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Interpersonal relationship

About: Interpersonal relationship is a research topic. Over the lifetime, 22392 publications have been published within this topic receiving 937957 citations. The topic is also known as: interpersonal status & relationship.


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Journal ArticleDOI
TL;DR: Preschoolers' coping with interpersonal anger varied in meaningful ways in different contexts and varied for boys and girls and boys tended to vent more than girls, whereas girls tended to actively assert themselves more than boys.
Abstract: Although interest in children's stress and coping has increased, little attention has been paid to children's interpersonal coping. During free-play periods, we observed and recorded the causes of preschoolers' (M age = 55.43 months) anger and how they reacted to these provocations (n = 69). Measures of social competence and popularity also were obtained. Preschoolers' coping with interpersonal anger varied in meaningful ways in different contexts and varied for boys and girls. For example, boys tended to vent more than girls, whereas girls tended to actively assert themselves more than boys. Moreover, the findings supported the conclusion that socially competent and popular children coped with anger in ways that were relatively direct and active and in ways that minimized further conflict and damage to social relationships. Results were discussed in light of current research on children's abilities to regulate emotions and social interactions and how these may be related to children's anger-related coping responses.

322 citations

Journal ArticleDOI
TL;DR: This paper investigated the role that differences in identity orientations may play as students negotiate the transition to a university context and found that students with an informational identity style are best prepared to effectively adapt within a university contexts, whereas those with a diffuse/avoidant style are most apt to encounter difficulties.
Abstract: The present study investigated the role that differences in identity orientations may play as students negotiate the transition to a university context. Measures of identity status, identity processing style, and student developmental tasks were administered to 363 entering university freshmen. Results indicated that differences in identity statuses accounted for significant variation in the students’ progress on measures of academic autonomy, educational involvement, and mature interpersonal relationships. Moreover, in most cases these associations were mediated by the students’identity processing style. In general, the findings suggest that students with an informational identity style are best prepared to effectively adapt within a university context, whereas those with a diffuse/avoidant style are most apt to encounter difficulties.

321 citations

Journal ArticleDOI
TL;DR: Social network type was found to be associated with each of the well-being indicators after adjusting for demographic and health confounders and can serve as a basis for risk assessment as well as a means for determining the efficacy of interventions.
Abstract: Purpose: The study considers the social networks of older Americans, a population for whom there have been few studies of social network type. It also examines associations between network types and well-being indicators: loneliness, anxiety, and happiness. Design and Methods: A subsample of persons aged 65 years and older from the first wave of the National Social Life, Health, and Aging Project was employed (N = 1,462). We applied K-means cluster analysis to derive social network types using 7 criterion variables. In the multivariate stage, the well-being outcomes were regressed on the network type construct and on background and health characteristics by means of logistic regression. Results: Five social network types were derived: “diverse,” “friend,” “congregant,” “family,” and “restricted.” Social network type was found to be associated with each of the well-being indicators after adjusting for demographic and health confounders. Respondents embedded in network types characterized by greater social capital tended to exhibit better well-being in terms of less loneliness, less anxiety, and greater happiness. Implications: Knowledge about differing network types should make gerontological practitioners more aware of the varying interpersonal milieus in which older people function. Adopting network type assessment as an integral part of intake procedures and tracing network shifts over time can serve as a basis for risk assessment as well as a means for determining the efficacy of interventions.

321 citations

Journal ArticleDOI
TL;DR: Children in the intervention schools showed improvements across several domains: self-reports of hostile attributional bias, aggressive interpersonal negotiation strategies, and depression, and teacher reports of attention skills, and aggressive and socially competent behavior.
Abstract: This study contributes to ongoing scholarship at the nexus of translational research, education reform, and the developmental and prevention sciences. It reports 2-year experimental impacts of a universal, integrated school-based intervention in social-emotional learning and literacy development on children’s socialemotional, behavioral, and academic functioning. The study employed a school-randomized, experimental design with 1,184 children in 18 elementary schools. Children in the intervention schools showed improvements across several domains: self-reports of hostile attributional bias, aggressive interpersonal negotiation strategies, and depression, and teacher reports of attention skills, and aggressive and socially competent behavior. In addition, there were effects of the intervention on children’s math and reading achievement for those identified by teachers at baseline at highest behavioral risk. These findings are interpreted in light of developmental cascades theory and lend support to the value of universal, integrated interventions in the elementary school period for promoting children’s social-emotional and academic skills.

321 citations

Journal ArticleDOI
TL;DR: In this article, two social competencies were hypothesized to mediate the direct effects of two independent variables, attachment anxiety and avoidance, on two outcomes, psychological distress and perceived social support.
Abstract: In this survey study of 430 undergraduates, elements of the social competencies and interpersonal processes model (B. Mallinckrodt, 2000) were tested. Two social competencies were hypothesized to mediate the direct effects of 2 independent variables, attachment anxiety and avoidance, on 2 outcomes, psychological distress and perceived social support. Social self-efficacy was expected to be a significant mediator only for attachment anxiety. Emotional awareness, construed as low levels of alexithymia, was expected to be a significant mediator only for attachment avoidance. A bootstrap method was used to estimate the significance of indirect effects. Structural equation analyses suggested that, instead of specialized significant parings of one mediator with one independent variable, both social self-efficacy and emotional awareness served as significant mediators for both attachment anxiety and attachment avoidance.

321 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023211
2022514
2021551
2020776
2019798
2018738