, 4개 시도에 소재한 대학에 재학중인 대학생 359명을 대상으로, 거부민감성, 대인관계문제, 경험회피, 정서인식명확성에 관한 설문을 실시하였고, 무성의하게 응답한 12부를 제외한 347부의 설문지를 사용하였다. SPSS 25.0을 사용하여 변인들 간의 관련성을 살펴보기 위해 상관분석을 실시하였고 Hayes(2013)가 제안한 매개모형의 절차에 따라 경로를 분석하여 매개효과를 확인하였다. 본 연구의 결과는 첫째, 대학생의 거부민감성이 대인관계문제에 직접적인 정적 영향을 미치는 것으로 나타났다. 이는 거부민감성이 높은 사람은 대인관계 속에서 더 많은 어려움을 경험하고 호소한다는 것을 의미한다. 둘째, 대학생의 거부민감성 경험회피를 매개로 대인관계문제에 영향을 미치는 것으로 나타났다. 이는 거부민감성이 높을수록 과도한 불안을 느껴 회피반응을 보여 대인관계가 여려워 지는 것으로 이해할 수 있다. 셋째, 대학생의 거부민감성은 정서인식명확성을 매개로 대인관계문제에 영향을 미치는 것으로 나타났다. 이는 거부민간성이 높을수록 정서를 명확하게 인식하고 파악하는 능력이 떨어져 대인관계에서도 부적절한 반응을 하는 것으로 볼 수 있다. 넷째, 대학생의 거부민감성은 경험회피와 정서인식명확성을 순차적 매개하여 대인관계 문제에 영향을 미치는 것으로 나타났다. 이러한 연구결과는 대학생이 거부민감성이 높을수록 타인의 거부반응에 예민하게 반응하여 경험을 회피하고 이로인해 고통스러운 정서나 생각을 지속적으로 피하게 되어 정서를 명확히 인식하지 못함으로써 대인관계문제에 영향을 줄 수 있음을 시사한다. 본 연구는 대학생 내담자의 대인관계문제를 감소시키기 위한 교육 및 상담 프로그램 개발의 기초자료로 활용될 수 있을 것이다.

정서강도와 정서인식의 명확성, 정서조절양식이 대인관계에 미치는 영향

박경옥,박기환 가톨릭대학교 사회과학연구소 2007 社會科學硏究 Vol.23 No.-

본 연구는 정서강도, 정서인식의 명확성, 정서조절양식이 대인관계 성향에 어떤 영향을 미치는지를 살펴보았다. 다시 말해, 정서표현갈등이 대인관계와 유의한 상관이 있다는 연구를 토대로, 정서를 표현하기 위해 선행되어야 할 정서강도 정서인식의 명확성, 정서조절양식이 대인관계에 미치는 영향을 살펴봄으로써 내담자의 대인관계 문제를 해결하기 위해 어떤 정서적 특징들을 다루어야 하는지를 탐색하는 것이 본 연구의 목적이었다. 이를 위해 서울과 충청지역에 소재하고 있는 대학교의 대학생 322명을 대상으로 정서강도, 정서인식의 명확성, 정서조절양식, 그리고 대인관계 성향을 측정하기 위한 설문조사를 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 정서강도는 대인관계 성향과 모두 상관이 있었으나, 특히 사회관계성향과 상관이 높았다. 둘째, 정서인식의 명확성은 대인관계 성향 중 사회 관계성향과 상관이 높았다. 셋째, 정서조절양식 중 능동적 양식은 대인관계 성향 모두와 상관이 있었으나, 그 중 역할성향과 상관이 가장 높았다. 회피분산적 양식은 표현성향과 상관이 높았으며, 지지추구적 양식은 사회관계성향과 상관이 높았다. 본 연구 결과는 내담자가 정서를 경험하는 정도, 내담자가 자신이 느낀 정서를 얼마나 명확히 아는지의 정도, 내담자가 사용하는 정서조절양식을 상담자가 잘 이해하게 되면, 대인관계에서 정서표현을 어려워하는 내담자를 더 효율적으로 도울 수 있다는 것을 시사한다. In this research, we studied the relationship of emotional intensity, emotional clarity and emotion regulation style with interpersonal relations, based on the assumption that emotion is included in interpersonal relations(Lehman, Ellard, & Wortman, 1986). This is on the basis of the research that ambivalence in emotional expression is closely connected with interpersonal relations. Therefore it is important to investigate the effects of emotional intensity, emotional clarity and emotion regulation style on interpersonal relations. 322 undergraduate students were asked to complete the questionnaires of emotional intensity, emotional clarity and interpersonal relations disposition. The results were summarized as follows: First, emotional intensity had significantly related to all interpersonal relations disposition, especially it was closely related to the social relations disposition. Second, emotional clarity was closely correlated with social relations disposition among the interpersonal relations disposition. Third, active style among the emotion regulation style was correlated with all interpersonal relations disposition, especially it was closely related to role disposition. And avoidance style was closely related to expression disposition. Lastly, support-seeking style was closely related to social relations disposition. This results can be used as a basic data for counselor to solve the client’s problems of interpersonal relations. If the counselor can understand the emotion regulation style of the client, the counselor may easily help the client who has experienced a difficulty of emotional expression in interpersonal relations.

