Showing papers on "Interpersonal relationship published in 2012"

Social determinants of health and well-being among young people: Health Behaviour in School-aged Children (HBSC) study: international report from the 2009/2010 survey.

Abstract: Through this international report on the results of its most recent survey, the Health Behaviour in School-aged Children (HBSC) study supplies the up-to-date information needed by policy-makers at various levels of government, nongovernmental organizations, and professionals in sectors such as health, education, social services, justice and recreation The latest addition to a series of HBSC reports on young people’s health, this report presents findings from the 2009/2010 survey on the demographic and social influences on the health of young people (aged 11, 13 and 15 years) in 43 countries and regions in the WHO European Region and North America Responding to the survey, the young people described their social context (relations with family, peers and school), physical health and satisfaction with life, health behaviours (patterns of eating, tooth brushing and physical activity) and risk behaviours (use of tobacco, alcohol and cannabis, sexual behaviour, fighting and bullying) Statistical analyses were carried out to identify meaningful differences in the prevalence of health and social indicators by gender, age group and levels of family affluence The aim was to provide a rigorous, systematic statistical base for describing cross-national patterns, in terms of the magnitude and direction of differences between subgroups, thus contributing to a better understanding of the social determinants of health and well-being among young people, and providing the means to help protect and promote their health

Social class, solipsism, and contextualism: how the rich are different from the poor.

Abstract: Social class is shaped by an individual’s material resources as well as perceptions of rank vis-a `-vis others in society, and in this article, we examine how class influences behavior. Diminished resources and lower rank create contexts that constrain social outcomes for lower-class individuals and enhance contextualist tendencies—that is, a focus on external, uncontrollable social forces and other individuals who influence one’s life outcomes. In contrast, abundant resources and elevated rank create contexts that enhance the personal freedoms of upper-class individuals and give rise to solipsistic social cognitive tendencies—that is, an individualistic focus on one’s own internal states, goals, motivations, and emotions. Guided by this framework, we detail 9 hypotheses and relevant empirical evidence concerning how class-based contextualist and solipsistic tendencies shape the self, perceptions of the social environment, and relationships to other individuals. Novel predictions and implications for research in other socio-political contexts are considered.

The pain of social disconnection: examining the shared neural underpinnings of physical and social pain

Abstract: Experiences of social rejection, exclusion or loss are generally considered to be some of the most 'painful' experiences that we endure. Indeed, many of us go to great lengths to avoid situations that may engender these experiences (such as public speaking). Why is it that these negative social experiences have such a profound effect on our emotional well-being? Emerging evidence suggests that experiences of social pain — the painful feelings associated with social disconnection — rely on some of the same neurobiological substrates that underlie experiences of physical pain. Understanding the ways in which physical and social pain overlap may provide new insights into the surprising relationship between these two types of experiences.

The personal sense of power.

Abstract: Scholars who examine the psychological effects of power have often argued that possessing power shapes individual behavior because it instills an elevated sense of power. However, little is known about the personal sense of power because very few studies have examined it empirically. In studies involving a total of 1,141 participants and nine different samples, we found that the personal sense of power was coherent within social contexts; for example, individuals who believed that they can get their way in a group also believed that they can influence fellow group members' attitudes and opinions. The personal sense of power was also moderately consistent across relationships but showed considerable relationship specificity; for example, individuals' personal sense of power vis-a-vis their friend tended to be distinct but moderately related to their personal sense of power vis-a-vis their parent. And the personal sense of power was affected not only by sociostructural factors (e.g., social position, status) but also by personality variables such as dominance.

Me and my 400 friends: the anatomy of college students' Facebook networks, their communication patterns, and well-being.

Abstract: Is there a trade-off between having large networks of social connections on social networking sites such as Facebook and the development of intimacy and social support among today's generation of emerging adults? To understand the socialization context of Facebook during the transition to adulthood, an online survey was distributed to college students at a large urban university; participants answered questions about their relationships by systematically sampling their Facebook contacts while viewing their Facebook profiles online. Results confirmed that Facebook facilitates expansive social networks that grow disproportionately through distant kinds of relationship (acquaintances and activity connections), while also expanding the number of close relationships and stranger relationships, albeit at slower rates. Those with larger networks estimated that larger numbers of contacts in their networks were observing their status updates, a form of public communication to one's entire contact list. The major function of status updates was emotional disclosure, the key feature of intimacy. This finding indicates the transformation of the nature of intimacy in the environment of a social network site. In addition, larger networks and larger estimated audiences predicted higher levels of life satisfaction and perceived social support on Facebook. These findings emphasize the psychological importance of audience in the Facebook environment. Findings also suggest that social networking sites help youth to satisfy enduring human psychosocial needs for permanent relations in a geographically mobile world--college students with higher proportions of maintained contacts from the past (primarily high school friends) perceived Facebook as a more useful tool for procuring social support.

