Showing papers on "Interpersonal relationship published in 2003"
TL;DR: Eccles et al. as discussed by the authors explored the effects of a sense of relatedness, both generally and toward specific social partners, on children's academic motivation and performance during middle childhood.
Abstract: Children’s sense of relatedness is vital to their academic motivation from 3rd to 6th grade. Children’s (n 641) reports of relatedness predicted changes in classroom engagement over the school year and contributed over and above the effects of perceived control. Regression and cumulative risk analyses revealed that relatedness to parents, teachers, and peers each uniquely contributed to students’ engagement, especially emotional engagement. Girls reported higher relatedness than boys, but relatedness to teachers was a more salient predictor of engagement for boys. Feelings of relatedness to teachers dropped from 5th to 6th grade, but the effects of relatedness on engagement were stronger for 6th graders. Discussion examines theoretical, empirical, and practical implications of relatedness as a key predictor of children’s academic motivation and performance. When explaining motivational dynamics in school, psychologists frequently point to differences in children’s underlying beliefs and capacities. Decades of research show that children’s self-perceptions, such as self-efficacy, goal orientations, or autonomy, are robust predictors of motivation and performance in school, both concurrently and over many years (for reviews, see Eccles, Wigfield, & Schiefele, 1998; Stipek, 2002). At the same time, however, researchers note the centrality of social factors in children’s motivation (Connell & Wellborn, 1991; Deci & Ryan, 1985; Eccles et al., 1998; Goldstein, 1999; Juvonen & Wentzel, 1996; Resnick et al., 1997; Weiner, 1990). Research from multiple traditions demonstrates the impact on children’s motivation and learning of relationships with parents (Steinberg, Darling, & Fletcher, 1995), teachers (Stipek, 2002), and peers (Hymel, Comfort, Schonert-Reichl, & McDougall, 1996). Recently, these two general lines of thinking, one about selfperceptions and one about interpersonal relationships, have converged in the study of the motivational consequences of children’s sense of self in relationships. Studied under a variety of labels, such as social cognitive views of motivation (Weiner, 1990), internal working models (Bretherton, 1985), relationship representations (Ryan, Stiller, & Lynch, 1994), classroom climate (Anderson, 1982), and perceived social support (Wentzel, 1999), the core notion is that a history of interactions with specific social partners leads children to construct generalized expectations about the nature of the self in relationships. Also referred to as a sense of relatedness (Connell, 1990), connectedness (Weiner, 1990), or belonging (Goodenow, 1993), these organized self-system processes include views about the self as lovable (or unworthy of love) and about the social world as trustworthy (or hostile). Children rely on these beliefs when predicting, interpreting, and responding to social exchanges, and these exchanges can in turn be used to confirm or revise children’s beliefs. A sense of relatedness may function as a motivational resource when children are faced with challenge or difficulties. In times of stress, children who experience trusted others as “backing them up” respond with more vigor, flexibility, and constructive actions. A sense of relatedness is the focus of the present study. Building on the growing body of work on the role of relationship representations, we attempted to explore the effects of a sense of relatedness, both generally and toward specific social partners, on children’s academic motivation and performance during middle childhood.
2,169 citations
TL;DR: In this paper, the authors explore the construct and measurement of school engagement and related terms and provide a summary of previous literature, in an effort to offer a foundation to advance related scholarship and practice.
Abstract: This article provides an overview of definitions and measures related to school engagement. The intent herein, is to explore the construct and measurement of school engagement and related terms and provide a summary of previous literature, in an effort to offer a foundation to advance related scholarship and practice. Previous articles exploring school engagement, school bonding, and other associated terms (e.g., school attachment, school commitment, motivation) include a variety of definitions and measures. Items used in previous research addressing school engagement and related terms were classified into five contexts: a) academic performance, b) classroom behavior, c) extracurricular involvement, d) interpersonal relationships, and e) school community. Based on this review, it is suggested that school engagement is a multifaceted construct that includes affective, behavioral, and cognitive dimensions. Conceptualizing school engagement as a multifaceted construct has implications for both research and practice.
720 citations
TL;DR: This work focuses on how people's constructions of themselves through time serve the function of creating a coherent—and largely favourable—view of their present selves and circumstances.
