Showing papers on "Interpersonal relationship published in 1988"

A generic measure of relationship satisfaction.

Abstract: The variety of interpersonal relationships in contemporary society necessitates the development of brief, reliable measures of satisfaction that are applicable to many types of close relationships. This article describes the development of such a measure. In Study I, the 7-item Relationship Assessment Scale (RAS) was administered to 125 subjects who reported themselves to be "in love." Analyses revealed a unifactorial scale structure, substantial factor loadings, and moderate intercorrelations among the items. The scale correlated significantly with measures of love, sexual attitudes, self-disclosure, commitment, and investment in a relationship. In Study II, the scale was administered to 57 couples in ongoing relationships. Analyses supported a single factor, alpha reliability of .86, and correlations with relevant relationship measures. The scale correlated .80 with a longer criterion measure, the Dyadic Adjustment Scale (Spanier, 1976), and both scales were effective (with a subsample) in discriminating couples who stayed together from couples who broke up. The RAS is a brief, psychometrically sound, generic measure of relationship satisfaction.

The impact of interpersonal environment on burnout and organizational commitment

Abstract: Summary Organizational commitment and burnout were related to interpersonal relationships of nurses in a small general hospital. Regular communication contacts among personnel were differentiated as supervisor or coworker contact, and these categories were further differentiated into pleasant and unpleasant contacts. The results were consistent with a view of burnout in which emotional exhaustion leads to greater depersonalization which subsequently leads to diminished personal accomplishment. Interpersonal contact with personnel in the organization was related to the development of burnout at each stage. Patterns of pleasant and unpleasant contacts with supervisors and coworkers were related to the three aspects of burnout in a distinct manner. High burnout was related to diminished organizational commitment, which was also related to aspects of the interpersonal environment of the organization. The results are discussed in the context of a comprehensive approach to psychological adjustment to a worksetting.

Culture and interpersonal communication

Abstract: Culture and Communication Cultural Variability Situational Factors Self-Conceptions Verbal Communication Styles Nonverbal Dimensions and Context-Regulation Personality Social Cognitive Processes Affective Processes Interpersonal Relationships Intergroup Relationships Concluding Remarks

The impact of confucianism on interpersonal relationships and communication patterns in East Asia

Abstract: It is argued that East Asian communication patterns differ from those of North America because of the Eastern emphasis on social relationships as opposed to the North American emphasis on individualism. This East Asian preoccupation with social relationships stems from the doctrines of Confucianism, which considers proper human relationships to be the basis of society. The cardinal principle of Confucianism is humanism, which is understood as a warm human feeling between people and strongly emphasizes reciprocity. As a philosophy of humanism and social relations, Confucianism has left a strong impact on interpersonal relationships and on communication patterns. The five most important areas of interpersonal relationships influenced by Confucianism are particularism, reciprocity, the in‐group/out‐group distinction, the role of intermediaries, and the overlap of personal and public relationships. Confucianism has also contributed to East Asian communication patterns of process orientation, differentiated li...

Five domains of interpersonal competence in peer relationships.

Abstract: In three studies we investigated the utility of distinguishing among different domains of interpersonal competence in college students' peer relationships. In Study 1 we developed a questionnaire to assess five dimensions of competence: initiating relationships, self-disclosure, asserting displeasure with others' actions, providing emotional support, and managing interpersonal conflicts. Initial validation evidence was gathered. We found that self-perceptions of competence varied as a function of sex of subject, sex of interaction partner, and competence domain. In Study 2 we found moderate levels of agreement between ratings of competence by subjects and their roommates. Interpersonal competence scores were also related in predictable ways to subject and roommate reports of masculinity and femininity, social self-esteem, loneliness, and social desirability. In Study 3 we obtained ratings of subjects' competence from their close friends and new acquaintances. Relationship satisfaction among new acquaintances was predicted best by initiation competence, whereas satisfaction in friendships was most strongly related to emotional support competence. The findings provide strong evidence of the usefulness of distinguishing among domains of interpersonal competence.