When group membership gets personal: A theory of identity fusion.

Abstract: Identity fusion is a relatively unexplored form of alignment with groups that entails a visceral feeling of oneness with the group. This feeling is associated with unusually porous, highly permeable borders between the personal and social self. These porous borders encourage people to channel their personal agency into group behavior, raising the possibility that the personal and social self will combine synergistically to motivate pro-group behavior. Furthermore, the strong personal as well as social identities possessed by highly fused persons cause them to recognize other group members not merely as members of the group but also as unique individuals, prompting the development of strong relational as well as collective ties within the group. In local fusion, people develop relational ties to members of relatively small groups (e.g., families or work teams) with whom they have personal relationships. In extended fusion, people project relational ties onto relatively large collectives composed of many individuals with whom they may have no personal relationships. The research literature indicates that measures of fusion are exceptionally strong predictors of extreme pro-group behavior. Moreover, fusion effects are amplified by augmenting individual agency, either directly (by increasing physiological arousal) or indirectly (by activating personal or social identities). The effects of fusion on pro-group actions are mediated by perceptions of arousal and invulnerability. Possible causes of identity fusion—ranging from relatively distal, evolutionary, and cultural influences to more proximal, contextual influences—are discussed. Finally, implications and future directions are considered.

Migration and New Media: Transnational Families and Polymedia

Abstract: How do parents and children care for each other when they are separated because of migration? The way in which transnational families maintain long-distance relationships has been revolutionised by the emergence of new media such as email, instant messaging, social networking sites, webcam and texting. A migrant mother can now call and text her left-behind children several times a day, peruse social networking sites and leave the webcam for 12 hours achieving a sense of co-presence. Drawing on a long-term ethnographic study of prolonged separation between migrant mothers and their children who remain in the Philippines, this book develops groundbreaking theory for understanding both new media and the nature of mediated relationships. It brings together the perspectives of both the mothers and children and shows how the very nature of family relationships is changing. New media, understood as an emerging environment of polymedia, have become integral to the way family relationships are enacted and experienced. The theory of polymedia extends beyond the poignant case study and is developed as a major contribution for understanding the interconnections between digital media and interpersonal relationships.

Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program

Abstract: The present study examines the efficacy and durability of the PEERS Program, a parent-assisted social skills group intervention for high-functioning adolescents with ASD. Results indicate that teens receiving PEERS significantly improved their social skills knowledge, social responsiveness, and overall social skills in the areas of social communication, social cognition, social awareness, social motivation, assertion, cooperation, and responsibility, while decreasing autistic mannerisms and increasing the frequency of peer interactions. Independent teacher ratings revealed significant improvement in social skills and assertion from pre-test to follow-up assessment. Examination of durability of improvement revealed maintenance of gains in nearly all domains with additional treatment gains at a 14-week follow-up assessment.

Beyond positive psychology? Toward a contextual view of psychological processes and well-being.

Abstract: The field of positive psychology rests on the assumption that certain psychological traits and processes are inherently beneficial for well-being. We review evidence that challenges this assumption. First, we review data from 4 independent longitudinal studies of marriage revealing that 4 ostensibly positive processes-forgiveness, optimistic expectations, positive thoughts, and kindness-can either benefit or harm well-being depending on the context in which they operate. Although all 4 processes predicted better relationship well-being among spouses in healthy marriages, they predicted worse relationship well-being in more troubled marriages. Then, we review evidence from other research that reveals that whether ostensibly positive psychological traits and processes benefit or harm well-being depends on the context of various noninterpersonal domains as well. Finally, we conclude by arguing that any movement to promote well-being may be most successful to the extent that it (a) examines the conditions under which the same traits and processes may promote versus threaten well-being, (b) examines both healthy and unhealthy people, (c) examines well-being over substantial periods of time, and (d) avoids labeling psychological traits and processes as positive or negative.

Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers' professional identity

Abstract: This study investigates how relevant indicators of teachers' sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and relationship satisfaction play a key influencing role in the relationships between the indicators. Using multiple-group SEM, the parameters of the overall model are similar for the novice, experienced and senior teachers in a constrained model. This aspect of similarity across experience groups is in line with findings of previous research on teachers' professional identity. The present study contributes to the further development of a solid theory on teachers' professional identity, which has been lacking.

Teacher–child relationships from an attachment perspective

Abstract: This special issue aims to prompt reflection on the mutual contribution of attachment theory, on the one hand, and teacher-child relationship research, on the other, by bringing together conceptual and empirical contributions taking an attachment perspective on teacher-child relationships. In this introductory article, we contend that the teacher can be regarded as an ad hoc attachment figure with a safe haven and secure base function, although for most children the relationship with the teacher is probably not an attachment bond. Furthermore, we explain how attachment theory and research: (1) shape the way in which "high quality" teacher-child relationships are conceptualized and operationalized; (2) highlight the importance of teacher sensitivity to children's needs, as a central proximal determinant of relationship quality; (3) guide research hypotheses regarding the consequences of teacher-child relationship quality and the intervening mechanisms; and (4) inspire the development of interventions to improve teacher-child relationships.

Relationships and the social brain: integrating psychological and evolutionary perspectives.

Abstract: Psychological studies of relationships tend to focus on specific types of close personal relationships (romantic, parent-offspring, friendship) and examine characteristics of both the individuals and the dyad. This paper looks more broadly at the wider range of relationships that constitute an individual's personal social world. Recent work on the composition of personal social networks suggests that they consist of a series of layers that differ in the quality and quantity of relationships involved. Each layer increases relationship numbers by an approximate multiple of 3 (5-15-50-150) but decreasing levels of intimacy (strong, medium, and weak ties) and frequency of interaction. To account for these regularities, we draw on both social and evolutionary psychology to argue that relationships at different layers serve different functions and have different cost-benefit profiles. At each layer, the benefits are asymptotic but the costs of maintaining a relationship at that level (most obviously, the time that has to be invested in servicing it) are roughly linear with the number of relationships. The trade-off between costs and benefits at a given level, and across the different types of demands and resources typical of different levels, gives rise to a distribution of social effort that generates and maintains a hierarchy of layered sets of relationships within social networks. We suggest that, psychologically, these trade-offs are related to the level of trust in a relationship, and that this is itself a function of the time invested in the relationship.

Media use, face-to-face communication, media multitasking, and social well-being among 8- to 12-year-old girls

Abstract: An online survey of 3,461 North American girls ages 8–12 conducted in the summer of 2010 through Discovery Girls magazine examined the relationships between social well-being and young girls’ media use—including video, video games, music listening, reading/homework, e-mailing/posting on social media sites, texting/instant messaging, and talking on phones/video chatting—and face-to-face communication. This study introduced both a more granular measure of media multitasking and a new comparative measure of media use versus time spent in face-to-face communication. Regression analyses indicated that negative social well-being was positively associated with levels of uses of media that are centrally about interpersonal interaction (e.g., phone, online communication) as well as uses of media that are not (e.g., video, music, and reading). Video use was particularly strongly associated with negative social well-being indicators. Media multitasking was also associated with negative social indicators. Conversely, face-to-face communication was strongly associated with positive social well-being. Cell phone ownership and having a television or computer in one’s room had little direct association with children’s socioemotional well-being. We hypothesize possible causes for these relationships, call for research designs to address causality, and outline possible implications of such findings for the social well-being of younger adolescents.

Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders.

