In interprofessional clinical teams, the patients have interpersonal relationships with several practitioners. The aim of this study was to explore patients’ and practitioners’ perceptions of how such relationships may contribute to promote the whole team’s respect for the patient’s autonomy, as interpersonal patient–provider relationships may contribute to enhance patient autonomy. Sixteen qualitative in-depth interviews were conducted with 12 informants, including patients, nurses, physiotherapists, and physicians from three rehabilitation teams. Data were analysed according to Grounded Theory procedures. The informants (...) discussed interpersonal relationships as an integral and significant part of the team work. The practitioners tried to adjust their professional approach to the patients’ genuine opinions and let patients decide the teams’ goals. Close relationships with patients could be important to accomplish this, particularly described by nurses and physiotherapists, who could facilitate the communication with the rest of the team. (shrink)

The objective of this study was to reveal the problems related to interpersonal relationships which patients with obstinate diseases face, and consider the behavior, attitude and medical intervention that healthcare and healthcare-related professions should take in regards to these problems. Semi-structured individual interviews were conducted with patients with obstinate neurological diseases and observation of outpatient care was also conducted. Data were analyzed by qualitative content analysis. Patient diseases included Parkinson Disease , Amyotrophic Lateral Sclerosis , myasthenia gravis, spinocerebellar ataxia (...) , and progressive supranuclear palsy . Findings highlighted that patients’ disease and suffering was not understood fully by patients’ families, that patients feel a lack of family support and cooperation, and that society’s level of understanding of their disease was also insufficient. Again, findings revealed that patients recognized their inability to perform personal activities and to behave competently within the contexts of family and society. This lowered their self evaluation. These findings highlight three needs: “the need for empathy,” “the need for self the “the need for empathy” and “the need for self esteem.”This study was supported by a great-in-aid by Ministry of Health, Labor and Welfare in Japan, “Outcomes Research of Specific Diseases”（PI:S.Fukuhara）（Grand no: H14-44）. (shrink)

The adverse effects of life stress on social networking sites addiction are increasingly recognized, but so far there is little evidence on how and which specific types of life stress are conducive to the addictive behavior. Interpersonal relationship stress being the main source of stress for undergraduates, the purpose of the current paper is thus to delve into whether perceived stress in interpersonal relationships significantly leads to WeChat addiction and, if so, how this type of stress drives (...) the excessive use of WeChat. The data was collected from self-report questionnaires completed by 463 Chinese undergraduate students and then analyzed with structural equation modeling. The results revealed that the positive association between WeChat users’ interpersonal relationship stress and addictive behavior is fully and sequentially mediated by WeChat use intensity and social interaction. More specifically, accumulation of stress in interpersonal relationships gives rise to the intensity of WeChat use, which in turn fuels rising addiction to WeChat both directly and indirectly via social interaction on WeChat. These findings contribute to a more refined understanding of the pathological use of WeChat. (shrink)

This paper sets out to explore apparent contradictions between claims or assumptions to the effect that: (i) teaching is a profession; (ii) good teaching involves the cultivation of positive personal relationships with pupils; (iii) professional relationships should be of an essentially formal or impersonal nature. It is argued that the very real contradictions to which teaching as a professional occupation is prone are a function of fundamental tension between the essentially deontic character of professional principle and regulation, and the inherently (...) 'virtue ethical' nature of teaching as a form of pre-theoretical and non-technical moral association. The paper concludes by identifying and offering some comment on three such areas of tension. (shrink)

Social media challenge--or have already redefined--conventional boundaries of public and private, personal and professional, friendship, and social relations generally. Here, I consider how these developments may affect professionalism, the physician-patient relationship, and our cultural experiences in a wholly different and unexpected way.