Interpersonal Processes in Close Relationships

Abstract: INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 610 INTERDEPENDENCE . . . . . . . . . . . . ................................................................... 611 Definitions of Relationships and of Closeness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................. 611 Norms Governing the Giving and Acceptance of Benefits . . . . . . . . . . . . . . . ................. 612 EMOTION . . . . . . . . . . ............ ..... ......... .......................... ....................... ......... 618 Perceivers' Emotions, Impressions of Others, and Social Interest. . . . . . . . . . . . . . . . . . . . . . 619 INTIMACy..... . . . . . . ........ . ... . . . . ....... . . . . . . . .......... . . . . . . ..... . . . . ......... . . . .. ..... . . . ..... 628 Components of Intimacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 628 Examining Intimacy on Diff erent Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 630 Sex Diff erences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 636 Is Intimacy All Good? . . . . . . . . .......... .............................. .................. ......... 636 LOVE. . . . . . ........... . ............ . . . .. . . . . ........ . . . . .. .......... . . . . . ........ . . . . ........ . . . . . . ...... 637 Descriptions of Love: Prototypes and Varieties . . . . . . . . . . . . . . . . ...................... ...... 638 Interpersonal Processes in the Experience of Love . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 640 INDIVIDUAL DIFFERENCES IN RELATIONSHIP PROCESSES ... . . . . . . . . . . . . . . . . . . . . . 645 Systematically Relating Personality Variables to Relationships: The Case of Self-Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 646 Examining Interaction Between People with Specified Dispositions . . . . . . . . . . . . . . . . . . . . 647 New Individual-Diff erence Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 648 Neglected Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 650 METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 651 New Research-Design Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652 New Procedures and Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 656 CONCLUDING COMMENTS................ .. ....... .............. . .............. . . . ............. 660

The Psychology of Love

Abstract: Essays discuss theories of love, types of love, the maintenance of love relationships, marriage, and lust.

The Leadership Experience

Abstract: Department of Electrical and Computer Engineering May 2014 – April 2015 • Advisor: Prof. Guillermo Sapiro • Project: Classi cation of Brain MRI Database for an Accurate Prediction of Subthalamic Nucleus Voxels in Deep Brain Stimulation • Implemented bootstrapping classi cation algorithms using machine learning to classify whether a set of template brain MRI can give acceptable estimation of the true STN.

Cooperative Activities in the Classroom

Abstract: Cooperation is an important part of group life. Its benefits range from the autotelic quality of working along with others on a shared task to its perceived function as the cornerstone of modern democracy. In the classroom, cooperation is both a skill necessary for the accomplishment of learning activities and a general norm to be learned. However, the average classroom in the United States (and probably elsewhere) exposes students to instructional activities and evaluation systems that foster their dependence on the teacher, restrict productive interactions among students, and enhance divisive status distinctions among peers. Despite the concern of some educators, teacherdirected and whole-class activities persist in schools. The cooperative learning methods movement has been an attempt to rectify this situation. During the last 15 years, several important cooperative learning techniques have been developed and tested, and hundreds of accompanying studies have sought to document the value of one or another cooperative learning approach over "traditional" instruction. In general, the research has successfully demonstrated that student achievement is at least as high, and often higher, in cooperative learning activities as in traditional classrooms. At the same time, cooperative learning methods seem to promote positive interpersonal relations, motivation to learn, and self-esteem among students. Recent meta-analyses suggest that the benefits of cooperative learning activities hold for students at all age levels, for all subject areas, and for a wide range of tasks, such as those involving rote-decoding, retention, and memory skills, as well as problem-solving ability (Johnson, Johnson, & Maruyama, 1983; Johnson, Maruyama, Johnson, Nelson, & Skon, 1981; Slavin, 1983).

Solitude: A Return to the Self

Abstract: At a time when psychological well-being is increasingly measured by the success of our relationships with others, Britain's premier psychiatrist offers this welcome reminder that true health and happiness is ultimately based upon an individual's ability to live in peace with oneself.