대인관계증진 프로그램이 대인관계 및 자존감에 미치는 효과

황혜자,유선림 東亞大學校 大學院 2005 大學院論文集 Vol.30 No.-

The purpose of this study is to investigate effects of Interpersonal Relation skill program interpersonal relation skills and self-esteem. For the purpose, this researcher surveyed 20 college students of D university located in Busan. Those students voluntarily participated in 'Interpersonal Relation skill program for Interpersonal Relation Improvement' which was publicly noticed and hosted by Student Counseling Center. They were randomly allocated to experimental and control groups each of which consisted of 10 members. Measurement devices used to verify hypotheses made here were Interpersonal Relation Skills Test and Self-Esteem Test. After these tests, the program was applied over 11 sessions, with 1 session a week and 120 minutes per session based. To verify effects of the program on those college students' interpersonal relation skills and self-esteem, further, mean and standard deviation values were calculated with scores from pre-and post-tests in accordance with hypotheses proposed here. Then, t-test was carried out ot determine the significance of mean difference between the two groups. Results of the study can be described as follows. First, the group who participated inInterpersonal Relation skill program was significantly higher in score for interpersonal relation skills than the other group who didn't. Thus the program is effective in improving college students' skills of interpersonal relations. Second, the group who participated in was significantly Interpersonal Relation skill program higher in score for general skills as a sub-area of self-esteem than the other group who didn't. This indicates that the group counseling is effective in improving college students' general skills as one of the sub-areas of self-esteem. Third, the group who participated in Interpersonal Relation skill program was significantly higher in score for social skills as a sub-area of self-esteem than the other group who didn't, indicating that the program can effectively enhance college students' social skills as one of the sub-areas of self-esteem. Fourth, the group who participated in Interpersonal Relation skill program was significantly higher in score for school-related skills as a sub-area of self-esteem than the other group who didn't. This indicates that the program in effective in improving college students' school-related skills as one of the sub-areas of self-esteem. Fifth, there was no significant difference in home-related skills as one of the sub-areas of self-esteem between the group who participated in Interpersonal Relation skill program and the other group who didn't.

