Showing papers on "Interpersonal relationship published in 2015"

Cooperation and Competition

Abstract: The four major theoretical orientations to cooperation and competition are cognitive development, behavioral learning, social cognitive, and social interdependence. Of the four, social interdependence theory has generated the most research and applications. The basic premise of social interdependence theory is that the type of interdependence structured in a situation determines how individuals interact with each other which, in turn, determines outcomes. The hundreds of studies that have been conducted indicate that cooperation, compared with competitive and individualistic efforts, tends to result in higher achievement and productivity, more positive interpersonal relationships, and greater psychological health.

Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship

Abstract: The present study explores teacher emotions, in particular how they are predicted by students’ behaviour and the interpersonal aspect of the teacher-student relationship (TSR). One hundred thirty-two secondary teachers participated in a quantitative study relying on self-report questionnaire data. Based on the model of teacher emotions by Frenzel (2014), teachers rated their experienced joy, anger and anxiety during classroom instruction (dependent variable). Students’ motivational behaviour (= engagement), socio-emotional behaviour (= discipline in class) and relational behaviour (= closeness; interpersonal TSR) were assessed as the independent variables. Teachers’ self-efficacy beliefs served as a control variable. Hierarchical regression analysis revealed that the interpersonal relationship formed between teachers and students was the strongest predictor for teachers’ joy (positive relation) and anxiety (negative relation), whereas lack of discipline in class best predicted teachers’ anger experiences. Students’ engagement also proved a significant predictor of teacher emotions. The results suggest that interpersonal TSR plays a particularly important role in teachers’ emotional experiences in class.

Childhood Maltreatment and Educational Outcomes

Abstract: Children (0-18 years) with maltreatment histories are vulnerable to experiencing difficulties across multiple domains of functioning, including educational outcomes that encompass not only academic achievement but also mental well-being The current literature review adopted Slade and Wissow's model to examine (1) the link between childhood maltreatment and academic achievement, (2) the link between childhood maltreatment and mental health outcomes (ie, emotional and behavioral difficulties), and (3) the bidirectional relationship between childhood academic achievement and mental health In addition, we reviewed variables that might influence or help explain the link between childhood maltreatment and educational outcomes, drawing on developmental perspectives and Bronfenbrenner's ecological model Finally, whenever possible, we presented findings specific to maltreated children in out-of-home care to highlight the unique challenges experienced by this population Results indicated that children with maltreatment histories often experience impairments in both their academic performance (eg, special education, grade retention, lower grades) and mental well-being (eg, anxiety, low mood, aggression, social skills deficits, poor interpersonal relationships) These impairments appeared to be particularly pronounced among maltreated children in out-of-home care Findings, albeit sparse, also indicated that mental health difficulties are negatively associated with children's academic achievement and, similarly, that academic achievement deficits are linked with mental health problems The link between childhood maltreatment and educational outcomes may be partly explained through the disruption of key developmental processes in children, such as attachment, emotion regulation, and sense of agency As well, maltreatment characteristics and the functioning of various systems in which children are embedded (eg, family, school, child welfare) can serve to positively or negatively influence the educational outcomes of maltreated children The theoretical, research, and applied implications stemming from the findings are considered

Social support, trans community connectedness, and mental health symptoms among transgender and gender nonconforming adults.

