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1.
The initial sexual encounter between partners can be a salient relationship event that constitutes an important turning point in relationship development. The goal of this study was to examine the associations between communication and outcomes of initial coitus between partners. We hypothesized that communication would correspond with the emotional, cognitive, and relational outcomes of initial coitus, over and above the effects of individual and relational factors. Results supported the hypothesized associations between communication and sexual outcomes. The discussion highlights the implications of initial coitus as a turning point in relationship development and proposes future directions for research on sexual intimacy. 相似文献
2.
Relational Aggression, Overt Aggression, and Friendship 总被引：18，自引：1，他引：18
This study ( n = 315 9–12-year-olds) was conducted to assess whether the social problems that relationally and overtly aggressive children typically experience in the peer group context are also exhibited in the dyadic, friendship context. The qualities of children's friendships (e.g., levels of intimacy) and of the importance of those qualities (e.g., the importance of intimacy) were assessed with self-report instruments adapted from past research. Results indicated that the friendships of relationally aggressive children were characterized by relatively high levels of intimacy, exclusivity/jealousy, and relational aggression within the friendship context. In contrast, the friendships of overtly aggressive children were characterized by engaging together in aggressive acts toward those outside the friendship. In addition, overtly aggressive children placed relatively high importance on these coalitional acts and on companionship with their friends. Implications for our understanding of aggressive children and for our knowledge of children's friendships are discussed. 相似文献
3.
This study investigated student perceptions of control, trust, and intimacy as dimensions of teacher‐student relationships, and. the correlation between these relational variables and reports of learning. Control, trust, and intimacy are viewed as core dimensions of interpersonal relationships, and it is hypothesized that students who engage in out of class communication have relationships that are more interpersonal in nature than students who do not engage in out of class communication with teachers. This hypothesis was supported. Additionally, students who perceived their teachers as exhibiting higher levels of shared control, trust, and intimacy reported greater learning. 相似文献
4.
Relationally and physically aggressive children's intent attributions and feelings of distress for relational and instrumental peer provocations 总被引：13，自引：0，他引：13
Numerous studies have demonstrated that physically aggressive children exhibit hostile attributional biases in response to instrumental peer provocations, a social information-processing pattern that has been recognized as a contributor to peer-directed aggression. The present studies (N = 127 and N = 535) were designed to extend past research by evaluating the intent attributions and feelings of emotional distress of relationally and physically aggressive children in response to instrumental and relational provocation contexts. Results indicated that physically aggressive children exhibited hostile attributional biases and reported relatively greater distress for instrumental provocation situations, whereas relationally aggressive children exhibited hostile attributional biases and reported relatively greater distress for relational provocation contexts. Implications of these findings for the understanding of factors that may contribute to relational as well as physical aggression are discussed. 相似文献
5.
Alan Davis V. Scott Solberg Christine de Baca Taryn Hargrove Gore 《Journal of Education for Students Placed at Risk》2014,19(3-4):169-182
This study evaluated the degree to which a range of social emotional learning skills—academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress— could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban school district, we found that high school students classified as performing in the lowest 25% of their grade reported lower social emotional skills than students classified in the top 25% of academic performers by the end of the 8th grade. Two variables, perceived importance of attending college and psychological and physical stress, accounted for nearly 26% of the variance in cumulative high school GPA after controlling for 9th-grade GPA. Finally, the results indicated that a combination of 5 social emotional learning subscales effectively discriminated between students making positive progress towards high school graduation and those identified as having dropped out of or failed more than 14% of their courses. 相似文献
6.
Michael J. Cody Margaret L. McLaughlin Michael J. Schneider 《Communication quarterly》2013,61(2):91-106
This study investigated the effects of situational variables on the likelihood of use of four types of compliance‐gaining strategies: justification, exchange, manipulation and personal rejection. Subjects rated the strategies on the probability that they would actually use them to gain compliance in each of four situations that varied systematically in intimacy and relational consequences. Both situational variables were found to he significant predictors of strategy preference. Message strategy selection was concluded to be based upon an assessment of the relative risk associated with the implementation of a given strategy and on the basis of the relative importance of three communicative goals: (1) whether strategy implementation would lead to successful compliance; (2) whether strategy implementation would result in relational harm; and, (3) whether strategy implementation would result in poor management of the agent's image. Recommendations for future research were noted. 相似文献
7.
Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study
Sara Scrimin Gianmarco Alto Ughetta Moscardino Massimiliano Pastore Lucia Mason 《Mind, Brain, and Education》2016,10(1):34-46
Factors related to grade point average (GPA) are of great importance for students' success. Yet, little is known about the impact of individual differences in emotional reactivity on students' academic performance. We aimed to examine the emotional reactivity–GPA link and to assess whether self‐esteem and psychological distress moderate this relationship. Eighty undergraduate students reported on their GPA, self‐esteem, and psychological distress. Students' pupil radius was monitored during affective picture viewing to assess sympathetic activation in response to emotional stimuli. Cluster analysis on pupil reactivity to pictures identified low, average, and high emotionally reactive students. Regression analyses indicated that profiles of emotional reactivity were associated with GPA. This relationship was moderated by self‐esteem, but not psychological distress. Among students with higher emotional reactivity, those with lower self‐esteem reported poorer GPA. Findings document the importance of differences in students' emotional reactivity and self‐esteem in relation to academic success. 相似文献
8.
Although most romantic relationships will dissolve, few studies have examined the relationship formed between dating partners after their romance terminates. This study examines the post‐dissolutional relationships experienced by participants who were involved in same‐sex (N = 298) and opposite‐sex (N = 272) romantic relationships. The degrees to which ex‐partners experience interpersonal contact, emotional and sexual intimacy, and satisfaction in their post‐dissolutional relationships was examined. Further, two types of influences on post‐dissolutional relationship qualities were investigated. Variables that originated within the dyad or individuals (personal) had a stronger influence on relationship qualities than did variables that originated from the dyad's environment (structural). The importance of understanding post‐dissolutional relationships and future research suggestions are discussed. 相似文献
9.
OBJECTIVE: To evaluate a model in which chronic emotional inhibition mediates the relationship between a history of childhood emotional invalidation or abuse and adult psychological distress. METHOD: One hundred and twenty-seven participants completed a series of self-report questionnaires, and a subset of this group (n=88) completed an additional measure of current avoidant coping in response to a laboratory stressor. Structural equation modeling was used to evaluate and compare a full and partial mediational model. RESULTS: Findings strongly supported a model in which a history of childhood emotional invalidation (i.e., psychological abuse and parental punishment, minimization, and distress in response to negative emotion) was associated with chronic emotional inhibition in adulthood (i.e., ambivalence over emotional expression, thought suppression, and avoidant stress responses). In turn, emotional inhibition significantly predicted psychological distress, including depression and anxiety symptoms. CONCLUSION: This study found support for a model in which the relation between recollected negative emotion socialization in childhood and adult psychological distress was fully mediated by a style of inhibiting emotional experience and expression. Although it is likely that childhood emotional inhibition is functional (e.g., reduces parental distress and rejection), results suggest that chronic emotional inhibition may have long-term negative consequences for the inhibitor. 相似文献
10.
Parental coping with children's negative emotions: relations with children's emotional and social responding 总被引：2，自引：0，他引：2
This study examined the relation between parents' reactions to children's negative emotions and social competence. Additionally, the role of parental emotional distress in children's emotional socialization was examined. The emotional reactions of 57 preschoolers (33 girls, 24 boys; M age = 59.2 months) were observed during their free-play interactions. Parents (mostly mothers) completed questionnaires about their reactions to children's negative emotions. An index of children's social competence was obtained from teachers. Results indicated that the relation between harsh parental coping strategies and children's emotional responding was moderated by parental distress. In addition, the relation of the interaction of parental coping and distress to children's social competence was mediated by children's level of emotional intensity. It was concluded that distressed parents who use harsh coping strategies in response to children's negative emotions have children who express emotion in relatively intense ways. In turn, these children find it relatively difficult to behave in a socially competent manner. 相似文献
11.
