Showing papers on "Interpersonal relationship published in 2014"

Why Status Matters for Inequality

Abstract: To understand the mechanisms behind social inequality, this address argues that we need to more thoroughly incorporate the effects of status—inequality based on differences in esteem and respect—alongside those based on resources and power. As a micro motive for behavior, status is as significant as money and power. At a macro level, status stabilizes resource and power inequality by transforming it into cultural status beliefs about group differences regarding who is “better” (esteemed and competent). But cultural status beliefs about which groups are “better” constitute group differences as independent dimensions of inequality that generate material advantages due to group membership itself. Acting through microlevel social relations in workplaces, schools, and elsewhere, status beliefs bias evaluations of competence and suitability for authority, bias associational preferences, and evoke resistance to status challenges from low-status group members. These effects accumulate to direct members of higher status groups toward positions of resources and power while holding back lower status group members. Through these processes, status writes group differences such as gender, race, and class-based life style into organizational structures of resources and power, creating durable inequality. Status is thus a central mechanism behind durable patterns of inequality based on social differences.

The New Science of Wise Psychological Interventions

Abstract: Citizens complete a survey the day before a major election; a change in the survey items’ grammatical structure increases turnout by 11 percentage points. People answer a single question; their romantic relationships improve over several weeks. At-risk students complete a 1-hour reading-and-writing exercise; their grades rise and their health improves for the next 3 years. Each statement may sound outlandish—more science fiction than science. Yet each represents the results of a recent study in psychological science (respectively, Bryan, Walton, Rogers, & Dweck, 2011; Marigold, Holmes, & Ross, 2007, 2010; Walton & Cohen, 2011). These studies have shown, more than one might have thought, that specific psychological processes contribute to major social problems. These processes act as levers in complex systems that give rise to social problems. Precise interventions that alter them—what I call “wise interventions”—can produce significant benefits and do so over time. What are wise interventions? How do they work? And how can they help solve social problems?

Two brief interventions to mitigate a “chilly climate” transform women’s experience, relationships, and achievement in engineering.

Abstract: In a randomized-controlled trial, we tested 2 brief interventions designed to mitigate the effects of a “chilly climate” women may experience in engineering, especially in male-dominated fields. Participants were students entering a selective university engineering program. The social-belonging intervention aimed to protect students’ sense of belonging in engineering by providing a nonthreatening narrative with which to interpret instances of adversity. The affirmation-training intervention aimed to help students manage stress that can arise from social marginalization by incorporating diverse aspects of their self-identity in their daily academic lives. As expected, gender differences and intervention effects were concentrated in male-dominated majors (20% women). In these majors, compared with control conditions, both interventions raised women’s school-reported engineering grade-point-average (GPA) over the full academic year, eliminating gender differences. Both also led women to view daily adversities as more manageable and improved women’s academic attitudes. However, the 2 interventions had divergent effects on women’s social experiences. The social-belonging intervention helped women integrate into engineering, for instance, increasing friendships with male engineers. Affirmation-training helped women develop external resources, deepening their identification with their gender group. The results highlight how social marginalization contributes to gender inequality in quantitative fields and 2 potential remedies.

Growing Up Wired: Social Networking Sites and Adolescent Psychosocial Development

Abstract: Since the advent of social networking site (SNS) technologies, adolescents' use of these technologies has expanded and is now a primary way of communicating with and acquiring information about others in their social network. Overall, adolescents and young adults' stated motivations for using SNSs are quite similar to more traditional forms of communication-to stay in touch with friends, make plans, get to know people better, and present oneself to others. We begin with a summary of theories that describe the role of SNSs in adolescents' interpersonal relationships, as well as common methodologies used in this field of research thus far. Then, with the social changes that occur throughout adolescence as a backdrop, we address the ways in which SNSs intersect with key tasks of adolescent psychosocial development, specifically peer affiliation and friendship quality, as well as identity development. Evidence suggests that SNSs differentially relate to adolescents' social connectivity and identity development, with sociability, self-esteem, and nature of SNS feedback as important potential moderators. We synthesize current findings, highlight unanswered questions, and recommend both methodological and theoretical directions for future research.