Abstract: Autobiographical memory plays an important role in the construction of personal identity. We review evidence of the bi-directional link between memory and identity. Individuals' current self-views, beliefs, and goals influence their recollections and appraisals of former selves. In turn, people's current self-views are influenced by what they remember about their personal past, as well as how they recall earlier selves and episodes. People's reconstructed evaluations of memories, their perceived distance from past experiences, and the point of view of their recollections have implications for how the past affects the present. We focus on how people's constructions of themselves through time serve the function of creating a coherent--and largely favourable--view of their present selves and circumstances.
579 citations
TL;DR: Findings support the hypothesis that interpersonal goals are component features of relationship representations and that mere activation of those representations, even in the partner's physical absence, causes the goals to become active and to guide behavior nonconsciously within the current situation.
Abstract: The mere psychological presence of relationship partners was hypothesized to trigger interpersonal goals that are then pursued nonconsciously. Qualitative data suggested that people tend to pursue different interpersonal goals within different types of relationships (e.g., mother, best friend, coworker). In several studies, priming participants' relationship representations produced goal-directed behavior (achievement, helping, understanding) in line with the previously assessed goal content of those representations. These findings support the hypothesis that interpersonal goals are component features of relationship representations and that mere activation of those representations, even in the partner's physical absence, causes the goals to become active and to guide behavior nonconsciously within the current situation.
578 citations
TL;DR: In this paper, the authors examine strategies for creating social presence within online environments and find that social presence is one of the most significant factors in improving instructional effectiveness and building a sense of community.
Abstract: Recent literature has shown that social presence is one of the most significant factors in improving instructional effectiveness and building a sense of community. This chapter examines strategies for creating social presence within online environments.
539 citations
TL;DR: In this paper, a longitudinal study investigated consistent participation in extracurricular activities as a contributor to long-term educational success, and found that consistent activity participation was associated with high educational status at young adulthood including college attendance.
Abstract: This longitudinal study investigated consistent participation in extracurricular activities as a contributor to long-term educational success. Participants were 695 boys and girls who were interviewed annually to the end of high school and again at age 20. Family economic status, interpersonal competence, and educational aspirations during adolescence were used to assess educational status at young adulthood. Consistent extracurricular activity participation across adolescence on the educational attainment process was examined. Consistent extracurricular activity participation was associated with high educational status at young adulthood including college attendance. Educational status was, in turn, linked to reciprocal positive changes between extracurricular activity participation and interpersonal competence, and to educational aspirations across adolescence. Findings were most apparent for students with below-average interpersonal competence. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
512 citations
TL;DR: This paper conducted 10 focus groups aimed at getting high school students' descriptions of their "growth experiences" in extracurricular and community based-activities and found that adolescents described themselves as the agents of their own development and change.
Abstract: Little theory and research exists on the developmental processes that occur during adolescents' participation in extracurricular and community based-activities As a step in that direction, we conducted 10 focus groups aimed at getting high school students' descriptions of their “growth experiences” in these activities The youth reported both personal and interpersonal processes of development The personal experiences included experimentation and identity work, development of initiative skills such as learning to set goals and manage time, and learning strategies for emotional regulation The interpersonal experiences included acquiring new peer relationships and knowledge, developing group social skills such as taking responsibility and how to work together as a team, and developing valuable connections to adults Across domains, adolescents described themselves as the agents of their own development and change Youth activities appear to be a context in which adolescents are active producers of development
466 citations
TL;DR: Disclosure and its association to social support and depression varied for different relationships and these differences have implications for mental health and coping interventions.
Abstract: Patterns of HIV-status disclosure and social support were examined among 331 HIV-positive men and women Structured interviews assessed HIV-status disclosure to family and friends, perceived stress of disclosure, social support, and depression Results showed patterns of selective disclosure, where most participants disclosed to some relationship members and not to others Rates of disclosure were associated with social support Friends were disclosed to most often and perceived as more supportive than family members, and mothers and sisters were disclosed to more often than fathers and brothers and perceived as more supportive than other family members Path analyses tested a model of HIV-status disclosure showing that perceived stress of disclosing HIV was associated with disclosure, and disclosures were related to social support Disclosure and its association to social support and depression varied for different relationships and these differences have implications for mental health and coping interventions
446 citations
TL;DR: In this paper, the authors investigate the nature and significance of the athlete-coach relationship within the context of the interpersonal constructs of closeness, co-orientation, and complementary resources.