Relational and Episodic Characteristics Associated with Conflict Tactics

Abstract: This study sought to discover how select episodic and relational variables are functionally related to communication tactics in situations of interpersonal conflict. More precisely, this study examined how communication satisfaction and perceived communication competence of partner might mediate the link between partner's conflict messages and developing relationship features. Partner's use of integrative tactics produced communication satisfaction and the perception of partner's competence. Communication satisfaction and partner competence, in turn, contributed to the definition of the interpersonal relationship in terms of greater control mutuality, trust, intimacy and relational satisfaction. Distributive tactics of partner were inversely related to communication satisfaction and perceived partner competence, and directly affected the relational characteristics of trust, control mutuality and satisfaction. Avoidance was not associated with episodic or relational features when referencing the partner's ...

Gifted Adolescents' Attitudes Toward Their Giftedness:

Abstract: The purpose of this study was to assess gifted adolescents' views of their own giftedness and their perceptions regarding how giftedness is viewed by others. One hundred eighty-four gifted adolescents completed an open-ended questionnaire on giftedness. Resutts indicated that their views of giftedness were not unidimensional. They were positive about their giftedness but did not believe that others were positive. Also, gifted adolescents viewed giftedness as positive with regard to their personal growth and academic performance but as negative in social relations with others. Gifted adolescents have strongly mixed attitudes about their giftedness.

Children's conceptions of the situational affective consequences of sociomoral events.

Abstract: Children's conceptions of the linkages between sociomoral events and emotional consequences were examined in a 2-part study. In Part 1, kindergartners, third graders, and sixth graders assessed the probable emotional consequences of 6 types of sociomoral events (inhibitive morality, active morality, conventional, personal, distributive justice, and prosocial morality) on several event participants (initiator and recipient of the action, adult and child observers, and subject as observer). Results indicated that children's conceptions were highly differentiated, reflecting a general sensitivity to differences in both types of sociomoral events and the roles of individuals in these events. An additional sociomoral event X event interaction indicated, however, that conceptions within some sociomoral events also depended on the particular roles of the event participants. In Part 2 of the study, the social event-emotion linkage was reversed. Children were presented with depictions of the affective reactions of sociomoral participants and selected which of 2 sociomoral events was more likely to have produced those reactions. Overall, children were able to match affective information representative of each sociomoral category to the appropriate eliciting sociomoral event.

Parent-Adolescent Intimacy: Impact on Adolescent Functioning.

Abstract: This paper examines the influence of parent-adolescent intimacy on adolescent functioning. Intimacy for both adolescent males and females was assessed in relation to their mothers and fathers. Adolescent development was measured using two scales: self-esteem and problem behavior. No significant differences were found between males and females on the measures of self-esteem, problem behavior, and intimacy. However, mothers were found to share greater degrees of intimacy than did fathers for both male and female adolescents. A regression analysis revealed that father intimacy was a better predictor of positive adolescent functioning than was mother intimacy.

Children With Learning Disabilities Social Goals and Strategies

Abstract: Research has found that children with learning disabilities are at a greater risk for developing interpersonalproblems than nondisabled children. Thepresent study tested the hypothesis that learning disabled (LO) boys differfrom nondisabled (NLD) boys in terms of the strategies and goals that they independently formulate in interpersonal situations. LD children were hypothesized to be similar to younger NLD children who formulate lessfnendly strategies and less sophisticated goals than older children. Boys (8 to 9years and 11 to 13 years) with and without learning disabilities were interviewed regarding their strate@es andgoals in four hypothetical situations. Each situation was presented in an open-ended and in a multiple-choice format. Analysis of open-ended responses revealed that LD boys'goals were signcantly less sophisticated than those produced by NLD children. However, analysis of the multiple-choice responses revealed that when given a set of strategies and goals to chooseji-om, LD boys chose str...

The dynamic relations among interpersonal behaviors: a test of complementarity and anticomplementarity.