Couple Communication, Emotional and Sexual Intimacy, and Relationship Satisfaction

Abstract: Emotional and sexual aspects of intimacy in romantic relationships are important correlates of couples' relationship satisfaction. However, few studies have examined the effect of emotional and sexual aspects of intimacy on relationship satisfaction within the context of the interpersonal relationship processes. In addition, the association between emotional and sexual aspects of intimacy remains unclear. With a sample of 335 married couples from the Flourishing Families Project, the authors examined the associations between couple communication, emotional intimacy, sexual satisfaction, and relationship satisfaction, using the couple as the unit of analysis. The results of path analysis suggested that sexual satisfaction significantly predicted emotional intimacy for husbands and wives, while emotional intimacy did not appear to have a significant influence on sexual satisfaction. Further, mediation associations were suggested within as well as between spouses. Within spouses (for each spouse), emotional intimacy and sexual satisfaction mediated the association between spouses' appraisal of their partners' communication and their own relationship satisfaction. Gender differences were revealed in terms of how a spouse's perception of sexual satisfaction is associated with his or her partner's relationship satisfaction. In this study, although wives' relationship satisfaction was not associated with their husbands' sexual satisfaction, husbands tended to report high levels of relationship satisfaction when their wives reported greater sexual satisfaction. Findings suggest that both components of intimacy--emotional and sexual--should be comprehensively addressed in research and clinical work with couples.

Social relationships, leisure activity, and health in older adults.

Abstract: Objective: Although the link between enhanced social relationships and better health has generally been well established, few studies have examined the role of leisure activity in this link. This study examined how leisure influences the link between social relationships and health in older age. Method: Using data from the 2006 and 2010 waves of the nationally representative U.S. Health and Retirement Study and structural equation modeling analyses, we examined data on 2,965 older participants to determine if leisure activities mediated the link between social relationships and health in 2010, controlling for race, education level, and health in 2006. Results: The results demonstrated that leisure activities mediate the link between social relationships and health in these age groups. Perceptions of positive social relationships were associated with greater involvement in leisure activities, and greater involvement in leisure activities was associated with better health in older age. Conclusion: The contribution of leisure to health in these age groups is receiving increasing attention, and the results of this study add to the literature on this topic, by identifying the mediating effect of leisure activity on the link between social relationships and health. Future studies aimed at increasing leisure activity may contribute to improved health outcomes in older adults.

What is Sexual Satisfaction? Thematic Analysis of Lay People's Definitions

Abstract: Sexual satisfaction is an important indicator of sexual health and is strongly associated with relationship satisfaction. However, research exploring lay definitions of sexual satisfaction has been scarce. We present thematic analysis of written responses of 449 women and 311 men to the question “How would you define sexual satisfaction?” The participants were heterosexual individuals with a mean age of 36.05 years (SD = 8.34) involved in a committed exclusive relationship. In this exploratory study, two main themes were identified: personal sexual well-being and dyadic processes. The first theme focuses on the positive aspects of individual sexual experience, such as pleasure, positive feelings, arousal, sexual openness, and orgasm. The second theme emphasizes relational dimensions, such as mutuality, romance, expression of feelings, creativity, acting out desires, and frequency of sexual activity. Our results highlight that mutual pleasure is a crucial component of sexual satisfaction and that sexual sa...

Psychosocial Benefits of Cross‐Ethnic Friendships in Urban Middle Schools

Abstract: To examine the unique functions of same- and cross-ethnic friendships, Latino (n = 536) and African American (n = 396) sixth-grade students (Mage = 11.5 years) were recruited from 66 classrooms in 10 middle schools that varied in ethnic diversity. Participants reported on the number of same- and cross-ethnic friends, perceived vulnerability, friendship quality, and the private regard dimension of ethnic identity. Whereas same-ethnic friendships were uniquely associated with stronger private regard, more ethnic diversity and cross-ethnic friendships were uniquely associated with less perceived vulnerability. Multilevel structural equation modeling tested whether cross-ethnic friendships mediated the diversity-vulnerability relation. Although cross-ethnic friendships did not significantly mediate this relation at the classroom level, these friendships predicted less vulnerability at the individual student level.