This observational, cross-sectional study examined students’ retrospective recall of emotional distress when studying sensitive topics in psychology, and whether hardiness had a mediated pathway to emotional distress through a mental health condition (MHC). Psychology undergraduates (155 women, 34 men) from South Australian universities completed self-report questionnaires assessing hardiness, retrospective measures of emotional distress when studying a range of topics, their concurrent MHC and lifetime cumulative trauma. As hypothesised, students reported more emotional distress to sensitive topics relative to nonsensitive ones, p?r?=??.69). Hardiness was significantly negatively correlated with MHC, p?r?=??.38). Causal mediation analysis revealed, as predicted, that MHC mediated the effect of hardiness on emotional distress (p?相似文献
12.
决策后悔的影响因素研究 总被引：1，自引：0，他引：1
考查在校大学生的情绪特质、成就动机及风险偏好对决策后悔的影响,结果表明：（1）正性情绪者与负性情绪者仅在以下两种情况中存在显著差异：在合理/不做/后果轻微条件下,正性情绪者的过程后悔显著高于负性情绪者;在不合理/做/后果严重条件下,正性情绪者的结果后悔显著低于负性情绪者。（2）在合理条件下,追求成功者与避免失败者在过程后悔上无显著差异,而在对结果的后悔上,追求成功者的后悔均显著低于避免失败者;在不合理条件下,除了在不做/严重情况下,追求成功者对结果的后悔值显著低于避免失败者之外,在其它情况下,追求成功者对过程及结果的后悔均与避免失败者无显著差异。（3）冒险者与保守者在各个条件下的过程后悔与结果后悔程度上均无显著差异。 相似文献
13.
This paper presents selected findings from a PhD study into traditional mentor relationships (TMR) in the lives of creative people, from the perspective of intimacy and communication. Methodological considerations are those of heuristics and hermeneutics. A model for TMRs is described. Intimacy within the TMR is viewed positively and acknowledged as essential. Mentors display emotional maturity and the criteria for emotional intelligence. Issues of methodological process are discussed in terms of communication and Heidegger's concept of authenticity. 相似文献
14.
Relying on uncertainty reduction theory, this study examines the effect of communication strategies on assessments of relational repair and intimacy. Approximately one hundred heterosexual, romantically involved couples nominated unfaithfulness, third party competition, and geographic distance as events most negatively affecting their relationships. These couples also reported that they most often engaged in interactive communication behavior (especially relationship talk) to repair their relationships. In addition, men's passive strategy use and women's active strategy use were associated with self‐reported and partner‐attributed beliefs that the relationship was repaired. Perceptions of relational repair were, in turn, tied to the degree of self‐reported intimacy. 相似文献
15.
Brian Moore 《Educational Psychology in Practice》2017,33(1):65-80
Anti-bullying strategies are significant approaches addressing bullying in schools, however their capacity to produce a reduction in bullying behaviour is open to question. This article examined a resilience-based approach to bullying. One hundred and five primary and high school students were surveyed using several standardised instruments. The study found that high school students reported more victimisation than primary students; that students reporting greater resilience; experienced less distress regarding bullying; that relatedness demonstrated a stronger negative correlation than mastery with distress levels to bullying; that students exhibiting greater emotional reactivity engaged in more bullying behaviour compared to others; and that a younger group exhibited greater resilience levels compared to an older group. The results support an evolutionary psychology view of bullying and suggest an operational definition of bullying in terms of power differentials within a relational context. Further examination and development of a resilience-based intervention model focused on developing a sense of relatedness is supported. 相似文献
16.
Oliver W. Edwards Shannon L. Ray 《International journal for the advancement of counseling》2010,32(3):178-190
Those involved in circumstances in which children are raised by their grandparents often encounter serious problems that require
assistance from counselors. Research suggests that grandparents and parents in these families typically experience heightened
stress and psychosocial distress. Additionally, the children often encounter behavioral, emotional, and academic difficulties.