여고생의 가족지지와 대인관계가 자아정체감에 미치는 영향

오명애(Oh Myung Ae),김성봉(Kim Sung Bong) 한국문화융합학회 2020 문화와 융합 Vol.42 No.11

본 연구는 여고생의 가족지지와 자아정체감의 관계에서 대인관계의 매개 역할을 파악하고자 하였으며, 고등학교 여학생 260명을 대상으로 설문조사 방법으로 수행하였다. 수집한 자료의 전반적인 특성과 신뢰도는 기술통계량과 Cronbach’α값으로 분석하였으며, 척도 간의 관계는 상관분석, 가족지지와 자아정체감 간의 관계에서 대인관계의 매개 역할과 척도 간의 경로를 추정하였다. 모든 통계분석은 공개 통계프로그램인 Jamovi를 사용하였다. 가족지지와 자아정체감, 가족지지와 대인관계 간의 관계에서 유의미한 정적(+) 상관관계를 보였으며, 가족지지와 자아정체감의 관계에서 대인관계가 완전매개 역할을 하고 있었다. 척도 간 경로추정에서 가족지지는 대인관계를 증가시키며, 다음으로 대인관계가 자아정체감을 높여주는 매개 역할의 특성을 나타내었다. 이는 여고생의 올바른 자아정체감을 형성하기 위해서는 대인관계에 중점을 둔 학교와 지역사회의 적절한 지도와 교육, 상담 등이 필요한 것을 의미한다. 따라서 성인기로의 과도기에 처해 있는 여고생의 대인관계를 매개로 한 자아정체감 형성과 성장 프로그램의 개발을 제안한다. This study was conducted to understand the mediating effect of interpersonal relations on the relationship between family support and ego identity. Date was collected through a questionnaire survey which was conducted on 260 high-school girls. The general characteristics and reliability of the collected data were analyzed using descriptive statistics and Cronbach’s α. The correlation among scale variables, the mediating effect of interpersonal relations, and path estimates among the three scales were also estimated. The statistical analysis was conducted using the free open-source program, Jamovi. Results revealed significant positive correlations between family support and ego identity and between family support and interpersonal relations. The mediating effect of interpersonal relations on the relationship between family support and ego identity was confirmed. Analysis conducted to understand the exact nature of the mediation effect at path estimates among each scale further revealed that family support increases interpersonal relations and interpersonal relations in turn increases ego identity. These results highlight the need for guidance, education and consultation from school and society to be provided to high-school girls based on the role of interpersonal relations in forming a sound ego identity. It is suggested that programs should be developed for the establishment and growth of the ego identity of high-school girls, taking into account the mediation effect of interpersonal relations and focusing on the transitionary period that leads to adulthood.

초등학생용 대인관계 조화 프로그램 개발

김성회,최성식 한국상담학회 2009 상담학연구 Vol.10 No.4

The present study attempted to develop a Harmonic Interpersonal Relation Program for elementary school students (HIRP-E). In this study, Harmonic Interpersonal Relation was defined as interpersonal relation in harmony with 4 social factors: the harmonic interpersonal behavior, the interpersonal emotion, the interpersonal cognition, and the interpersonal behavior. Harmonic Interpersonal Relation in this investigation was operationally defined as the total scores of the four factors on the Harmonic Interpersonal Relation Scale (Choi & Kim, 2007). The harmonic interpersonal relation program group for elementary school students (HIRP-E) was developed, based on the HITS theory (Kim Seong-Hoi, 2007), The harmonic interpersonal relation program group for elementary school students (HIRP-E) was developed based on the recursive systemic program development model(RSPDM). In order to verify the effect of HIRP-E 345 fourth, fifth and sixth grade graders at H elementary School in Daegu Metropolitan City completed the harmonic interpersonal relation scale(HIRS) for elementary school students (Choi & Kim, 2007). The 39 students who were within the low 20 percent rank in the HIRS score and wanted to participate in the program were randomly alloted into three groups. Treatment group 1 is the harmonic interpersonal relation program group, treatment group 2 is the friendship relation program group. The results were as follows. The treatment group 2 was significantly higher than the control group in the levels of overall harmonic interpersonal relation. Treatment group 1 was significantly higher than treatment group 2 in the degrees of overall harmonic interpersonal relation and in factors such as the harmonic interpersonal behavior, the interpersonal cognition, and the interpersonal behavior except the interpersonal emotion. The treatment group 2 was significantly higher than the control group in the levels of interpersonal ability and the treatment group 1 was significantly higher than treatment group 2 in the degrees of interpersonal ability. In conclusion, it was shown that the harmonic interpersonal relation program for elementary school students was developed properly. 본 연구에서는 타당하고 효율적인 프로그램 개발 모형을 구안하여 이를 준거로 기존의 초등학생용 대인관계 프로그램들의 문제점들을 해결할 수 있는 초등학생용 대인관계 프로그램을 개발하고자 하였다. 이를 위해 프로그램 개발 관련 선행연구들을 분석하고 문제점을 찾은 후, 기존 프로그램 개발모형의 문제점을 수정 보완한 순환체제적인 활동이 특징인 14단계의 순환체제적인 프로그램 개발모형을 개발하고 14단계의 순환체제적인 프로그램 개발모형 단계에 따라 초등학생용 대인관계 조화 프로그램을 개발하였다. 특히 기존 대인관계 프로그램들의 문제점인 대인관계 기술 중심의 단편적, 증상 처방적인 문제점을 극복할 수 있는 김성회(2005, 2007)의 HITS 상담(Counseling for Harmony of Individual, Time and Space)이론에 근거한 개인 내적인 요소인 인지적, 정서적, 행동적 요소와 특정시간대의 사람과 조화를 이루도록 구성된 초등학생용 대인관계 조화 프로그램을 개발하였다. 프로그램의 효과 검증을 위하여 실험집단(대인관계 조화 프로그램), 비교집단(교우관계 개선 프로그램), 통제집단 모두에게 프로그램 실시 전과 직후에 평가 도구인 초등학생용 대인관계 조화척도 및 초등학생용 대인관계검사로 사전검사와 사후검사를 실시하였고, 실험이 끝난 3주 후에 추후검사를 실시한 결과 초등학생용 대인관계 조화 프로그램은 경험적으로 그 타당성이 검증되었다. 논의에서는 초등학생용 대인관계 조화 프로그램이 타당하게 구성된 근거와 경험적으로 그 타당성이 검증된 근거를 제시하였다.

