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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: Positive, but moderate, zero-order correlations were observed between the false-belief measure and social skills, and false belief accounted for a significant amount of additional variance in social skills after covarying age and the 2 measures of language.
Abstract: Two studies explored relations between peer social skills and theory of mind in young children. In Study 1, a global teacher rating of social skills with peers, performance on a traditional false-belief task, a standardized assessment of auditory language comprehension, and a time sampling of amount of speech with peers were obtained. Positive, but moderate, zero-order correlations were observed between the false-belief measure and social skills, and false belief accounted for a significant amount of additional variance in social skills after covarying age and the 2 measures of language. Study 2 replicated the findings of Study 1 by using a larger sample and a standardized teacher questionnaire. The results are discussed with regard to the critical role of a mentalistic theory of behavior for human social interactions.

307 citations

Journal ArticleDOI
TL;DR: The potentials of relationship science are discussed: to unite psychological scholars with other social, behavioral, and biological scientists; to help integrate many subdisciplines within psychology; to bridge the chasm between researcher and practitioner; and to inform issues of national concern.
Abstract: This article briefly outlines the salutary implications for psychology of the development of a science of interpersonal relationships, which has emerged as multidisciplinary in nature and international in scope. Discussed are the potentials of relationship science: to unite psychological scholars with other social, behavioral, and biological scientists; to help integrate many subdisciplines within psychology; to bridge the chasm between researcher and practitioner; to extend knowledge of human behavior to people's daily lives and natural surroundings; and to inform issues of national concern. The realization of these potentials, however, requires transcendence of psychologists' traditional individualistic orientation, as well as more research on the impact of affect on cognition and research on the impact of relationships' exterior environments on their interior dynamics.

307 citations

Journal ArticleDOI
TL;DR: The importance of crowd affiliation was not related to the strength of respondents' sense of identity but did vary significantly with their willingness to conform to peers and the centrality of their position in peer groups or the type of crowd to which they belonged.

307 citations

Journal ArticleDOI
TL;DR: In this article, it has been assumed by some that students' learning, socialization, and development are primarily dependent on their interaction with teachers; that peer relationships have little impact on the student and therefore could be ignored; and that the infrequent and minor peer influences that do exist in the classroom are an unhealthy and bothersome influence, discouraging academic achievement and encouraging off-task, disruptive behavior.
Abstract: Like all social systems, the school (and the classroom) is made up of a network of interpersonal relationships structured to facilitate the achievement of educational goals (Johnson, 1970, 1979). Broadly, the educational goals consist of transferring knowledge and skills; socializing children and adolescents into the perspectives, values, and attitudes they need to function effectively within our society; and facilitating the cognitive, social, and physical development of each individual student. While there are a variety of relationships within the school structured to achieve these goals, the primary educational relationships are between teachers and students and among students themselves. Educational psychology has traditionally focused on teacher-student interaction. It has been assumed by some that students' learning, socialization, and development are primarily dependent on their interaction with teachers; that peer relationships have little impact on the student and, therefore, could be ignored; and that the infrequent and minor peer influences that do exist in. the classroom are an unhealthy and bothersome influence, discouraging academic achievement and encouraging off-task, disruptive behavior in the classroom. The adult centrism in our

306 citations

Journal ArticleDOI
TL;DR: The view that the concept of social network is a useful tool in examining both the functional and the dysfunctional influences of one's primary group on individual adaption is adopted.
Abstract: The intent of this paper is to present a representative, though not exhaustive, overview of the current literature on social networks, with an emphasis on research linking social networks to psychological adaptation. This overview includes a review of social network concepts; and analysis of the multiple determinants of social networks; an analysis of the varied effects of social networks; and the implications for policies and practices of community mental health centers. This paper adopts the view that the concept of social network is a useful tool in examining both the functional and the dysfunctional influences of one's primary group on individual adaption.

306 citations


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