Twitter for teaching: Can social media be used to enhance the process of learning?

Abstract: Can social media be used to enhance the process of learning by students in higher education? Social media have become widely adopted by students in their personal lives. However, the application of social media to teaching and learning remains to be fully explored. In this study, the use of the social media tool Twitter for teaching was considered. Undergraduate students in Business and Management (n=252) were encouraged to use Twitter for communicating with their tutor and each other during a 12-week course. Their involvement was evaluated using a survey considering amount of Twitter usage and students' attitudes and experiences. The data were analysed using factor analyses, which revealed a single usage construct and three attitudinal factors. Three findings emerged. Firstly, a positive correlation was found between amount of Twitter usage and student engagement in university-associated activities including organising their social lives and sharing information. Secondly, course-related tweeting was not related to interpersonal relationships between students and their tutor. Thirdly, Twitter usage did not impact class attendance. The results are salient for educational practitioners wishing to introduce social media into their teaching. © 2013 British Educational Research Association.

Scale Indicators of Social Exchange Relationships: A Comparison of Relative Content Validity

Abstract: Although social exchange theory has become one of the most oft-evoked theories in industrial and organizational psychology, there remains no consensus about how to measure its key mechanism: social exchange relationships (Blau, 1964). Drawing on Cropanzano and Byme's (2000) review of contemporary social exchange theorizing, we examined the content validity of perceived support, exchange quality, affective commitment, trust, and psychological contract fulfillment as indicators of social exchange relationships. We used Hinkin and Tracey's (1999) quantitative approach to content validation, which asks participants to rate the correspondence between scale items and definitions of intended (and unintended) constructs. Our results revealed that some of the most frequently utilized indicators of social exchange relationships--perceived support and exchange quality--were significantly less content valid than rarely used options like affect-based trust. Our results also revealed that 2 direct measures--Bernerth, Armenakis, Feild, Giles, and Walker's (2007) scale and a scale created for this study--were content valid. We discuss the implications of these results for future applications of social exchange theory.

Seeking structure in social organization: Compensatory control and the psychological advantages of hierarchy.

Abstract: Hierarchies are a ubiquitous form of human social organization. We hypothesized that 1 reason for the prevalence of hierarchies is that they offer structure and therefore satisfy the core motivational needs for order and control relative to less structured forms of social organization. This hypothesis is rooted in compensatory control theory, which posits that (a) individuals have a basic need to perceive the world as orderly and structured, and (b) personal and external sources of control are capable of satisfying this need because both serve the comforting belief that the world operates in an orderly fashion. Our first 2 studies confirmed that hierarchies were perceived as more structured and orderly relative to egalitarian arrangements (Study 1) and that working in a hierarchical workplace promotes a feeling of self-efficacy (Study 2). We threatened participants' sense of personal control and measured perceptions of and preferences for hierarchy in 5 subsequent experiments. Participants who lacked control perceived more hierarchy occurring in ambiguous social situations (Study 3) and preferred hierarchy more strongly in workplace contexts (Studies 4-5). We also provide evidence that hierarchies are indeed appealing because of their structure: Preference for hierarchy was higher among individuals high in Personal Need for Structure and a control threat increased preference for hierarchy even among participants low in Personal Need for Structure (Study 5). Framing a hierarchy as unstructured reversed the effect of control threat on hierarchy (Study 6). Finally, hierarchy-enhancing jobs were more appealing after control threat, even when they were low in power and status (Study 7).

