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.

The socio-cultural context of rape: A cross-cultural study.

Abstract: A cross-cultural study on the sociocultural context of rape was undertaken to examine the incidence meaning and function of rape in tribal societies. The study utilized a cross-cultural sample of 156 tribal societies. The research described in this paper departs from the assumption that although sexual behavior of human beings was based on a biological need it was rather an expression of a sociological and cultural force than merely a bodily relation between two persons. Analysis of available information suggested that rape in tribal societies was part of a cultural configuration which includes interpersonal violence male dominance and sexual separation. There was considerable evidence to support the notion that rape was an expression of a social ideology of male dominance. First female power and authority was lower in rape prone societies. Second women in these societies do not participate in decision making. The correlates of rape strongly suggested that rape was the playing out of a sociocultural script in which the personhood of males was expressed through interpersonal violence and an ideology of toughness.

Me and my 400 friends: the anatomy of college students' Facebook networks, their communication patterns, and well-being.

Abstract: Is there a trade-off between having large networks of social connections on social networking sites such as Facebook and the development of intimacy and social support among today's generation of emerging adults? To understand the socialization context of Facebook during the transition to adulthood, an online survey was distributed to college students at a large urban university; participants answered questions about their relationships by systematically sampling their Facebook contacts while viewing their Facebook profiles online. Results confirmed that Facebook facilitates expansive social networks that grow disproportionately through distant kinds of relationship (acquaintances and activity connections), while also expanding the number of close relationships and stranger relationships, albeit at slower rates. Those with larger networks estimated that larger numbers of contacts in their networks were observing their status updates, a form of public communication to one's entire contact list. The major function of status updates was emotional disclosure, the key feature of intimacy. This finding indicates the transformation of the nature of intimacy in the environment of a social network site. In addition, larger networks and larger estimated audiences predicted higher levels of life satisfaction and perceived social support on Facebook. These findings emphasize the psychological importance of audience in the Facebook environment. Findings also suggest that social networking sites help youth to satisfy enduring human psychosocial needs for permanent relations in a geographically mobile world--college students with higher proportions of maintained contacts from the past (primarily high school friends) perceived Facebook as a more useful tool for procuring social support.

Field dependence and interpersonal behavior.

Abstract: People with a field-dependent or field-independent cognitive style are different in their interpersonal behavior in ways predicted from the theory of psychological differentiation. Field-dependent people make greater use of external social referents, but only when the situation is ambiguous and these referents provide information that helps remove the ambiguity; field-independent people function with greater autonomy from others under such conditions. Field-dependent people are more attentive to social cues than field-independent people. Field-dependent people have an interpersonal orientation: they show strong interest in others, prefer to be physically close to people, are emotionally open and gravitate toward social situations. Field-independent people have an impersonal orientation: they are not very interested in others, show both physical and psychological distancing from people and prefer nonsocial situations. Finally, field-dependent and field-independent people are different in an array of characteristics which make it likely that field-dependent people will get along better with others. Altogether, field-dependent people have a set of social skills that are less evident in field-independent people. On the other hand, field-independent people have greater skill in cognitive analysis and structuring. This pattern suggests that, with regard to value judgments, the field-dependence-independence dimension is bipolar; each of the contrasting cognitive styles has components adaptive to particular situations.

Consequences of relationship status and quality for subjective well-being:

Abstract: This study examined the links among relationship status, relationship happiness, and a latent measure of subjective well-being. Using the study of Marital Instability over the Life Course, we found that married individuals reported the highest level of subjective well-being, followed (in order) by individuals in cohabiting relationships, steady dating relationships, casual dating relationships, and individuals who dated infrequently or not at all. Individuals in happy relationships reported a higher level of subjective well-being than did individuals in unhappy relationships, irrespective of relationship status. Even with relationship happiness controlled, however, relationship status was associated with subjective well-being. A longitudinal analysis suggested that shifting into more committed relationships was followed by improvements in subjective well-being. Little support was found for the assumption that people with a high level of well-being select themselves into more committed relationships.

Effects of Different Types of Interaction on Learning Achievement, Satisfaction and Participation in Web-Based Instruction

Abstract: This study investigated the effects of three types of interaction (academic, collaborative and social interaction)on learning, satisfaction, participation and attitude towards online learning in a Web-based instruction (WBI)environment.Academic interaction includes interaction between learners and online resources as well as task-oriented interaction between learners and instructor. Collaborative interaction among learners becomes possible when a group of learners work collaboratively on a specific topic or share ideas and materials to solve a given problem. Social interaction between learners and instructors occurs when instructors adopt strategies to promote interpersonal encouragement or social integration. The results indicate that: the social interaction group outperformed the other groups; the collaborative interaction group expressed the highest level of satisfaction with their learning experience; the collaborative and social interaction groups participated more actively in posting their opinions ...