This article reports an attempt to investigate, apart from the semantics and the pragmatics, how much the lexis and the grammar of a conversation can help extract interpersonal information about the interlocutors' orientations towards each other. The discourse analysed was extracted from a scene in Dan Brown's novel The Da Vinci Code and its motion picture adaptation. The adaptation of this scene is similar to the novel original in terms of the characters' content of discussion and only differs in (...) the orientation of the characters to one another. The analysis focuses on the determination of response types, which are generally classified as either expected or discretionary, and contribute to the realization of positive and negative orientations respectively. The distribution of different types of response is visualized as the interlocutor's `response profile', which helps in the realization of his/her orientation to the one to whom he/she is responding. (shrink)

Este artículo aborda la importancia de la comprensión del discurso en la relación médico-paciente. Su objetivo radica en valorar los múltiples condicionamientos que favorecen o entorpecen la comprensión en el proceso comunicativo que se produce entre el profesional de la salud y el enfermo. Se proporcionan, además, algunas sugerencias que el médico ha de tener en cuenta por ser quien conduce el intercambio con el paciente. This article deals with the importance of understanding doctor-patient's typical discourse. It values the several (...) conditionings that favor or hinder understanding during the communicative process between health professionals and patients. It also provides doctors with suggestions since they are in charge of leading doctor-patient interaction. (shrink)

Social relationships are intricately tied to health and well-being and people are motivated to form and maintain interpersonal bonds. While it is clear that social relationships can be highly rewarding, it is equally clear that social relationships or the lack thereof can be the source of much distress. In this article a conceptualization of social motivation that reflects the basic necessity for people to simultaneously manage approaching the incentives and avoiding the threats in social relationships is presented. We then (...) review evidence that the strength of approach and avoidance social motives and goals is strongly linked to social outcomes through several behavioral, cognitive, and affective processes. (shrink)

The eudaimonistic thesis claims that being virtuous is a necessary aspect of the development of some important kind of happiness. To be true, it must be the case that virtue is associated with a kind of happiness that is clearly recognizable as something that we want, that we can appreciate as a good state for us to be in, that we can identify as a state of our own well-being. So here is the empirical question: in our ordinary experiences, is (...) it the case that virtue is necessary to developing this kind of state? This is a very large, and very important, question. In this paper, I chip away at one piece of this question by exploring virtue’s role in mediating our relationships with others. Caring about others and treating them well is clearly part of being virtuous and I think it is also one aspect of being virtuous that we can see to be an important part of our happiness—at least, in our non-skeptical moments. (shrink)

This paper compares and contrasts the philosophical positions of Hobbes and Rousseau from the standpoint of interpersonal communication theory. Although both men argued from the state of nature, they differed fundamentally on the nature of humankind and the purpose of relationships. These differences should be of concern for interpersonal scholars insofar as they reflect differing sets of axioms from which to begin theorizing. The second part of the paper establishes a link between Hobbes' philosophy and the social exchange (...) tradition: The Hobbes-social exchange tradition begins with the assumption that individuals form relationships to maximize rewards and minimize costs; a Rousseauist position must begin with the assumption that individuals form relationships in pursuit of some common goal. Thus, relational continuity and quality are not a function of cost-benefit ratios, but of how well partners work together toward their common good. (shrink)

Corneal transplantation is the most common form of organ transplantation performed globally. However, of all organs, eyes have the highest rate of refusal of donation. This study explored the reasons why individuals decide whether or not to donate corneas. Twenty-one individuals were interviewed who had made a donation decision (13 refused corneal donation and eight consented). Analysis was performed using Grounded Theory. Refusal of corneal donation was related to concerns about disfigurement and the role of eyes in memory and communication. (...) The request for donation therefore raised concerns about a potential adverse change in the ongoing relationship with the deceased, even in death. For those who refused donation, these concerns overshadowed awareness of need or benefit of transplantation. Adjusting the donation message to be more congruent with the real, lived experience of corneal donation may to some extent “prepare” individuals when the donation question is raised. (shrink)

Despite clear parallels between Jürgen Habermas's discourse ethics and recent scholarship in feminist ethics, feminists are often suspicious of discourse ethics and have kept themselves mostly separate from the field. By developing a sustained application of Habermas's discourse ethics to friendship, Keller demonstrates that feminist misgivings of discourse ethics are largely misplaced and that Habermas's theory can be used to develop a compelling moral phenomenology of interpersonal relations.