Environmental influences on healthy and active ageing: a systematic review

Abstract: This paper explores the evidence for environmental influences on older adult health and activity participation, identifies current knowledge gaps and limitations within this literature, and offers recommendations for future research via a systematic appraisal of 83 quantitative and qualitative studies. A Cochrane-type review procedure was followed, which incorporated structured database searches, inclusion and exclusion criteria, quality appraisal of included studies, and peer review. The review findings identify support for both personal and environmental influences on health and activity participation in later life. Reported personal influences include ethnicity and cultural norms, energy and motivation, sex, age, education, genetic heritage, self-efficacy, and personal financial circumstances. Reported environmental influences on activity participation include climate, level of pollution, street lighting, traffic conditions, accessibility and appropriateness of services and facilities, socio-economic conditions, aesthetics, pedestrian infrastructure, community life, exposure to antisocial behaviour, social network participation, environmental degradation, level of urbanism, exposure to natural settings, familiarity with local environment and others. Recommendations for future research include the need for innovative research methods; involvement of older adults as research collaborators; investigation of wider aspects of the active ageing concept; in-depth assessment of the environmental characteristics of areas; investigation of the pathways leading from environment to health and activity participation; and more theoretically informed research or increased contribution of research to theory development. Copyright © Cambridge University Press 2012.

A replication and extension of the PEERS intervention: examining effects on social skills and social anxiety in adolescents with autism spectrum disorders.

Abstract: This study aimed to evaluate the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4):596–606, 2009). PEERS focuses on improving friendship quality and social skills among adolescents with higher-functioning ASD. 58 participants aged 11–16 years-old were randomly assigned to either an immediate treatment or waitlist comparison group. Results revealed, in comparison to the waitlist group, that the experimental treatment group significantly improved their knowledge of PEERS concepts and friendship skills, increased in their amount of get-togethers, and decreased in their levels of social anxiety, core autistic symptoms, and problem behaviors from pre-to post-PEERS. This study provides the first independent replication and extension of the empirically-supported PEERS social skills intervention for adolescents with ASD.

When learners become teachers: a review of peer teaching in medical student education.

Abstract: Background and objectives Peer teaching engages students as teachers and is widely used in K-12 education, many universities, and increasingly in medical schools. It draws on the social and cognitive congruence between learner and teacher and can be attractive to medical schools faced with a growing number of learners but a static faculty size. Peer teachers can give lectures on assigned topics, lead problem-based learning sessions, and provide one on one support to classmates in the form of tutoring. Methods We undertook a narrative review of research on peer teachers in medical school, specifically investigating how medical students are impacted by being peer teachers and how having a peer teacher impacts learners. Results Studies have shown that peer teaching has a primarily positive impact on both the peer teacher and the learners. In the setting of problem-based learning courses or clinical skills instruction, medical students' performance on tests of knowledge or skills is similar whether they have faculty instructors or peer teachers. There is also strong evidence that being a peer teacher enhances the learning of the peer teacher relative to the content being taught. It is common for peer teachers to lack confidence in their abilities to successfully teach, and they appreciate receiving training related to their teaching role. Conclusions We find evidence from several different educational settings that peer teaching benefits both the peer teachers and the learners. This suggests that peer teaching is a valuable methodology for medical schools to engage learners as teachers.

Early child-parent attachment and peer relations: a meta-analysis of recent research.

Abstract: A central tenet of Bowlby's attachment theory is that early child-caregiver attachment is reflected in the quality of the child's interpersonal relationships throughout life. Schneider, Atkinson, and Tardif (2001) conducted a meta-analysis of studies conducted up to 1998 to corroborate that contention. They found a significant but small to moderate effect size (r = .20). Their finding that studies of friendship bonds had higher effect sizes than studies of other interpersonal relationships has important theoretical ramifications. The present brief report is a meta-analysis that covers research conducted for the same purpose since 1998. The sample consists of 44 studies with a total of 8505 participants. The overall effect size r of .19 (adjusted r = .12; 95% confidence interval, .08-.17) in the current study was similar in magnitude to the effect size reported in the 2001 meta-analysis, documenting consistency in the predictive power of attachment theory. However, we failed to replicate the moderating effect of friendship. One possible explanation for these findings is that the friendships of school-age children and adolescents no longer invoke very high levels of intimacy. Effect sizes are higher in studies conducted outside North America than in U.S.--and Canada-based studies.