Abstract: For those identifying as transgender or gender nonconforming (TGNC), the support of others can be instrumental in mitigating the challenges associated with cross-gender transition and identification. Social support and connectedness to the TGNC community can positively impact psychological well-being, facilitate resilience, and buffer against external stigmatization, prejudice, and discrimination (Frost & Meyer, 2012; Hendricks & Testa, 2012). The present study seeks to improve understanding of relationships among general social support (GSS), trans community connectedness (TCC), depressive symptoms, and anxiety symptoms. The inclusion of 2 forms of social support allows for greater examination of the differential impact of perceived general support (i.e., from both cisgender and TGNC friends and family members) and TGNC-specific social support (i.e., feeling connected to other TGNC people). To honor the diversity within the TGNC community, the impact of social support was examined among TGNC participants differentiated by gender identity, ethnicity, and living environment. As part of the Internet-based Trans Health Survey, standardized measures of depression, generalized anxiety, and social support were administered to 865 TGNC adults. For both trans male spectrum (TMS) and trans female spectrum (TFS) participants, general social support was significantly negatively associated with symptoms of anxiety and depression. However, the negative correlation between trans community connectedness and mental health symptoms was significant only for TFS participants. Variations in perceived TCC among ethnicity and living environment groups--distinguished by gender identity--are also explored. Finally, targets for future minority stress and social support research with the TGNC population are discussed. Language: en

Having a lot of a good thing: multiple important group memberships as a source of self-esteem.

Abstract: Membership in important social groups can promote a positive identity. We propose and test an identity resource model in which personal self-esteem is boosted by membership in additional important social groups. Belonging to multiple important group memberships predicts personal self-esteem in children (Study 1a), older adults (Study 1b), and former residents of a homeless shelter (Study 1c). Study 2 shows that the effects of multiple important group memberships on personal self-esteem are not reducible to number of interpersonal ties. Studies 3a and 3b provide longitudinal evidence that multiple important group memberships predict personal self-esteem over time. Studies 4 and 5 show that collective self-esteem mediates this effect, suggesting that membership in multiple important groups boosts personal self-esteem because people take pride in, and derive meaning from, important group memberships. Discussion focuses on when and why important group memberships act as a social resource that fuels personal self-esteem.

Social presence in online discussions as a process predictor of academic performance

Abstract: With the steady development of online education and online learning environments, possibilities to support social interactions between students have advanced significantly. This study examined the relationship between indicators of social presence and academic performance. Social presence is defined as students' ability to engage socially with an online learning community. The results of a multiple regression analysis showed that certain indicators of social presence were significant predictors of final grades in a master's level computer science online course. Moreover, the study also revealed that teaching presence moderated the association between social presence and academic performance, indicating that a course design that increased the level of meaningful interactions between students had a significant impact on the development of social presence, and thus could positively affect students' academic performance. This is especially important in situations when discussions are introduced to promote the development of learning outcomes assessed in courses. Another implication of our results is that indicators of social presence can be used for early detection of students at risk of failing a course. Findings inform research and practice in the emerging field of learning analytics by prompting the opportunities to offer actionable insights into the reasons why certain students are lagging behind.

The promises and limitations of gender-transformative health programming with men: critical reflections from the field.

Abstract: Since the 1994 International Conference on Population and Development, researchers and practitioners have engaged in a series of efforts to shift health programming with men from being gender-neutral to being more gender-sensitive and gender-transformative. Efforts in this latter category have been increasingly utilised, particularly in the last decade, and attempt to transform gender relations to be more equitable in the name of improved health outcomes for both women and men. We begin by assessing the conceptual progression of social science contributions to gender-transformative health programming with men. Next, we briefly assess the empirical evidence from gender-transformative health interventions with men. Finally, we examine some of the challenges and limitations of gender-transformative health programmes and make recommendations for future work in this thriving interdisciplinary area of study.

The Pet Factor - Companion Animals as a Conduit for Getting to Know People, Friendship Formation and Social Support

