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: The authors found that adults are sensitive to the causality implicit in interpersonal verbs even when they had not been explicitly asked to infer about the causes of the depicted events, and that consequences of interpersonal events were often judged to affect the Patient or Experiencer rather than the Agent or Stimulus.
194 citations
TL;DR: In this paper, a framework for understanding relationship quality between middle school students and their teachers is introduced, drawing on findings from three literatures (motivation, attachment, and sociocultural) and from analyses of a year-long case study in a rural middle school.
Abstract: The purpose of this article is to introduce a framework for understanding relationship quality between middle school students and their teachers. The framework draws on findings from 3 literatures (motivation, attachment, and sociocultural) and from analyses of a year‐long case study in a rural middle school. I begin with a brief overview of the framework and identify constructs from the literature incorporated into the framework. I describe the design and methods employed to explore student‐teacher relationship quality and its effect on student motivation and achievement. Synthesizing across survey data from 905 students and 25 teachers, interview data collected from 6 students and 6 teachers, and journal data from 28 teachers, I elaborate on 4 contexts I believe exert a press on teacher‐student dyadic relationship quality. These include the context of the student, the teacher, the peers, and the interpersonal culture of the classroom and school. Finally, I explore the implications of the framew...
194 citations
TL;DR: The authors used a lexical-decision task to examine people's "if... then" expectancies and found that participants who had recently been primed with a highly contingent relationship, as opposed to one based more on unconditional acceptance, were more likely to make a word-nonword judgment on a second letter string, which sometimes was a target word relating to interpersonal outcomes.
Abstract: The degree to which an individual perceives interpersonal acceptance as being contingent on successes and failures, versus relatively unconditional, is an important factor in the social construction of self-esteem. The authors used a lexical-decision task to examine people's "if. . . then" expectancies. On each trial, participants were shown a success or failure context word and then they made a word-nonword judgment on a second letter string, which sometimes was a target word relating to interpersonal outcomes. For low-self-esteem participants, success and failure contexts facilitated the processing of acceptance and rejection target words, respectively, revealing associations between performance and social outcomes. Study 2 ruled out a simple valence-congruency explanation. Study 3 demonstrated that the reaction-time pattern was stronger for people who had recently been primed with a highly contingent relationship, as opposed to one based more on unconditional acceptance. These results contribute to a social-cognitive formulation of the role of relational schemas in the social construction of self-esteem.
193 citations
TL;DR: This paper focused on how learners' emotions manifest in their verbal communication over the course of a semester-long joint task and argued that emotions do not merely facilitate, filter or hinder an individual's inner cognitive functioning; rather, they can in any forms mediate development, especially when learning is embedded in an interpersonal transaction.
Abstract: What is the role and meaning of emotions in the second language learning process? To respond to this question, this article focuses on how learners' emotions manifest in their verbal communication over the course of a semester-long joint task. Recognizing interpersonal, functional, and developmental aspects of emotions, I illustrate how a group of English-as-a-foreign-language learners discursively constructed and shared their emotional attitudes toward their group work and how such emotional intersubjectivity pushed the group, in their knowledge co-construction, to challenge assigned tasks and material. I argue that emotions do not merely facilitate, filter, or hinder an individual's inner cognitive functioning; rather, they can in any forms mediate development, especially when learning is embedded in an interpersonal transaction. I end by considering implications of the study and its limitations. [ABSTRACT FROM AUTHOR]
193 citations