Abstract: On the basis of the positions of behaviors relative to one another in the interpersonal circle, the principles of complementarity and anticomplementarity specify how people's behaviors influence one another in interpersonal interactions. Pairs of undergraduate women (1 subject, N = 80, and 1 confederate) collaborated for 16 min to create and agree on stories for two pictures. Confederates performed scripted roles that emphasized one of eight interpersonal behaviors. Behaviors were coded into eight categories, and the relative effect of each confederate behavior on each subject behavior was determined. Using the geometric properties of the interpersonal circle, vectors were calculated that identified the relative impact of each confederate stimulus behavior on the overall pattern of subject responses. Results were consistent with the dynamic relations among interpersonal behaviors that complementarity and anticomplementarity propose and demonstrated that how a person behaves toward another systematically and profoundly affects how the other behaves toward the person.

Examining the Definition and Assessment of Social Support: A Resource for Individuals and Families.

Abstract: Family practitioners consider social support to be a significant resource for individuals and family members encountering stress. There has, however, not been an adequate way to assess an individual's or a family's perception of the social support they are receiving. A new definition of social support is presented, along with a way to measure two dimensions of social support: (a) the kinds of support available, such as emotional support; and (b) the sources of support, such as friends. The instrument described here has been used most extensively with first-time parents, but has potential as an aid for therapists and educators to help individuals and families in other contexts and roles.

Are information systems people different? An investigation of how they are and should be managed

Abstract: This study, based on seven different samples involving 1005 employees, examines whether IS and non-IS people are or should be managed differently. How IS and non-IS people are managed is measured by three sets of managerial activities: (1) enriching the job, (2) attending to interpersonal relations, involving the employee, and reinforcing work behavior, and (3) attending to production and targeting work behavior. Two research questions are asked: (1) Do work-unit environments differ for IS and non-IS people? (2) Is the relationship of work-unit environment to productivity different for IS and non-IS people? The findings of this study support the conclusion that IS and non-IS employees at the same occupational level are not and should not be managed differently.

Plans and the Initiation of Social Relationships

Abstract: Researchers interested in cognitive approaches to relational communication have typically sought explanations for how cognition influences the interpretation of social actions. Few attempts have been made to understand how cognitive structures guide action production. This study extends the work of such researchers by demonstrating the relationship of plans to two social outcomes, loneliness and shyness. College students described how they would request a date from a member of the opposite sex and how they would ingratiate themselves to a new roommate. Each plan was judged for its effectiveness (i.e., likelihood of success) and analyzed for the types of actions represented within it. As hypothesized, loneliness and shyness were inversely related to plan effectiveness in the date-requesting domain for males but not for females. Loneliness and shyness were inversely related to plan effectiveness in the roommate ingratiation situation for both sexes. Results are discussed in terms of their implications for theories of planning and action production in social interactions.

Improving Black Student Access and Achievement in Higher Education

Abstract: Students who attend black institutions purchase psychological well-being and spiritual affinity at the cost of less favorable physical circumstances. On white campuses, black students attain a better physical environment and greater bureaucratic efficiency at the expense of less satisfying interpersonal relationships and less peace of mind. Institutions of higher education need to combine the best of both environments to avoid forcing black students to make this type of choice.

Children's understanding of the interpersonal consequences of dissemblance of nonverbal emotional-expressive behavior.

Abstract: Eighty-five children in three age groups (6–7, 10–11, and 13–14 years) participated in an interview study in which their beliefs were elicited about how others are likely to react when one presents an “emotional front.” They also responded to questions about (a) their preference for adults versus peers as targets of genuine emotional expressiveness, (b) expected outcomes for children who either almost never reveal their feelings or who almost always do, and (c) how they construct a balance for themselves between when to reveal their real feelings and when not to. Age and sex differences were found for some social contexts and not for others. The oldest girls stood out on a number of comparisons as a unique group: They were more likely to believe that dissembled expressions would be taken at face value in a couple of social contexts, they were more likely to prefer peers as the recipients of genuine emotional-expressive displays, and they gave more complex reasoning about how to achieve a balance between dissemblance and expression of genuine feelings. The data are discussed from the standpoint of how naive theories of emotion are used by children to make sense of their social relations.