429 citations
TL;DR: In this article, a cross-level study of 149 employees from 25 groups demonstrates the impact of group social context on individual interpersonal aggression, extending the work of Robinson and O'Leary-Kelly (1998).
Abstract: This cross-level study of 149 employees from 25 groups demonstrates the impact of group social context on individual interpersonal aggression. Extending the work of Robinson and O'Leary-Kelly (1998...
411 citations
TL;DR: Discriminant function analyses demonstrate lower professional, psychological, and physical well-being among mistreated employees who have been further victimized with retaliation and reveal health-related costs associated with victim silence--that is, enduring mistreatment without voicing resistance.
Abstract: This study advances the literature on workplace deviance, addressing retaliation victimization in the context of interpersonal mistreatment. Using survey data from 1,167 public-sector employees, the authors investigated experiences of work retaliation victimization and social retaliation victimization among employees who have vocally resisted interpersonal mistreatment. Regression analyses suggest that different victim voice mechanisms trigger different forms of retaliation, depending on the social positions of the mistreatment victim and instigator. Discriminant function analyses demonstrate lower professional, psychological, and physical well-being among mistreated employees who have been further victimized with retaliation. These analyses also reveal health-related costs associated with victim silence--that is, enduring mistreatment without voicing resistance. Results are interpreted in light of theory on power, emotions, and justice in organizations.
TL;DR: Analysis of links between gender ideology or gender roles and the social impact of adolescent childbearing in the lives of rural and urban adolescents in KwaZulu/Natal, South Africa indicates gender ideals are grounded in traits that reinforce poor sexual negotiation dynamics and behavioral double standards and that place adolescents at risk for early pregnancy and other sexual and reproductive health complications.
Abstract: Although the literature on Africa increasingly adopts a gendered approach to sexual and reproductive health issues, few studies have addressed adolescent pregnancy and parenthood in such a framework. This article examines links between gender ideology or gender roles and the social impact of adolescent childbearing in the lives of rural and urban adolescents in KwaZulu/Natal, South Africa. It employs a triangulated research methodology (focus-group discussions, narrative role playing and discussions, and questionnaires and in-depth interviews) to inform an analysis of adolescents' notions of male and female gender ideals. This analysis forms the basis for an exploration of the potential influence of adolescent childbearing on young peoples' lives and factors that shape their sexual and reproductive well-being. Results indicate that gender ideals are grounded in traits that reinforce poor sexual negotiation dynamics and behavioral double standards and that place adolescents at risk for early pregnancy and other sexual and reproductive health complications. Overall, adolescent parenthood is viewed negatively by participants of both sexes because it compromises personal, professional, and financial aspirations. Compared with its effect on boys, parenthood has a disproportionate (and highly negative) impact on girls that is directly linked to gender-based inequities. The article addresses the research and policy implications of these findings.
TL;DR: It appears that popularity is important for setting the stage for relationship development, but that it is dyadic friendship experiences that most directly influence feelings of loneliness and depression.
Abstract: A mediational model positing that the effects of popularity on children's loneliness and depression are passed through indexes of friendship experiences was tested using structural equation modeling. Children (193 3rd through 6th graders) completed a battery of sociometric and self-report questionnaires from which measures of popularity, multiple friendship dimensions (i.e., quantity and quality of best and good friendships), and loneliness and depression were derived. Confirmation of a slightly modified model supported the mediational hypothesis. Although popularity exerted no direct impact on the adjustment indexes, it strongly influenced friendship, which, in turn, affected depression through its strong association with loneliness. It appears that popularity is important for setting the stage for relationship development, but that it is dyadic friendship experiences that most directly influence feelings of loneliness and depression.
TL;DR: Overweight and obese television characters are associated with specific negative characteristics in the general population and are less likely to be considered attractive, to interact with romantic partners, or to display physical affection.