Introducing Language and Intercultural Communication

Abstract: 1. Why study language and intercultural communication?, 2. The history of the study of language and intercultural communication, 3. Culture and the primary socialization process, 4. Language, communication, culture, and power in context, 5. Language and nonverbal intercultural communication, 6. Language and identity in intercultural communication, 7. Ethnocentricism and Othering: Barriers to intercultural communication, 8. Intercultural transitions: From language and culture shock to adaptation, 9. Intercultural interpersonal relationships, 10. Managing language and intercultural conflict, 11.Language and intercultural communication in the global workplace, 12. Global citizenship and intercultural (communicative) competence

A contextual approach to experiential avoidance and social anxiety: evidence from an experimental interaction and daily interactions of people with social anxiety disorder.

Abstract: Experiential avoidance (EA), the tendency to avoid internal, unwanted thoughts and feelings, is hypothesized to be a risk factor for social anxiety. Existing studies of experiential avoidance rely on trait measures with minimal contextual consideration. In two studies, we examined the association between experiential avoidance and anxiety within real-world social interactions. In the first study, we examined the effect of experiential avoidance on social anxiety in everyday life. For 2 weeks, 37 participants with Social Anxiety Disorder (SAD) and 38 healthy controls provided reports of experiential avoidance and social anxiety symptoms during face-to-face social interactions. Results showed that momentary experiential avoidance was positively related to anxiety symptoms during social interactions and this effect was stronger among people with SAD. People low in EA showed greater sensitivity to the level of situational threat than high EA people. In the second study, we facilitated an initial encounter between strangers. Unlike Study 1, we experimentally created a social situation where there was either an opportunity for intimacy (self-disclosure conversation) or no such opportunity (small-talk conversation). Results showed that greater experiential avoidance during the self-disclosure conversation temporally preceded increases in social anxiety for the remainder of the interaction; no such effect was found in the small-talk conversation. Our findings provide insight into the association between experiential avoidance on social anxiety in laboratory and naturalistic settings, and demonstrate that the effect of EA depends upon level of social threat and opportunity.

Congruence in Parent-Teacher Relationships: The Role of Shared Perceptions.

Abstract: Parental engagement is an important avenue for supporting student achievement. Positive relationships between parents and teachers are increasingly recognized as vital in this process. Most studies consider parents’ and teachers’ perceptions separately, and it is unknown whether shared perceptions of relationship quality matter with respect to child outcomes. This study investigated the role of relationship congruence in predicting child academic, social, and behavioral outcomes in 175 elementary students referred for behavioral consultation. Results indicated that teacher, but not parent, ratings of child social skills and externalizing behaviors were more favorable in the presence of a shared, positive view of the relationship. Furthermore, parents who reported higher levels of home-school conferencing and greater self-efficacy were more likely to be in congruent, positive relationships. Though preliminary, these results suggest that shared perceptions of relationship quality may be important in...

Personality‐Relationship Transactions Revisited

Abstract: The transactional paradigm states that people create, maintain, and change their environments according to their personalities. At the same time, the environment reacts back on personality. As social relationships are part of an individual's environment, this likewise implies that there are reciprocal transactions between personality and relationships. However, earlier studies have concluded that adult personality traits are so stable that they have a stronger effect on later relationships, but that relationship effects on personality are negligible. In this article, we contend that personality-relationship transactions should be revisited. We submit that the relative powers of personality versus relationship effects depend on the type of life transition during which the effects take place: Relationship effects on personality development are more likely to emerge in the context of rather normative and highly scripted life transitions, whereas personality effects on relationship development are more likely to occur in the context of rather non-normative life transitions that are less regulated by social expectations. We illustrate these assumptions with examples from our own work and other findings reported in the literature. Furthermore, we theorize that effects of personality-relationship transactions on health also vary with the normativeness of the eliciting life transition.