Abstract: Background While companion animals have been previously identified as a direct source of companionship and support to their owners, their role as a catalyst for friendship formation or social support networks among humans has received little attention. This study investigated the indirect role of pets as facilitators for three dimensions of social relatedness; getting to know people, friendship formation and social support networks. Methods A telephone survey of randomly selected residents in four cities, one in Australia (Perth; n = 704) and three in the U.S. (San Diego, n = 690; Portland, n = 634; Nashville, n = 664) was conducted. All participants were asked about getting to know people within their neighborhood. Pet owners were asked additional questions about the type/s of pet/s they owned, whether they had formed friendships as a result of their pet, and if they had received any of four different types of social support from the people they met through their pet. Results Pet owners were significantly more likely to get to know people in their neighborhood than non-pet owners (OR 1.61; 95%CI: 1.30, 1.99). When analyzed by site, this relationship was significant for Perth, San Diego and Nashville. Among pet owners, dog owners in the three U.S. cities (but not Perth) were significantly more likely than owners of other types of pets to regard people whom they met through their pet as a friend (OR 2.59; 95%CI: 1.94, 3.46). Around 40% of pet owners reported receiving one or more types of social support (i.e. emotional, informational, appraisal, instrumental) via people they met through their pet. Conclusion This research suggests companion animals can be a catalyst for several dimensions of human social relationships in neighborhood settings, ranging from incidental social interaction and getting to know people, through to formation of new friendships. For many pet owners, their pets also facilitated relationships from which they derived tangible forms of social support, both of a practical and emotionally supportive nature. Given growing evidence for social isolation as a risk factor for mental health, and, conversely, friendships and social support as protective factors for individual and community well-being, pets may be an important factor in developing healthy neighborhoods.

The pet factor - Companion animals as a conduit for getting to know people, friendship formation and social support

Abstract: BACKGROUND: While companion animals have been previously identified as a direct source of companionship and support to their owners, their role as a catalyst for friendship formation or social support networks among humans has received little attention. This study investigated the indirect role of pets as facilitators for three dimensions of social relatedness; getting to know people, friendship formation and social support networks. METHODS: A telephone survey of randomly selected residents in four cities, one in Australia (Perth; n = 704) and three in the U.S. (San Diego, n = 690; Portland, n = 634; Nashville, n = 664) was conducted. All participants were asked about getting to know people within their neighborhood. Pet owners were asked additional questions about the type/s of pet/s they owned, whether they had formed friendships as a result of their pet, and if they had received any of four different types of social support from the people they met through their pet. RESULTS: Pet owners were significantly more likely to get to know people in their neighborhood than non-pet owners (OR 1.61; 95%CI: 1.30, 1.99). When analyzed by site, this relationship was significant for Perth, San Diego and Nashville. Among pet owners, dog owners in the three U.S. cities (but not Perth) were significantly more likely than owners of other types of pets to regard people whom they met through their pet as a friend (OR 2.59; 95%CI: 1.94, 3.46). Around 40% of pet owners reported receiving one or more types of social support (i.e. emotional, informational, appraisal, instrumental) via people they met through their pet. CONCLUSION: This research suggests companion animals can be a catalyst for several dimensions of human social relationships in neighborhood settings, ranging from incidental social interaction and getting to know people, through to formation of new friendships. For many pet owners, their pets also facilitated relationships from which they derived tangible forms of social support, both of a practical and emotionally supportive nature. Given growing evidence for social isolation as a risk factor for mental health, and, conversely, friendships and social support as protective factors for individual and community well-being, pets may be an important factor in developing healthy neighborhoods.

A Large Scale Test of the Effect of Social Class on Prosocial Behavior

Abstract: Does being from a higher social class lead a person to engage in more or less prosocial behavior? Psychological research has recently provided support for a negative effect of social class on prosocial behavior. However, research outside the field of psychology has mainly found evidence for positive or u-shaped relations. In the present research, we therefore thoroughly examined the effect of social class on prosocial behavior. Moreover, we analyzed whether this effect was moderated by the kind of observed prosocial behavior, the observed country, and the measure of social class. Across eight studies with large and representative international samples, we predominantly found positive effects of social class on prosociality: Higher class individuals were more likely to make a charitable donation and contribute a higher percentage of their family income to charity (32,090 ≥ N ≥ 3,957; Studies 1–3), were more likely to volunteer (37,136 ≥N ≥ 3,964; Studies 4–6), were more helpful (N = 3,902; Study 7), and were more trusting and trustworthy in an economic game when interacting with a stranger (N = 1,421; Study 8) than lower social class individuals. Although the effects of social class varied somewhat across the kinds of prosocial behavior, countries, and measures of social class, under no condition did we find the negative effect that would have been expected on the basis of previous results reported in the psychological literature. Possible explanations for this divergence and implications are discussed.