Abstract: Objectives. This study examined the distribution and individual characteristics of body types on prime-time television. Methods. Five episodes of each of the 10 top-rated prime-time fictional programs on 6 broadcast networks during the 1999–2000 season were quantitatively analyzed. Results. Of 1018 major television characters, 14% of females and 24% of males were overweight or obese, less than half their percentages in the general population. Overweight and obese females were less likely to be considered attractive, to interact with romantic partners, or to display physical affection. Overweight and obese males were less likely to interact with romantic partners and friends or to talk about dating and were more likely to be shown eating. Conclusions. Overweight and obese television characters are associated with specific negative characteristics.
TL;DR: The research indicated that health professionals can play an important role in enhancing psycho-spiritual well-being, but further research is needed to understand specific interventions that are effective and contribute to positive patient outcomes.
Abstract: Purpose. An integrative literature review was undertaken to examine the research on psycho-spiritual well-being in terminally ill people, specifically patients with advanced cancer.
Method. A comprehensive search of MEDLINE, CINAHL, CancerLit and PsycINFO using relevant keywords produced 43 primary research studies that investigated psycho-spiritual well-being in patients with advanced cancer. Each report was read, critiqued and systematically assessed for purpose statement or research questions, study design, sample size, characteristics of the subjects, measurement of independent and dependent variables, sample attrition, method of data analysis and results. Major themes and findings were identified for each of the studies.
Findings. Psycho-spiritual well-being is an area of interest to researchers all over the world. Retrieved studies had been conducted in 14 countries by researchers in a variety of disciplines, including nursing, medicine, psychology and theology. Six major themes repeatedly emerged as essential components of psycho-spiritual well-being: self-awareness, coping and adjusting effectively with stress, relationships and connectedness with others, sense of faith, sense of empowerment and confidence, and living with meaning and hope.
Conclusion. Patients with an enhanced sense of psycho-spiritual well-being are able to cope more effectively with the process of terminal illness and find meaning in the experience. Prognostic awareness, family and social support, autonomy, hope and meaning in life all contribute to positive psycho-spiritual well-being. Emotional distress, anxiety, helplessness, hopelessness and fear of death all detract from psycho-spiritual well-being. The research indicated that health professionals can play an important role in enhancing psycho-spiritual well-being, but further research is needed to understand specific interventions that are effective and contribute to positive patient outcomes.
TL;DR: In this paper, a brief overview of empirically validated practices for special education for students with emotional or behavioral disorders is provided. But, the focus is on the three broad intervention areas of inappropriate behavior, academic learning problems, and interpersonal relationships.
Abstract: Although students with emotional or behavioral disorders have historically experienced poor school outcomes compared to other students with and without disabilities, a number of effective practices are available that can make special education for students with emotional or behavioral disorders special. Within the three broad intervention areas of inappropriate behavior, academic learning problems, and interpersonal relationships, we provide a brief overview of a number of empirically validated practices. We argue that teaching students with emotional or behavioral disorders demands unique interventions that are beyond that typically available or necessary in general education. We conclude that special education is special for students with emotional or behavioral disorders and that it can be even more special with greater efforts at implementing research-based practices early, with integrity, and sustaining these interventions over the course of students’ school careers.
TL;DR: An overview of the traditional Hispanic family and male-female relationships is presented, with an emphasis on issues relevant to providing health care to Hispanic populations.
Abstract: An overview of the traditional Hispanic family and male-female relationships is presented, with an emphasis on issues relevant to providing health care to Hispanic populations Aspects of the family presented include visitation, decision making, self-care, and emotional problems Male-female relationships stem from traditional gender roles Machismo and patriarchal authority characterize the male role; the roles of a traditional woman are housewife and mother Women are expected to defer to the authority of their husbands The negative aspects of machismo can result in heavy drinking and the pursuit of high-risk activities, leading to domestic violence and HIV/AIDS These health risks are exacerbated by such cultural factors as male dominance, female modesty, and the practice of keeping problems within the family The importance of personalism in patient-provider encounters is emphasized
TL;DR: Girls who had high levels of conflict with parents or were highly troubled were more likely than other girls to have close online relationships, as were boys who had low levels of communication withParents or werehighly troubled, compared to other boys.