These difficulties usually occur partly as a result of the factors that lead to grandparents having to assume responsibility
for the children. This paper provides a report of the phenomenon, particularly as it relates to the various members’ psychosocial
well-being. In addition, family and group counseling are advanced as valuable relational psychotherapeutic models to enhance
the well-being of the children, grandparents and parents involved. 相似文献
17.
Although much is known about what precedes emotional distress, less is known about what follows such distress. The goal of this research was to examine the process by which emotional distress contributes to competence estimation. Children 9 to 13 years of age in fourth through sixth grade (N = 932) participated in a 3-wave longitudinal study spanning 12 months. Their emotional distress, views of themselves and their world, and competence estimation were assessed. Emotional distress predicted negative beliefs about the self and the world over time; these beliefs in turn predicted decrements in competence estimation over time. Negative views of the self and the world mediated the path from emotional distress to competence underestimation. The findings suggest that the experience of emotional distress has negative implications for children's development. 相似文献
18.
Adolescent psychiatric inpatients suffer high rates of childhood sexual abuse, trauma-related distress, and suicidality. This study evaluated the hypothesis that three domains of resiliency (i.e., Sense of Mastery, Sense of Relatedness, and Emotional Reactivity) would mediate the effect of trauma-related distress upon suicidal ideation, while accounting for symptoms of depression, and that the indirect effect of trauma-related distress upon suicidal ideation would be greater among survivors of childhood sexual abuse. Chart review patients included 550 adolescents admitted to a public psychiatric hospital in a Northwestern US State from 2010 to 2015. Adolescents completed self-report measures of trauma-related distress, depression, resiliency, and suicidal ideation. Half of the adolescents in this study reported past history of childhood sexual abuse, and more than half disclosed history of attempted suicide. There was a group noninvariant indirect effect of trauma-related distress upon suicidal ideation via emotional reactivity among survivors of childhood sexual abuse (β = 0.10, 95% ACI: 0.04 to .17), as well as a group invariant direct effect of depression symptoms (β = 0.88, p < .001). The other two domains of resiliency, sense of mastery and sense of relatedness did not mediate the association between trauma-related distress and suicidal ideation. These findings demonstrate the importance of emotional reactivity with regard to suicidal ideation, as well as the association between depression symptoms and suicidal ideation in this clinical population, and suggest the potential utility of skills-based interventions, and the need for trauma-informed policy and procedures in adolescent psychiatric inpatient settings. 相似文献
19.
The present investigation studies the levels of emotional intimacy within nonclinical single-parent families and intact families, and how these may relate to children's academic, social and emotional adjustments. Participants were 94 children of divorced families, 95 children of intact families, and their mothers (60 married and 58 divorced). The inventory of family feelings (IFF) and Kvebaek family sculpture technique (KFST) were used to examine subjects' emotional relationships with their family members. The results show significant differences between the divorced and intact groups on several measures of intimacy and adjustment. Most of these differences, however, are found to be small (as reflected by their small size effect). The only exception is with regard to the children's feeling of intimacy with their divorced noncustodial father. The quality of this dyad relationship also has a predictive power for the children's psychological, social and academic levels of functioning. These results are discussed in the context of divorced families' emotional boundaries and concerns over the long-term effects of parental divorce on children. 相似文献
20.
In this longitudinal study at the University of Wollongong, a model of social and emotional adjustment to first year university was developed. For the study sample of 126 late‐adolescent, non‐local college students it was found that social and emotional adjustment to university was only partly a function of the new, “objective” circumstances that confronted them. Most important was their outlook: feeling positive from the beginning about the transition, believing they had sufficient friends to rely upon, experiencing intimacy and not worrying about whether they were independent enough. Unexpectedly, membership of a particular college predicted more positive emotional adjustment. Differences between the colleges are discussed to help explain this desirable outcome. Interactions between sex and several other factors indicated that male and female students adjusted in different ways. Suggestions are made for how these findings would be very useful for those engaged in counselling students, for professional staff in houses of residence, for university administrators and for academic staff. 相似文献