Abstract: Peer relationships are critically important to children’s success at school. Many studies describe the benefits of healthy social development on children’s emotional, social, and academic performance at school (Ladd, 1990; McClelland, Morrison, & Holmes, 2000; Oden & Asher, 1977). Despite the importance of social relationships at school, some children may be particularly prone to feeling isolated and having few peer relationships, as is commonly noted about children with autism spectrum disorders (ASD). Interventions are needed to build peer interaction skills of children with ASD, and generally fall into two categories. Direct training is the most common of the two, in which social skills training is provided directly to the child with autism, either in groups or individual contexts (Bellini, Peters, Benner, & Hope, 2007; Rao, Beidel, & Murray, 2008; Williams-White, Keonig, & Scahill, 2007). The active ingredient is direct instruction of the child’s social skills (e.g., social etiquette or how to take turns in conversation). Peer-mediated models, on the other hand, focus intervention on the peers of the child with ASD (Bellini et al., 2007; Rao et al., 2008). In peer-mediated models, the active ingredient is indirect, by training peers how to engage the child with ASD. Both approaches have theoretical and empirical support, but both are missing important evidence of efficacy. For example, direct training approaches tend to occur outside of natural contexts. Variants on this intervention model have sometimes shown promising outcomes, but generalization to school and community settings has been poor or unmeasured (Bellini et al., 2007; Rao et al., 2008; Williams-White et al., 2007). On the other hand, peer-mediated models have shown good outcomes and generalization for preschool children, but have not been rigorously tested among school-aged children (McConnell, 2002). There has not yet been a controlled study comparing the efficacy or maintenance of these two types of socialization interventions. It is highly likely that children who receive both models will perform better than children who receive only a single model. The two interventions may work synergistically leading to an effect greater than the sum of their parts. Thus, by developing children’s social skills they can take advantage of peer willingness to engage. All interventions are expected to be superior to inclusion alone. The objective of this randomized controlled trial was to compare the efficacy of school-based social skills interventions to improve the social salience and peer engagement of high functioning, fully included children with autism. Our secondary goals were to examine the effect of interventions on friendship nominations, friendship reciprocity and teacher report of social skills.

Principal-Teacher Interactions: How Affective Relationships Shape Principal and Teacher Attitudes.

Abstract: Purpose: Research finds that the attitudes of principals and teachers create an atmosphere for learning, often referred to as school climate, that influences school effectiveness. Other research shows that atmospheres of trust, shared vision, and openness create positive school climate conditions. Little is known, however, about how these climates emerge in some schools and not others. There is good theoretical reason to suspect that interpersonal relationships between principals and their teachers influence school professionals’ attitudes that define the broader school climate. Theories from organizational studies, social psychology, and sociology inform hypotheses about how affective, cathectic responses from interpersonal principal–teacher relationships explain variation in school professionals’ satisfaction, cohesion, and commitment levels. Research Design: Nationally representative data from the Schools and Staffing Survey, 2003–04, match principals to teachers in public elementary schools. Using str...

Toward Relational Empowerment

Abstract: Psychological empowerment has been theorized as a construct with emotional, behavioral and cognitive components. Yet, many studies have stressed that empowerment processes are contingent on interpersonal relationships. Moreover, theory suggests that power is developed and exercised through relationships. This article makes the case that expanding our conceptions of psychological empowerment through the addition of a relational component can enhance our understanding of psychological empowerment and the effectiveness of empowerment-oriented community practice. Previous research on empowerment is reviewed for relational content, and additional insights into the relational context of empowerment processes are marshaled from other concepts in community research including social capital, sense of community, social networks, social support, and citizen participation. A new iteration of the nomological network for psychological empowerment is presented, including the elements of a relational component.

The Validity of Interpersonal Skills Assessment via Situational Judgment Tests for Predicting Academic Success and Job Performance.

Abstract: This study provides conceptual and empirical arguments why an assessment of applicants' procedural knowledge about interpersonal behavior via a video-based situational judgment test might be valid for academic and postacademic success criteria. Four cohorts of medical students (N = 723) were followed from admission to employment. Procedural knowledge about interpersonal behavior at the time of admission was valid for both internship performance (7 years later) and job performance (9 years later) and showed incremental validity over cognitive factors. Mediation analyses supported the conceptual link between procedural knowledge about interpersonal behavior, translating that knowledge into actual interpersonal behavior in internships, and showing that behavior on the job. Implications for theory and practice are discussed.

Social Implications of Smartphone Use: Korean College Students' Smartphone Use and Psychological Well-Being

Abstract: The purpose of this study is to explore the relationship between motives of smartphone use, social relation, and psychological well-being. The correlation analysis shows that the motives of smartphone use were positively related to bonding relations but negatively related to bridging relations. The hierarchical multiple regression analysis finds the associations among motives of smartphone use, social relations, perceived social support, and variables of psychological well-being. The results demonstrate that needs for caring for others were negatively related to loneliness and depression and positively related to self-esteem. However, the communication motives are not a significant predictor to determine self-esteem, loneliness, and depression. In addition, bonding and bridging social relations and social support significantly increase self-esteem and decrease loneliness and depression.

Changes to sexual well-being and intimacy after breast cancer.