TL;DR: In this article, the authors provide justification for pursuing youth peer relationships research and present conceptual and methodological issues of relevance to such efforts, emphasizing the contribution of peers to self-perceptions, moral attitudes and behaviors, affect, and motivation.
TL;DR: This article integrated research on the Pygmalion and Galatea effects with a group socialization model and theories of work motivation and interpersonal leadership, delineated and tested a model of newcomer.
Abstract: Integrating research on the Pygmalion and Galatea effects with a group socialization model and theories of work motivation and interpersonal leadership, we delineated and tested a model of newcomer...
TL;DR: This article found that the central theme of East Asian group behavior is cooperation within a group; this is represented cognitively as an interpersonal network among the members, with the emphasis on the relational self.
Abstract: A review of the theoretical and empirical literature suggests that social identity theory does not account well for collectivistic behaviors among East Asians. I hypothesize that the central theme of East Asian group behavior is cooperation within a group; this is represented cognitively as an interpersonal network among the members, with the emphasis on the relational self. Results of a survey of 122 Japanese and 126 American respondents largely supported this hypothesis. For Americans, in-group loyalty and identity with their small and large in-groups were correlated positively with perceived in-group homogeneity and in-group status. No such correlation was found for Japanese respondents, however. Instead, Japanese in-group loyalty and identity were predicted by respondents' knowledge of the relational structure within the group, knowledge of the individual differences between members of the group, and feelings of personal connectedness with in-group members. I discuss the meaningfulness of comparing group processes in different cultural contexts.
TL;DR: To realize the potential benefits of couple relationship education, it needs to be evidence-based, offered in ways that attract couples at high-risk for relationship problems, and focused on factors that put couples atHigh- risk for future relationship problems.
Abstract: Relationship education is widely available to couples and is intended to reduce the prevalence of relationship distress, divorce, and the associated personal and social costs. To realize the potential benefits of couple relationship education, it needs to be evidence-based, offered in ways that attract couples at high-risk for relationship problems, and focused on factors that put couples at high-risk for future relationship problems.
TL;DR: The authors argue that the perceptions of psychological presence that distance education students hold of their teachers, peer students, and the institution can be traced back to their distance education experiences, i.e., the sense of psychological distance from the teacher, peer, and institution.
Abstract: This paper argues that, apart from interactive activities, the perceptions of psychological presence that distance education students hold of their teachers, peer students, and the institution can ...
TL;DR: The rejection of explanations of sexuality rooted in biological naturalism and sociological functionalism was the first step in formulating the scripting perspective on sexual conduct as discussed by the authors, which was later transformed into a social constructionist framework as the intellectual context of the social studies of sexuality changed under the influence of feminism, gay and lesbian studies, self-psychology, and new developments in social and sexual theory in England and on the Continent.
Abstract: The rejection of explanations of sexuality rooted in biological naturalism and sociological functionalism was the first step in formulating the scripting perspective on sexual conduct. The complex relation between intrapsychic experience, interpersonal relationships and the intersubjective cultural surround was the focus of what was first conceived as a social learning approach to sexuality. This was later transformed into a social constructionist framework as the intellectual context of the social studies of sexuality changed under the influence of feminism, gay and lesbian studies, self-psychology, and new developments in social and sexual theory in England and on the Continent. The scripting perspective has remained remarkably robust and stable as an explanatory framework for sexual conduct which is responsive to a globally changing historical and cultural environment.
TL;DR: Testing the hypothesis that adolescent religiosity and sex attitudes predict later coital debut and that these predictive relationships vary by gender indicated that beyond demographic factors and number of romantic partners, religiosity reduced the likelihood of coital debuted for both males and females.
Abstract: Recent reviews suggest that religiosity is associated with the delay of adolescent coital debut (Rostosky, Wilcox, Wright, & Randall, in press; Wilcox, Rostosky, Randall, & Wright, 2001). Few studies, however, have examined this association using longitudinal data to test theoretically driven models. We analyzed data from 3,691 adolescents (ages 15–21), testing the hypothesis that adolescent religiosity and sex attitudes (at Wave 1) predict later coital debut (at Wave 2) and that these predictive relationships vary by gender. Findings indicated that beyond demographic factors and number of romantic partners, religiosity reduced the likelihood of coital debut for both males and females. After accounting for the effects of religiosity, anticipation of negative emotions after coital debut (sex attitude factor 1) further reduced its likelihood for females and males. Finally, adolescent girls—but not boys—who anticipated positive emotions following sexual intercourse (sex attitude factor 2) were more likely to...
