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.

Pleasant events, activity schedules, and depressions.

Abstract: Three groups of 10 Ss, (depressed, psychiatric controls, and normal controls) were used. The 6s rated their moods and also indicated the number of \"pleasant\" activities engaged in each day over a period of 30 days. A significant association between mood and pleasant activities was found. There were large individual differences in regard to the magnitude of the correlation between mood and activity, but differences between groups failed to attain statistical significance. The results are interpreted as consistent with the major tenet of the behavioral theory of depression, that is, that there is an association between rate of positive reinforcement and intensity of depression.

School/family/community Partnerships: Caring for the Children We Share: When Schools Form Partnerships with Families and the Community, the Children Benefit. These Guidelines for Building Partnerships Can Make It Happen

Abstract: The way schools care about children is reflected in the way schools care about the children's families. If educators view children simply as students, they are likely to see the family as separate from the school. That is, the family is expected to do its job and leave the education of children to the schools. If educators view students as children, they are likely to see both the family and the community as partners with the school in children's education and development. Partners recognize their shared interests in and responsibilities for children, and they work together to create better programs and opportunities for students. There are many reasons for developing school, family, and community partnerships. They can improve school programs and school climate, provide family services and support, increase parents' skills and leadership, connect families with others in the school and in the community, and help teachers with their work. However, the main reason to create such partnerships is to help all youngsters succeed in school and in later life. When parents, teachers, students, and others view one another as partners in education, a caring community forms around students and begins its work. What do successful partnership programs look like? How can practices be effectively designed and implemented? What are the results of better communications, interactions, and exchanges across these three important contexts? These questions have challenged research and practice, creating an interdisciplinary field of inquiry into school, family, and community partnerships with "caring" as a core concept. The field has been strengthened by supporting federal, state, and local policies. For example, the Goals 2000 legislation sets partnerships as a voluntary national goal for all schools; Title I specifies and mandates programs and practices of partnership in order for schools to qualify for or maintain funding. Many states and districts have developed or are preparing policies to guide schools in creating more systematic connections with families and communities. These policies reflect research results and the prior successes of leading educators who have shown that these goals are attainable. Underlying these policies and programs are a theory of how social organizations connect; a framework of the basic components of school, family, and community partnerships for children's learning; a growing literature on the positive and negative results of these connections for students, families, and schools; and an understanding of how to organize good programs. In this article I summarize the theory, framework, and guidelines that have assisted the schools in our research projects in building partnerships and that should help any elementary, middle, or high school to take similar steps. OVERLAPPING SPHERES OF INFLUENCE Schools make choices. They might conduct only a few communications and interactions with families and communities, keeping the three spheres of influence that directly affect student learning and development relatively separate. Or they might conduct many high-quality communications and interactions designed to bring all three spheres of influence closer together. With frequent interactions between schools, families, and communities, more students are more likely to receive common messages from various people about the importance of school, of working hard, of thinking creatively, of helping one another, and of staying in school. The external model of overlapping spheres of influence recognizes that the three major contexts in which students learn and grow--the family, the school, and the community--may be drawn together or pushed apart. In this model, there are some practices that schools, families, and communities conduct separately and some that they conduct jointly in order to influence children's learning and development. The internal model of the interaction of the three spheres of influence shows where and how complex and essential interpersonal relations and patterns of influence occur between individuals at home, at school, and in the community. …

Calibrating the sociometer: the relationship between interpersonal appraisals and state self-esteem.

Abstract: Four experiments examined the functional relationship between interpersonal appraisal and subjective feelings about oneself. Participants imagined receiving one of several positive or negative reactions from another person (Experiments 1, 2, and 3) or actually received interpersonal evaluations (Experiment 4), then completed measures relevant to state self-esteem. All 4 studies showed that subjective feelings were a curvilinear, ogival function of others' appraisals. Although trait self-esteem correlated with state reactions as a main effect, it did not moderate participants' reactions to interpersonal feedback.

Interpersonal Teacher Behaviour and Student Outcomes

Abstract: In this study, the effectiveness of secondary education teachers' interpersonal behaviour is investigated by analysing data from 2 samples: a study on 45 Physics teachers and their 3rd-year classes and a study on 32 English as a Foreign Language (EFL) teachers and their 3rd-year classes. Teacher interpersonal behaviour was studied by means of students' perceptions of this behaviour, collected with the Questionnaire on Teacher Interaction (QTI). These perceptions include 2 important dimensions: Influence and Proximity. Results of multilevel analyses with various covariates indicated that Influence and Proximity were positively related to both cognitive and affective outcomes. Interpersonal behaviour explained up to more than half of the variance in student outcomes at the teacher-class level. The outcomes suggest that interpersonal behaviour as perceived by students may be an important variable for educational effectiveness researchers.

Barriers to Adjustment: Needs of International Students within a Semi-Urban Campus Community.

Abstract: Following an ecological framework, the primary purpose of this study was to examine the adjustment needs of international students within their academic and social communities Focus group interviews revealed that students are more in need during their initial transition after arrival to the US and that they experience a number of barriers in their attempts to adjust Some of these barriers were related to academic life, health insurance, living on or off campus, social interactions, transportation, and discrimination The implications of these findings are discussed Recommendations are made for how higher education institutions can help facilitate these students' integration into their communities ********** International students have become the focus of media and a research interest for many social scientists following the changes in American society after the September 11 attacks Shortly after the attacks, the Immigration and Naturalization Service (INS) became part of the Department of Homeland Security and changed the regulations for international students Some of these regulations include tougher visa rules to get into the country and a close follow-up of the student through a computerized system (Chapman, 2003) Higher education institutions feared that they would financially suffer from these new regulations and that students would choose to study in other English speaking countries such as Canada, England, and Australia Despite these concerns, the US continues to host the highest number of international students in the world A total of 586,323 international students were enrolled in different US colleges during the 2002-2003 academic year, an increase from the academic years since before September 11, 2001 International student enrollment continues to increase at a steady pace and currently 46% of all college students in the US are international students (Institute of International Education, 2004) Prior research has demonstrated that these students face many challenges in adjusting to their new environment and that this may have an impact on students' academic success and psychological well-being, and educational institutions' effectiveness in retaining these students (Barratt & Huba, 1994; Charles & Stewart, 1991; Pedersen, 1991) In the wake of 9/11, it may well be that the challenges these students confront have intensified because of the increased scrutiny to which they are subjected by the state and because of the suspicion with which foreigners are perceived in the broader community Since societies and communities are dynamic, it continues to be important to examine the adjustment issues that international students encounter in different social and institutional contexts This study examines the needs of international students in a semi-urban university situated in a relatively racially and culturally homogeneous community It looks at how the students interact with and participate in their academic and social communities and how well these communities provide the necessary support to promote a healthy adjustment for these students It also suggests ways for higher education institutions to better serve international students in their efforts to integrate into their new community The study utilizes an ecological framework (Bronfenbrenner, 1979, 1995; Kelly, 1990; Kelly et al, 2000) in interpreting and analyzing the data It argues that institutions of higher education need to constantly evaluate the entire context into which they recruit and educate international students It is insufficient to focus on the concerns they have as merely an expression of individual problems Rather, attention must be given to the different parts of the social system that foster or inhibit these students' adjustment In the sections that follow, we review the research literature on the adjustment experiences of international students We then discuss the framework for analysis and the parameters of the present study …