Abstract: Background: Changes to sexual well-being can be one of the most problematic aspects of life after breast cancer, with the impact lasting for many years after treatment, associated with serious physical and emotional adverse effects. However, the primary focus on corporeal changes negates the influence of social and relational constructions of sexuality and illness and the ways in which the meaning of sex is negotiated by individuals and within relationships. Objective: The aim of this study was to examine changes to sexuality and intimate relationships in individuals who have experienced breast cancer, from a material-discursive-intrapsychic perspective, using mixed-method analysis. Methods: An online survey containing 47 quantitative and qualitative items was completed by 1965 Australian individuals with breast cancer. Participants were 98% women, with a mean age of 54 years. Results: Decreases in sexual frequency, response, and satisfaction were attributed to a range of factors, including tiredness and pain, psychological distress and body image, and medically induced menopausal changes such as vaginal dryness, hot flushes, and weight gain. Predominant concerns identified in the qualitative analysis were emotional consequences, physical changes, feeling unattractive or lacking femininity, reconciliation of self to changes, and impact on partner or relationship. Conclusions: These findings support and extend previous research that reports significant changes in sexual well-being after diagnosis and treatment for breast cancer. Implications for Practice: The findings are of significance to clinicians because sexual well-being is central to psychological well-being and quality of life, and sexual intimacy has been found to make the experience of cancer more manageable and to assist in the recovery process.

Patterns of receptive and creative cultural activities and their association with perceived health, anxiety, depression and satisfaction with life among adults: the HUNT study, Norway

Abstract: Background Cultural participation has been used both in governmental health policies and as medical therapy, based on the assumption that cultural activities will improve health Previous population studies and a human intervention study have shown that religious, social and cultural activities predict increased survival rate The aim of this study was to analyse the association between cultural activity and perceived health, anxiety, depression and satisfaction with life in both genders Methods The study is based on the third population-based Nord-Trondelag Health Study (2006e2008), including 50797 adult participants from Nord-Trondelag County, Norway Data on cultural activities, both receptive and creative, perceived health, anxiety, depression and satisfaction with life were collected by comprehensive questionnaires Results The logistic regression models, adjusted for relevant cofactors, show that participation in receptive and creative cultural activities was significantly associated with good health, good satisfaction with life, low anxiety and depression scores in both genders Especially in men, attending receptive, rather than creative, cultural activities was more strongly associated with all health-related outcomes Statistically significant associations between several single receptive, creative cultural activities and the health-related outcome variables were revealed Conclusion This population-based study suggests gender-dependent associations between cultural participation and perceived health, anxiety, depression and satisfaction with life The results support hypotheses on the effect of cultural activities in health promotion and healthcare, but further longitudinal and experimental studies are warranted to establish a reliable causeeeffect relationship

Compatible and incompatible relationships

Abstract: Several years ago, two of my colleagues and I had the opportunity to interview Fritz Heider-perhaps the most influential theorist in the field of social psychology (Harvey, Ickes, & Kidd, 1976). During our interview, Heider affirmed a belief that had guided his career since the 1920s, the belief that the study of human relationships is the most important task in which social scientists can engage. Although many social scientists would profess to share this belief, it is nonetheless true that the study of human relationships has been one of the most neglected tasks in the history of the social sciences-including psychology. What Heider found in the 1920s-that most psychologists acknowledged the importance of studying human relationships but at the same time tended to focus their own research on more "tractable" topics such as memory and cognition-is still very much evident in the 1980s. Even within the more specific domain of social psychology, a majority of researchers still choose to address those hybrid topics ("social cognition," "social categorization and stereotyping," "person memory," etc. ) that relate most directly to traditional areas of psychological research. Still other researchers, while choosing to study such important interpersonal phenomena as altruism, aggression, conflict, and interpersonal attraction, tend to focus so exclusively on these isolated and abstracted phenomena that they fail to provide a more inclusive view of the relationships in which these phenomena occur.

Social Exchange Theory, Exchange Resources, and Interpersonal Relationships: A Modest Resolution of Theoretical Difficulties

Abstract: Taking a more empirical approach to theory development, in this chapter, Marie Mitchell, Russel Cropanzano, and David Quisenberry raise the question of what social exchange theory has contributed to organizational research. Scholars generally agree on the reciprocal nature of exchange patterns, but theories of social exchange differ in terms of their explanation of the resources exchanged and how those resources are perceived by exchange partners. Contemporary models of social exchange incorporate interpersonal relationships into their exchange theories, but these models differ in how they conceptualize relational patterns. Three broad conceptual paradigms are distinguished: models that emphasize relationship formation, attributes of the relationship as resources to be exchanged, and relationships as a social context that changes the rules by which exchanges are conducted. The authors integrate strengths of each approach to provide a research agenda that can extend social exchange theorizing by providing a better description of what is exchanged and how meaning is derived in exchange relations.