TL;DR: An evaluation of the system in which the use of social language was demonstrated to have a significant effect on users’ perceptions of the agent’s knowledgableness and ability to engage users, and on their trust, credibility, and how well they felt the system knew them are discussed.
Abstract: Building a collaborative trusting relationship with users is crucial in a wide range of applications, such as advice-giving or financial transactions, and some minimal degree of cooperativeness is required in all applications to even initiate and maintain an interaction with a user. Despite the importance of this aspect of human--human relationships, few intelligent systems have tried to build user models of trust, credibility, or other similar interpersonal variables, or to influence these variables during interaction with users. Humans use a variety of kinds of social language, including small talk, to establish collaborative trusting interpersonal relationships. We argue that such strategies can also be used by intelligent agents, and that embodied conversational agents are ideally suited for this task given the myriad multimodal cues available to them for managing conversation. In this article we describe a model of the relationship between social language and interpersonal relationships, a new kind of discourse planner that is capable of generating social language to achieve interpersonal goals, and an actual implementation in an embodied conversational agent. We discuss an evaluation of our system in which the use of social language was demonstrated to have a significant effect on users' perceptions of the agent's knowledgableness and ability to engage users, and on their trust, credibility, and how well they felt the system knew them, for users manifesting particular personality traits.
TL;DR: In this article, a total of 183 university students completed measures of attachment, social and emotional loneliness, and social skills, and found that social skills are related on several significant dimensions.
TL;DR: The SCERTS Model as mentioned in this paper prioritizes social communication, emotional regulation, and transactional support as the primary developmental dimensions that must be addressed in a comprehensive program designed to support the development of young children with ASD and their families.
Abstract: A range of educational/treatment approaches is currently available for young children with autism spectrum disorders (ASD). A recent comprehensive review by an expert panel on ASD (National Research Council, 2001) concluded that a number of approaches have demonstrated positive outcomes, but nonetheless, not all children benefit equally from any one approach. Efforts to increase communicative and socioemotional abilities are widely regarded as among the most critical priorities, and growth in these areas is closely related to prognosis and long-term positive outcomes. However, some widely disseminated approaches are not based on the most contemporary developmental research on social and communication development in children with and without disabilities, nor do they draw from current understanding of the learning style of children with ASD. This article describes the SCERTS Model, which prioritizes Social Communication, Emotional Regulation, and Transactional Support as the primary developmental dimensions that must be addressed in a comprehensive program designed to support the development of young children with ASD and their families. The SCERTS Model has been derived from a theoretical as well as empirically based foundation and addresses core challenges of children with ASD as they relate to social communication, emotional regulation, and transactional support. The SCERTS Model also is consistent with empirically supported interventions and it reflects current and emerging “recommended practices” (National Research Council, 2001).
TL;DR: Evidence that increasing experience of inherent connection can be sufficient to increase accessibility of enemyship is provided, to illuminate the cultural grounding of personal relationship and other phenomena that are typically invisible in mainstream theory and research.
Abstract: This study considers how different constructions of self and social reality influence the experience of relationship. Reflecting the relational interdependence of West African worlds, the authors hypothesized and observed that Ghanaian participants were significantly more likely than U.S.A. participants (ns = 50 each) to advocate caution toward friends and to emphasize practical assistance in friendship. Reflecting the atomistic independence of North American worlds, the authors hypothesized and observed that U.S.A. participants were significantly more likely than Ghanaian participants to indicate a large friendship network; to emphasize companionship, particularly relative to Ghanaian women; and to emphasize emotional support, particularly relative to Ghanaian nonstudents. Results suggest that friendship is not a universal form; instead, it takes different forms in different cultural worlds.
TL;DR: It is argued that depressed women are often locked into maladaptive interpersonal environments that contribute to the recurrence or chronicity of depression.