Topic
Interpersonal communication
About: Interpersonal communication is a research topic. Over the lifetime, 26243 publications have been published within this topic receiving 767999 citations.
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TL;DR: Simultaneously addressing the individual and institutional level influences on mental health offers the most promising help for students.
Abstract: Objective: This study investigates the individual, interpersonal, and institutional level factors that are associated with overall mental health among college students. Participants: Data are from an online cross-sectional survey of 2,203 students currently enrolled at a large public university. Methods: Mental health was ascertained using a subcomponent of the RAND Medical Outcomes Study functioning and well-being measures developed by the RAND corporation. Stepwise regression was used to determine if self-reported measures of individual (ie, coping abilities), interpersonal (ie, intergroup awareness), and institutional (ie, campus climate/tension) level factors were associated with overall mental health, after controlling for demographic characteristics. Results: The combined effects of both individual and institutional level measures were associated with student mental health. In particular, limited coping abilities and a perceived racially tense campus climate contributed to the psychological...
217 citations
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TL;DR: The multiple and long-term effects of functional communication training relative to a common reductive procedure (time-out from positive reinforcement) were evaluated and the value of teaching communicative responses to promote maintenance is discussed.
Abstract: The multiple and long-term effects of functional communication training relative to a common reductive procedure (time-out from positive reinforcement) were evaluated. Twelve children participated in a functional analysis of their challenging behaviors (Study 1), which implicated adult attention as a maintaining variable. The children were then matched for chronological age, mental age, and language age and assigned to two groups. One group received functional communication training as an intervention for their challenging behavior, and the second group received time-out as a contrast. Both interventions were initially successful (Study 2), but durable results were achieved only with the group that received functional communication training across different stimulus conditions (Study 3). Students whose challenging behaviors were previously reduced with time-out resumed these behaviors in the presence of naive teachers unaware of the children's intervention history. The value of teaching communicative responses to promote maintenance is discussed as it relates to the concept of functional equivalence.
217 citations
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TL;DR: This study specifies dynamic uses and gratifications of social media in the everyday lives of college students using experience sampling data across 4weeks to account for the situated, adaptive, and dynamic nature of mediated cognition and behavior.
217 citations
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TL;DR: No gender differences were found in the effects of Internet use when both males and females engaged in the same activity and changes in repeated measures of loneliness, depression, self-esteem, and perceived social support were tracked.
Abstract: Many believe that males and females use and regard computer technology differently. Males are generally assumed to be more comfortable with, more adaptable to, and less anxious with computer technology. The same biases are now being applied specifically to Internet technology. Based on research showing that men prefer to use the Internet for information gathering and entertainment, while women prefer to use the Internet for interpersonal communication, this study examined the effects of Internet use when both males and females engaged in the same activity. Participants engaged in synchronous, dyadic chat sessions, and changes in repeated measures of loneliness, depression, self-esteem, and perceived social support were tracked over time. Although previous studies have concluded not only that males and females differ in their computer cognitions and attitudes, but also that they differ in the types of applications they pursue online, no gender differences were found in the present study.
217 citations
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TL;DR: In this article, the authors examined the role of interpersonal variables (psychological safety, value diversity, interdependence, and trust) and conceptions of peer assessment in vocational education.
216 citations