Social participation and the health and well-being of Canadian seniors.

Abstract: Background Social participation has been associated with health and well-being in older adults. Data and methods Data from the 2008/2009 Canadian Community Health Survey (CCHS)—Healthy Aging were used to examine the relationship between frequent social participation and self-perceived health, loneliness and life dissatisfaction in a sample of 16,369 people aged 65 or older. Multivariate logistic regression was used to identify signifi cant relationships, while adjusting for potential confounders. The mediating role of social support and the prevalence of reported barriers to greater social participation were also examined.

The Role of Empowerment in Youth Development: A Study of Sociopolitical Control as Mediator of Ecological Systems' Influence on Developmental Outcomes

Abstract: Empowerment has become an influential concept and theoretical framework for social policy and practice. Still, relatively little is known about the roles that empowerment plays in the ecology of human development, particularly among young people. This article reports results of a study of psychological empowerment among young people, using data from 629 high school students (65.8% female; 96.5% non-white). Using a path analysis, we examined the role of perceived sociopolitical control--an indicator of the intrapersonal component of psychological empowerment--as a mediator between ecological support systems and developmental outcomes. Findings confirmed that social support in family, peer, and school settings, and family cohesion positively predict self-esteem and perceived school importance, which, in turn, have protective effects on psychological symptoms, violent behaviors and substance use. Sociopolitical control was found to mediate the relationships between ecological supports and risk factors and developmental outcomes, leading to the conclusion that perceived efficacy in the sociopolitical domain, and youth empowerment, more generally, should be considered as core elements of the ecology of human development. Policy and practice aimed at promoting positive developmental outcomes and preventing risk behaviors should take their relationship to sociopolitical control into account.

Leadership And Organization: A Behavioral Science Approach

Abstract: Part1: Leadership and the Influence Process. 1. Introduction. 1. Some Basic Issues in Human Relations 2. Leadership: A Frame of Reference 3. Cultural Perspectives on Understanding People 4. The Process of Understanding people 5. How to Choose a Leadership Pattern 6. The Introduction of Change in Organizations. 7. Participation by Subordinates. 8. The Management of Differences. Part 2: Sensitivity Training: A Personal Approach to the Development of Leaders. Introduction 9. Looking at Ourselves: A New Focus in Management Training 10. A Sensitivity Training Group in Action 11. Sensitivity Training for the Management team 12. Observations on the Trainer Role: A Case Study 13. Phases of Group Development 14. Assessing the Training Impact Part 3: Studies in Organization Introduction 15. A Look at Formal Organization: The Manager Concept 16. A Look at formal Organization: managerial Decision Making 17. Organization in Action: Bureaucracy in a government Laboratory 18. Developing Objectives and Evaluation Procedures in Research Organizations 19. The Impact of Altered Objectives: Factionalism and Organizational Change in a Research Laboratory 20. Problems of Evaluation: The Impact of Interpersonal Relations on Ratings of Performance 21. Assessing Organizational Effectiveness: Job Satisfaction, Productivity and Morale 22. Assessing Organizational Effectiveness: The Multi-relational Sociometric Survey 23. Relations with the Host: Social Research Faces Industry 24. Relations with the Subject: Problems in the Use of Indirect Methods of Attitude Measurement Part 4: Commentaries. Scientific Concern for the Human Factor in Industry George R Bach. Pscyche, Sensitivity and Social Structure Robert Dubin. Management and Human Relations Lyndall F Urwick. Bibliographies. Indices.

Gratitude: Prompting behaviours that build relationships

Abstract: The emotion gratitude is argued to play a pivotal role in building and maintaining social relationships. Evidence is accumulating that links gratitude to increases in relationship satisfaction. Yet, there is currently little evidence for how gratitude does this. The present paper provides experimental evidence of gratitude facilitating relationship-building behaviours. Study 1 provides evidence that gratitude promotes social affiliation, leading one to choose to spend time with a benefactor. Study 2 offers further evidence of gratitude's ability to strengthen relationships by showing that gratitude facilitates socially inclusive behaviours, preferentially towards one's benefactor, even when those actions come at a cost to oneself.