물리치료학과 학생들의 임상실습 중 대인관계에 대한 연구

김지선,장은미,전혜진,최영은,안덕현,김용권,Kim, Ji-Sun,Jang, Eun-Mi,Jun, Hae-Jin,Choi, Young-Eun,Ahn, Duck-Hyun,Kim, Yong-Kwon 대한물리치료과학회 2003 대한물리치료과학회지 Vol.10 No.2

The purpose of this study was to provide information for making positive interpersonal relations by understanding the degree of difficulties of interpersonal relations that physical therapist students may have on clinical practice. The survey results of 175 students who completed clinical practice for the first term of 2003. The survey was conducted through mail or e-mail between July 20 and August 20, 2003. The data were analyzed frequency, percentage, t-test, and one-way ANOVA using the SPSS/PC Ver. 10.0 (${\alpha}=0.05$). The results were as follows; 1. The mean score for the level of points interpersonal relations was 41.06 points in full 80 points. Therefore most students had a little problem on interpersonal relations. 2. More difficulties of interpersonal relations were felt by students in the following order; clinical instructors, patients, other students, and other department staffs in the hospital. 3. Between students and clinical physical therapist in the hospital, most students were satisfied with a instructor's attitude toward there (61.1%). 4. Between students and other department staffs in the hospital, most students were felt convenient when faced with other staffs(61.8%). 5. Between students and patients in the hospital, most students didn't uncomfortable when they made a rapport(69.2%). 6. Between students and other college students, most students were didn't inconvenient when they were practicing together(69.8%). 7. The students with higher marks in major felt more difficulties for forming personal relations with other department staffs in hospital, patient, and other students(p<0.05). 8. The students showed more felt inconveniences over 8 weeks practicing than below 7 weeks itperiods of clinical practice(p<0.05). 9. The number of practice place were significantly difference according to relation of patients, other college students(p<0.05). More less practice place were made difficult of interpersonal relations. The further studies would be made in viewpoints to clinical instructors, patients, students, others department staffs in the hospital so that we could compare our results with theirs.