From Broken Windows to Busy Streets A Community Empowerment Perspective

Abstract: In the present article, we introduce a community empowerment perspective to understanding neighborhoods. A preponderance of literature exists on neighborhood risk factors for crime. Yet less is known about positive factors that make neighborhoods safe and desirable. We propose community empowerment as a conceptual foundation for understanding neighborhood factors that promote social processes, and ultimately, lead to an improvement in structural factors. We suggest that neighborhoods are empowered because they include processes and structures for positive social interactions to emerge and develop. We present busy streets as a mechanism that creates a positive social context, in which social cohesion and social capital thrive. Thus, empowered communities are characterized by climates that promote busy streets. Our article underscores the need to examine both the broader, structural context and social processes operating within this context. Such an integrative perspective is necessary to fully understand how to empower neighborhoods, particularly in the face of structural challenges.

Social Networks in Later Life Weighing Positive and Negative Effects on Health and Well-Being

Abstract: Social networks provide a mix of positive and negative experiences. Network members can provide help in times of need and day-to-day companionship, but they can also behave in ways that are inconsiderate, hurtful, or intrusive. Researchers must grapple with these dualities in order to develop a comprehensive understanding of how social network ties affect health and well-being. This article provides an overview of research that has examined the health-related effects of positive and negative aspects of social network involvement. If focuses on later life, a time when risks for declining health and for the loss or disruption of social relationships increase.

Cyber dating abuse: prevalence, context, and relationship with offline dating aggression.

Abstract: The use of information and communication technologies (ICT) as tools to intimidate, harass, and control the partner has been, so far, little studied in the literature. The aim of this study was to determine the extension and sex differences of victimization of cyber dating abuse, as well as the context in which it occurs, and its relationship with offline psychological and physical aggressions. The sample consisted of 433 college students ages 18 to 30 years. The results showed that over 50% of the participants had been victims of some type of cyber dating abuse in the last six months. The most common behavior was the use of ICT to control the partner. Also, victims of cyber dating abuse were victimized repeatedly, an average of 23 times in the last six months. The data also showed that cyber dating abuse appear usually in a context of jealousy. Finally, the results revealed a significant relationship between cyber dating abuse and offline psychological dating aggressions. Limitations and future lines of research are discussed.

Teacher Education’s Challenge of Changing Research Relationships With Schools

Abstract: Globally, teacher education (TE) is challenged to change relationships with schools and teachers and become more collaborative in teaching and research. This study examined the way knowledge is developed, shared, and used when school and institution of higher education (IHE) partners create research networks in the context of master’s programs for in-service teachers. These knowledge processes were studied from a social network perspective and compared in two different TE contexts. During 10 months, this mixed method study obtained two school networks and 36 personal networks and 124 critical incidents from 36 individual logs and interviews. Cross-case analyses provide insight in the social network structures, interpersonal relationships, and knowledge processes among IHE’s and school’s partners as well as the challenges in developing closer research relationships in a TE context.

Interpersonal Affect Dynamics: It Takes Two (and Time) to Tango

Abstract: Everything is constantly changing. Our emotions are one of the primary ways we track, evaluate, organize, and motivate responsive action to those changes. Furthermore, emotions are inherently interpersonal. We learn what to feel from others, especially when we are children. We “catch” other people’s emotions just by being around them. We get caught in escalating response–counterresponse emotional sequences. This all takes place in time, generating complex patterns of interpersonal emotional dynamics. This review summarizes theory, empirical findings, and key challenges for future research regarding three processes that contribute to interpersonal affective dynamics: (a) Convergence of social partners’ emotional responses to the external world, (b) emotional reactivity of social partners to each other, and (c) interpersonal emotion regulation.

