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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01 Jan 2003
TL;DR: Information and communication technologies such as Computer-Supported Collaborative Learning environments can play an important role in such learning to the extent that they enable task sequences and interpersonal communication media to be structured in ways that favour the co-elaboration of knowledge.
Abstract: It is now well recognised that argumentative interactions can be vehicles of collaborative learning, especially on a conceptual plane (see e.g. Andriessen & Coiner, 1999). Information and communication technologies such as Computer-Supported Collaborative Learning (“CSCL”) environments can play an important role in such learning to the extent that they enable task sequences and interpersonal communication media to be structured in ways that favour the co-elaboration1 of knowledge (e.g. Baker, 1996, 1999; Baker, de Vries, Lund & Quignard, 2001).
157 citations
TL;DR: In this paper, the authors investigated how student wellbeing was predicted by student characteristics, interpersonal teacher behaviour and achievement and found that those students who attended school because they were highly motivated learners reported a higher sense of wellbeing than those who attended out of a sense of duty.
Abstract: Student wellbeing can be considered a major output indicator of quality of education. A positive classroom climate can contribute to a higher sense of wellbeing. Interpersonal relationships between teachers and students are an important aspect of the classroom climate. This study investigated how student wellbeing was predicted by student characteristics, interpersonal teacher behaviour and achievement. 594 students from 55 classes in 13 technical and vocational secondary schools were involved in this study. The results indicated that those students who attended school because they were highly motivated learners reported a higher sense of wellbeing than those who attended out of a sense of duty. It also appeared that student perception of interpersonal teacher behaviour predicted student wellbeing. As a case in point, when students viewed their language teacher as tolerant yet exacting discipline, a positive relationship was found with student wellbeing. Students also felt better when their mathematics teachers were less authoritarian, but the cooperative component was still important.
157 citations
TL;DR: This article found that security was associated with self-liking and self-competence, whereas dismissing avoidance was associated to self-criticism and selfcompetity. But, the results were qualified somewhat by gender: although females' security is associated solely with self liking, males' security associated with both self liking and self competence.
Abstract: Previous research indicates that persons with secure or dismissing attachment styles differ dramatically in their tolerance of and appreciation for intimacy; despite these differences, both types of individuals display high self-esteem. The two groups' interpersonal orientations suggest that their sources of self-esteem may differ. Secure individuals should derive self-esteem from warm associations with others, whereas dismissing individuals, lacking such associations, may learn to compensate by deriving self-esteem from alternative sources. To test these ideas, the authors related attachment styles to two distinct components of self-esteem-self-liking and self-competence. Overall, security was associated with self-liking, whereas dismissing avoidance was associated with self-competence. The former results were qualified somewhat by gender: Although females' security was associated solely with self-liking, males' security was associated with both self-liking and self-competence. Discussion focuses on the ...
157 citations
TL;DR: The authors examined the degree to which workers were engaging in financial, health, interpersonal/leisure, and work planning for retirement, exploring whether demographic and psychological variables inhibited or promoted planning in each of these domains.
Abstract: The authors examined the degree to which workers were engaging in financial, health, interpersonal/ leisure, and work planning for retirement, exploring whether demographic and psychological variables inhibited or promoted planning in each of these domains. Planning in each domain was influenced by a unique set of variables. Goals emerged as a consistent and positive predictor of planning. Gender accounted for health and interpersonal/leisure planning, while work planning behavior was negatively predicted by income. Time perspective also helped to clarify the amount of retirement planning undertaken in the financial and interpersonal/leisure domains. Practical implications for designing retirement interventions are discussed.
157 citations
TL;DR: This article investigated the effects of social identification and interpersonal accountability on negotiator judgment and decision making, and found that saliency of a common or shared social identity will heighten negotiators' concern about the other party's outcomes, resulting in a preference for greater equality.
Abstract: The present research investigated the effects of social identification and interpersonal accountability on negotiator judgment and decision making. Using arguments derived from social identity theory, the authors hypothesized that salience of a common or shared social identity will heighten negotiators' concern about the other party's outcomes, resulting in a preference for greater equality. Extrapolating from recent research on the effects of accountability on judgment and decision making, they also argued that preference for equality of outcomes will be stronger when interpersonal accountability between negotiators is high. To investigate these hypotheses, the authors conducted a laboratory study. The study employed a 2 × 2 design, in which the salience of individuals' level of social identification (low versus high) and degree of interpersonal accountability (low versus high) was varied. The results supported both of the major hypotheses. The findings are discussed in terms of their implications for a ...
157 citations