대인기능 중심의 전환교육활동이 정신지체학생의 지역사회적응기술에 미치는 효과

전보성 ( Bo-sung Jeon ),조인수 ( In-soo Cho ) 한국특수교육문제연구소 2005 특수교육저널 : 이론과 실천 Vol.6 No.1

본 연구는 특별한 교육적 욕구를 가진 정신지체학생들에게 실제적인 현장인 지역사회에서의 교육을 통하여 한 사람의 성인으로서 독립적인 사회적응을 하는데 필요한 능력을 체득하고 자연스러운 사회통합의 기초적응능력을 향상시키는가를 알아보고자 한다. 이를 위하여 대인기능 중심의 전환교육활동 프로그램을 구안.적용하고자 하며 그 구체적인 연구목적은, 대인기능 중심의 전환교육활동이 정신지체학생의 사회적응기술(기본생활영역, 사회자립영역,직업생활영역)을 증진시키는데 효과가 있는가를 밝힌다. 여기서 연구된 내용은 사회와 특수교육현장에 일반화하여 효과적으로 활용할 수 있도록하는데 의의가 있으며, 또한 정신지체 직업.전환교육에 좋은 지침이 될 수 있을 것이며 타장애영역 학생들의 직업진로 및 전환교육에 실질적인 도움을 줄 수 있을 것이다. The purpose of this study is find out effects of interpersonal relationfunction-based transition program on skills adapting to community integration of students with mental retardation. The subjects of this study selected 21 students with mental retardation, including 1 graders at high school course who are enrolled in special school for the mentally retarded, in A City. The instrument of this employed interpersonal relation function-based transition program, which is reconstructed as interpersonal-functional centered transition curriculum, which applied to high school students with mental retardation about 50 sessions for 7 months. The conclusion drawn from the results were as follows; First, interpersonal relation function-based transition program have an effect on their community integration skills. Second, interpersonal relation function-based transition program have an effect on their basic living field. Third, interpersonal relation function-based transition program have an effect on their social self-reliance field. Fourth, interpersonal-functional centered transition education program have an effect on their occupational living field. The suggestions drawn from this study were as follows: First, interpersonal relation function-based transition program have an positive effects upon total sub-domains in community integration skills domains of students with mental retardation. Second, because the effect of daily life based transition program is insufficient without participation of school, home, local community, public institution, effort for active participation of these institution is needed. Third, it is necessary to find out the effect of interpersonal-functional centered transition program about long-term generalization and to practice follow-up study about the change of each item according to sub-areas of program. Fourth, this study investigated only the effect of interpersonal relation function-based transition program on residing community integration skills for children with mental retardation. But enlargement applying to vocation adaptation, vocation achievement, the preparation of vocation guide, and so on, is needed in the future study.

청소년의 부모-자녀간 의사소통, 정서지능과 대인관계능력간의 관계

유문숙,이은숙,유미애 한국모자보건학회 2012 한국모자보건학회지 Vol.16 No.2

Objectives: This study was conducted to investigate the relationships among parent-adolescent communication, emotional intelligence and ability of interpersonal relations among Korean high school students. Methods: A survey was conducted using self-reported structured questionnaire in 219 boys and 253 girls ages 14 to 19 from a convenience sample of three high schools in Korea. Results: Adolescent's ability of interpersonal relations was significant positively related to openness in mother and father communication and emotional intelligence. Furthermore, regression analysis revealed that the emotional intelligence, mother-opened communication, sex and number of friend were significant predictors of ability of interpersonal relations among high school students. These variables explained 43.8% of the variance of the ability of interpersonal relations. Higher levels of ability of interpersonal relations were associated with greater emotional intelligence and number of friend. Girls significantly showed higher score in ability of interpersonal relations and openness in mother communication than boys. Conclusions: The results of this study indicate that improving emotional intelligence has the effect on enhancing adolescents' ability of interpersonal relations.