Teacher and Peer Support for Young Adolescents' Motivation, Engagement, and School Belonging.

Abstract: The purpose of this sequential explanatory mixed methods study was to investigate teacher and peer support for young adolescents’ academic motivation, classroom engagement, and school belonging wit...

Social capital and health-protective behavior intentions in an influenza pandemic.

Abstract: Health-protective behaviors, such as receiving a vaccine, wearing a face mask, and washing hands frequently, can reduce the risk of contracting influenza. However, little is known about how social capital may influence health-protective behavior in the general population. This study examined whether each of the social capital dimensions (bonding, bridging, and linking) contributed to the intention to adopt any of the health-protective behaviors in an influenza pandemic. The data of this study were from the 2014 Taiwan Social Change Survey. A stratified, three-stage probability proportional-to-size sampling from across the nation, was conducted to select adults aged 20 years and older (N = 1,745). Bonding social capital was measured by the frequency of neighborly contact and support. Bridging social capital was measured based on association membership. Linking social capital was measured according to general government trust and trust in the government’s capacity to counter an influenza pandemic. Binary logistic regressions were used to assess the multivariate associations between social capital and behavioral intention. The study results indicate that social capital may influence the response to influenza pandemic. Specifically, the intention to receive a vaccine and to wash hands more frequently were associated with the linking dimension and the bonding dimension of social capital, while the intention to wear a face mask was associated with all forms of social capital. The findings of this study suggest that government credibility and interpersonal networks may play a crucial role in health-protective behavior. This study provides new insights into how to improve the effectiveness of influenza prevention campaigns.

Interpersonal and Hyperpersonal Dimensions of Computer‐Mediated Communication

Abstract: The social information processing theory of computer-mediated communication (CMC) was the first of several theoretical models of interpersonal interaction online to explain how individuals and groups formed impressions and developed relational communication via text-based electronic communication. Prior to its introduction, the predominant theoretical approaches to CMC predicted that the relative lack of nonverbal cues in CMC compared with face-to-face (FtF) communication would reduce the socioemotional quality of communication online. The social information processing (SIP) theory, in particular, articulated assumptions about the CMC medium, the relationships between nonverbal and verbal cue systems, and users’ adaptation to media that represented a significant departure from other prevalent models at the time it was introduced. Premises of the social information processing theory became the basis for several models to follow, including the hyperpersonal model of CMC. Both approaches to CMC focus on message qualities and how the characteristics of the CMC channel (such as the lack of most nonverbal cues, and, at times, the asynchronous nature of messaging systems) interact with interpersonal goals and strategies, resulting in systematic patterns of interaction via mediated channels. They each involve a high degree of human agency and depict how users appropriate the channel and its technological characteristics to suit their communicative purposes. They depict CMC users as more or less creative and opportunistic rather than as passive adopters of a relatively restricted medium. This chapter reviews the development, status, and

Computational Substrates of Social Value in Interpersonal Collaboration

Abstract: Decisions to engage in collaborative interactions require enduring considerable risk, yet provide the foundation for building and maintaining relationships Here, we investigate the mechanisms underlying this process and test a computational model of social value to predict collaborative decision making Twenty-six participants played an iterated trust game and chose to invest more frequently with their friends compared with a confederate or computer despite equal reinforcement rates This behavior was predicted by our model, which posits that people receive a social value reward signal from reciprocation of collaborative decisions conditional on the closeness of the relationship This social value signal was associated with increased activity in the ventral striatum and medial prefrontal cortex, which significantly predicted the reward parameters from the social value model Therefore, we demonstrate that the computation of social value drives collaborative behavior in repeated interactions and provide a mechanistic account of reward circuit function instantiating this process

Social support, family functioning and parenting competence in adolescent parents.

