Topic
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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TL;DR: Assessment of adolescent involvement in community-based leisure activities, peer and adult social relations, and antisocial behavior showed that participation in highly structured leisure activities was linked to low levels of antissocial behavior, while participation in activities with low structure was associated with high levels ofantisocial behavior.
727 citations
TL;DR: Findings about continuities in personality development that have been uncovered in the Dunedin study, an investigation of a cohort of children studied from age 3 to 21, offer clues about personality structure, interpersonal relations, psychopathology, and crime in adulthood.
Abstract: This article presents findings about continuities in personality development that have been uncovered in the Dunedin study, an investigation of a cohort of children studied from age 3 to 21. At age 3, children were classified into temperament groups on the basis of observations of their behavior. In young adulthood, data were collected from study members themselves, from people who knew them well, and from official records. Undercontrolled 3-year-olds grew up to be impulsive, unreliable, and antisocial, and had more conflict with members of their social networks and in their work. Inhibited 3-year-olds were more likely to be unassertive and depressed and had fewer sources of social support. Early appearing temperamental differences have a pervasive influence on life-course development and offer clues about personality structure, interpersonal relations, psychopathology, and crime in adulthood.
724 citations
TL;DR: Although the last decade of research on families has contributed enormously to our understanding of diversity in family structures and the relationship of family units to various other aspects of social life, it has generally failed to identify and address sources of conflict within family life as discussed by the authors.
Abstract: Although the last decade of research on families has contributed enormously to our understanding of diversity in family structures and the relationship of family units to various other aspects of social life, it has, it seems to me, generally failed to identify and address sources of conflict within family life. Thus, the usefulness of this research for understanding women's situation has been particularly limited. The persistence and resilience of family forms in the midst of general social change, often forcefully documented in this research, have certainly helped to goad us, as feminists, to consider what women's interests may be in the mainte-
722 citations
TL;DR: Evidence suggesting that children's understanding of mind develops gradually in the context of social interaction is reviewed, and a theory of development is needed that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding ofMind within social interaction.
Abstract: Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about their experience and beliefs (Chapman 1991; 1999). It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction.
721 citations
TL;DR: In this paper, the authors explore the construct and measurement of school engagement and related terms and provide a summary of previous literature, in an effort to offer a foundation to advance related scholarship and practice.
Abstract: This article provides an overview of definitions and measures related to school engagement. The intent herein, is to explore the construct and measurement of school engagement and related terms and provide a summary of previous literature, in an effort to offer a foundation to advance related scholarship and practice. Previous articles exploring school engagement, school bonding, and other associated terms (e.g., school attachment, school commitment, motivation) include a variety of definitions and measures. Items used in previous research addressing school engagement and related terms were classified into five contexts: a) academic performance, b) classroom behavior, c) extracurricular involvement, d) interpersonal relationships, and e) school community. Based on this review, it is suggested that school engagement is a multifaceted construct that includes affective, behavioral, and cognitive dimensions. Conceptualizing school engagement as a multifaceted construct has implications for both research and practice.
720 citations