Belonging, occupation, and human well-being: an exploration.

Abstract: BackgroundResearchers identify the importance of belonging to human well-being and provide evidence-based support for occupation as a medium for expressing and achieving a sense of belonging and c

Social participation post stroke: a meta-ethnographic review of the experiences and views of community-dwelling stroke survivors

Abstract: Purpose: There is currently no consensus on a definition of participation that describes experiences and challenges of people with stroke. This meta-synthesis aimed to identify, appraise and synthesise qualitative research on stroke survivors’ views of their experiences of social participation. Methods: Ten electronic databases were searched for relevant qualitative studies in English from January 2001 and ending September 2011. Searching was extended to grey literature, hand searching journals, checking references and contacting authors of included studies. Two independent reviewers extracted data and assessed methodological study quality. A meta-ethnographic approach described by Noblit and Hare was used to synthesise findings. Results: Eleven articles met the inclusion criteria. Five main themes were identified: (1) change and disruption; (2) perceived magnitude of individual barriers; (3) pursuing personal choices; (4) building individual confidence and (5) evaluating personal meaning. Conclusion: The...

Athlete Social Support, Negative Social Interactions, and Psychological Health across a Competitive Sport Season

Abstract: Social support and negative social interactions have implications for athlete psychological health, with potential to influence the links of stress-related experiences with burnout and well-being over time. Using a longitudinal design, perceived social support and negative social interactions were examined as potential moderators of the temporal stress-burnout and burnout-well-being relationships. American collegiate athletes (N = 465) completed reliable and valid online assessments of study variables at four time points during the competitive season. After controlling for dispositional and conceptually important variables, social support and negative social interactions did not moderate the stress-burnout or burnout-well-being relationships, respectively, but did simultaneously contribute to burnout and well-being across the competitive season. The results showcase the importance of sport-related social perceptions to athlete psychological outcomes over time and inform development of socially driven interventions to improve the psychological health of competitive athletes.

Beyond a Definition Toward a Framework for Designing and Specifying Mentoring Models

Abstract: More than three decades of mentoring research has yet to converge on a unifying definition of mentoring; this is unsurprising given the diversity of relationships classified as mentoring. This article advances beyond a definition toward a common framework for specifying mentoring models. Sixteen design elements were identified from the literature and tested through specification of two different mentoring models from higher education contexts. This framework provides researchers and practitioners with a detailed yet concise method of communicating exactly what they mean when using the word mentoring; it may also act as a useful set of prompts for educators designing new mentoring interventions.

Family-centred music therapy to promote social engagement in young children with severe autism spectrum disorder: a randomized controlled study

Abstract: Background Limited capacity for social engagement is a core feature of autism spectrum disorder (ASD), often evident early in the child's development. While these skills are difficult to train, there is some evidence that active involvement in music-making provides unique opportunities for social interaction between participants. Family-centred music therapy (FCMT) endeavours to support social engagement between child and parent within active music-making, yet the extent of benefits provided is unknown. Aim This study investigated the impacts of FCMT on social engagement abilities. Methods Twenty-three children (36–60 months) with severe ASD received either 16 weeks of FCMT in addition to their early intervention programmes (n = 12), or their early intervention programme only (n = 11). Change in social engagement was measured with standardized parent-report assessments, parent interviews and clinician observation. Results Intention-to-treat analysis for the Vineland Social Emotional Early Childhood Scale indicated a significant effect in favour of FCMT. Thematic qualitative analysis of the parent interviews showed that the parent–child relationship grew stronger. Conclusion FCMT improves social interactions in the home and community and the parent–child relationship, but not language skills or general social responsiveness. This study provides preliminary support for the use of FCMT to promote social engagement in children with severe ASD.