Abstract: Depression is known to mediate the association between low social support and parenting competence in adult mothers, but this relationship is rarely assessed in adolescent mothers and fathers. The primary aim of this study was to identify the association between social support, family functioning and social capital on parenting competence, including self-efficacy and satisfaction in adolescent mothers and their partners. Secondary aims included identifying potential partner effects (e.g. whether a partner's social support influenced the respondent's parenting efficacy). Data was obtained from a subset of participants from a longitudinal study of pregnant adolescent females and their partners. Couples completed individual structured interviews via audio computer-assisted self-interview during pregnancy and at 6 months postpartum. To measure the influence of support on parenting outcomes, multi-level modeling was used to assess the Actor-Partner Interdependence model, which examines responses from both members of a dyad in a single analysis. Greater social support was associated with increased parenting self-efficacy (B = 0.062, p = 0.006) and parenting satisfaction (B = 0.111, p < 0.001). Higher family functioning was also associated with greater parenting satisfaction (B = 0.05, p = 0.035). Greater partner family functioning was associated with higher parenting satisfaction (B = 0.047, p = 0.026). This study found the importance of a strong support structure during pregnancy on perceived parenting competence in the early postpartum period for young mothers and fathers. Both social support and family functioning during pregnancy were associated with a greater sense of parenting competence, and these associations were mediated by parental depression. The results of this study underscore the importance of providing social support for young expectant fathers as well as mothers.

Close adult friendships, gender, and the life cycle

Abstract: Drawing on 25,185 responses collected via an online news website, our findings extend and update Fischer and Oliker’s (1983) classic study on gender and life cycle differences in friendship. We found no substantial gender differences in number of friends people can count on to celebrate birthdays, discuss intimate matters like one’s sex life, or depend upon when experiencing trouble late at night (ds = .04–.20); however, number of friendships varied substantially according to marital status, age, and parental status. Residential population size was not associated with number of friendships. We also found that virtually all respondents reported having at least one close friend. Satisfaction with friends was a better predictor of life satisfaction than was number of friends.

Friendships Fighting Prejudice: A Longitudinal Perspective on Adolescents’ Cross-Group Friendships with Immigrants

Abstract: Increasingly, adolescents are growing up in multiethnic multicultural societies. While intergroup prejudice can threaten the multicultural societal cohesion, intergroup friendships are strong predictors of reduced prejudice. Thus, more research is needed to fully understand the development of intergroup friendships and their relations to less prejudicial attitudes. This study addressed two major developmental research questions: first, whether longitudinal patterns of intergroup friendships of native adolescents (i.e., whether or not a native German adolescent has a friendship with an immigrant at different points in time) relate to changes in rates of prejudice about immigrants. Second, whether these friendship patterns that unfold over time can be predicted by contact opportunities, attitudes, subjective norms, and perceived behavioral control assessed at the beginning of the study. The sample included 372 native German adolescents (14.7 years of age at first assessment, 62.3 % girls) who showed one of four friendship trajectories over the three annual assessments: they either maintained, gained, never had, or lost a friendship with an outgroup peer. In particular, results showed that adolescents who gained an intergroup friendship over the three time points showed a significant decrease in negative prejudice over the study. All four theorized predictors contributed to explain friendship trajectory membership. Generally, adolescents with many opportunities for contact, positive attitudes about contact, perceived positive social norms for contact, and high levels of behavioral control (self-efficacy) were more likely to maintain a friendship with an outgroup member than to follow any of the three other friendship trajectories (gain, lost, or never had). The pattern of predictions differed, however, depending on the specific pairs of friendship trajectories compared.

Explaining the Link Between Personality and Relationship Satisfaction: Emotion Regulation and Interpersonal Behaviour in Conflict Discussions

Abstract: Past research has shown that personality traits predict relationship quality in romantic couples However, very little research has investigated psychological processes that underlie the link betwe