유아의 나눔 인식에 따른 대인관계성향에 관한 연구

송선화 한국유아교육학회 2011 유아교육연구 Vol.31 No.4

본 연구는 유아의 나눔 인식의 수준이 대인관계성향의 하위요인과 어떠한 관련이 있는지를 밝히는데 목적을 두었다. 이를 위해 G시에 소재한 유치원에 다니고 있는 유아 80명을 대상으로 나눔에 대한 인식을 알아보는 개방형질문지와 유아의 대인관계성향을 측정하는 질문지를 사용하여 자료를 수집하였다. 분석 결과 유아의 나눔 인식의 수준은 비교적 낮게 나타났으며, 대인관계성향은 비교적 높게 나타났다. 또한 성별에 따른 유의미한 차이는 나타나지 않았다. 그러나 나눔의 하위요인 중 나눔을 실천하는 사람들과 실천 방법에서는 여아들이 남아들보다 더 높게 인식하는 것으로 나타났다. 유아의 나눔 인식과 대인관계성향 간의 관계에서는 나눔 인식의 수준이 높을수록 대인관계성향이 높게 나타났다. 특히 유아들이 갖는 나눔의 대상에 대한 인식은 사교-우호적 사회적 관계성향 및 과시-도취적 표현성향과 유의미한 관계가 있는 것으로 나타났다. 그리고 유아의 나눔 인식 수준에 따른 상위, 중위, 하위 집단 간 대인관계성향의 전체 하위요인에 있어 유의미한 차이를 보여주었다. 즉, 나눔 인식 상위 집단이 하위 집단에 비해 더 높은 대인관계성향을 나타냈다. 반면에 유아의 나눔 인식 하위집단이 경쟁-공격적 표현성향에서는 높은 부정적인 대인관계성향을 보이는 것으로 나타났다. 이를 기초로 유아의 긍정적이고 바람직한 나눔 인식을 위한 다양한 경험과 대인관계 증진을 위한 환경 제공이 필요함을 시사 받을 수 있을 것이다. The objective of this study is to ascertain if and how young children's awareness of sharing correlates with sub-factors of their dispositions toward interpersonal relations. Subjects were 80 young children attending a kindergarten in G City. An open-ended questionnaire asking about their awareness of sharing and another questionnaire measuring the children's interpersonal relations disposition were used in the collection of data. Analysis of the data finds young children's awareness of sharing to be relatively low, and their interpersonal relations dispositions to be relatively high. These variables did not significantly differ according to gender. However, the study finds that the girls had more exposure to the practice of sharing than did the boys. With regard to the relationship between young children's awareness of sharing and their dispositions toward interpersonal relations, that disposition was found to be higher in those who also had a high awareness of sharing. In particular, young children's awareness of acts and objects of sharing correlated significantly with the "social-amicable" social relation disposition and the "ostentatious-narcissistic" expression disposition. In addition, the disposition toward interpersonal relations was greater in the group which had a high awareness of sharing than it was in the group with a low awareness of sharing. On the other hand, young children who registered a low awareness of sharing showed negative dispositions toward interpersonal relations through the disposition for "competitive-aggressive" expression. These results suggest a need to create environments to promote positive interpersonal relations and provide young children with planned, guided experiences fostering the development of a positive and desirable awareness of sharing.

대학생의 수면, 회복성과 대인관계 간의 관계

강민경,김소정,김유미,박수민,변고영,송은혜,신지혜,이은별,이은서,정진선,김건희,이수연 이화여자대학교 간호과학대학 2019 이화간호학회지 Vol.- No.53

Purpose: This study aimed to identify the relationship among sleep, resilience, and interpersonal relations of college students. Methods: Data were collected by using a structured questionnaire consisting of Korean Sleep Scale, Connor-Davidson Resilience Scale-10, and Relationship Change Scale between September 21st, 2018 to September 30th, 2018. Subjects were 185 college students who currently attend universities in a city. Collected data were analyzed using descriptive statistics, t-test, one-way ANOVA, Tukey’s test and Pearson’s correlation coefficient using the SPSS 25.0 program. Results: The mean score of sleep was 34.93±6.35, the mean score of resilience was 23.17±6.95, and the mean score of interpersonal relations were 3.65±0.38. In sleep, there were significant differences according to grade and major. In resilience, there were significant differences according to gender and grade. Sleep was negatively related to resilience (r=-.319, p<.001) and interpersonal relations (r=-.226, p=.002). Interpersonal relations were positively correlated to resilience (r=.348, p<.001). Conclusion: The results suggest that concrete measures to promote interpersonal relations need to be sought in consideration of the relations among college students' sleep, resilience, and interpersonal relations. Also, it is expected that the study will be used as basic data to improve the interpersonal relations of college students in the desirable direction by improving the sleep and resilience of college students.