Although high-performance work practices have been shown to increase organizational performance and improve employee attitudes, it still remains unclear how they impact interpersonal relations in the workplace. While some argue that HPWPs lead to better interpersonal relations, others fear that HPWPs may increase competition and uncivil and abusive behaviors. In response to this, our aim is to examine whether and when HPWPs are associated with increased levels of competition and thereby more incivility. Given recent interest in how HR (...) practices and leadership may interact to produce certain outcomes, we study laissez-faire leadership as a possible moderator. A survey was conducted in Belgium, and a mediated moderation analysis using SEM performed using Mplus. The results suggest that in the absence of laissez-faire leadership, HPWPs are associated with less incivility, thus suggesting better interpersonal relations. However, the results also show that HPWPs may lead to increased competition and thereby somewhat more incivility, under conditions of laissez-faire leadership. The results thus point to the importance of studying interactions between HR practices and leadership in trying to understand employee outcomes. In terms of practical implications, the results suggest that investing in HPWPs may reduce incivility and thereby improve relationship wellbeing. However, HPWPs need to be combined with active leadership to avoid undesirable negative consequences. (shrink)

Despite clear parallels between Jürgen Habermas’s discourse ethics and recent scholarship in feminist ethics, feminists are often suspicious of discourse ethics and have kept themselves mostly separate from the field. By developing a sustained application of Habermas’s discourse ethics to friendship, Keller demonstrates that feminist misgivings of discourse ethics are largely misplaced and that Habermas’s theory can be used to develop a compelling moral phenomenology of interpersonal relations.

In this article I want to explore some questions that arise from the work of Stanley Cavell. My purpose is to examine lines of connections between Cavell's readings of Wittgenstein (specifically his notions of 'criteria', 'aspect blindness' and 'primitive reaction', with special reference to the philosophical problem of 'other minds') and Shakespeare, on the one side, and a certain dimension of the ethical, on the other. Although Cavell has rarely offered explicit remarks on the issue of morality, and is normally (...) not considered a moral philosopher, it is my contention that it is possible to elicit what we could call an implied ethics from his philosophical view. This ethical outlook is not to be confused with a theory, but is rather a turn or bent that emerges especially by understanding the place of acknowledgment and ethical responsiveness in our practical life. Key Words: acknowledgment • Cavell • ethics • skepticism • Wittgenstein. (shrink)

My ultimate goal has always been to illuminate artistry at its greatest heights. Howard Gardner’s theory of multiple intelligences provided a theoretical framework for his life-long study of creativity, especially in prodigies like Picasso.1 According to Gardner, Picasso was weak in the scholastics and strong in the spatial, bodily, and personal spheres, characterizing the artist even as “frankly sadistic.”2 And Gardner developed a general framework for understanding the prodigy in terms of one’s proclivity toward meta-cognition as well as other commonalities (...) related to intrapersonal and interpersonal relations in various ways: childlike, few friends, one-minded, productivity, sacrifice, episodic .. (shrink)

The problem discussed in this paper arises from the observation that in the course of inter-subjective communication "understanding" seems to be entrusted to the implementation of a real process, not only affective but also cognitive, of processing information contained in the perceived behavior. In a previous study (Greco, 1979) we proposed to consider this process of "reconstruction" of meaning as analogous to the process of "construction" used for oneself. Here we will deal with this process of construction or awareness using (...) theoretical models offered by experimental research. (shrink)

Trust has generally been understood as an intentional mental phenomenon that one party has towards another party with respect to some object of value for the truster. In the landmark work of Annette Baier, this trust is described as a three-place predicate: A entrusts B with the care of C, such that B has discretionary powers in caring for C. In this paper we propose that, within the context of thick interpersonal relationships, trust manifests in a different way: as (...) a property of the relationship itself. We argue that this conceptualization has important implications for the debate over the ethics of interpersonal interventions. In particular, when trust is understood in this way, actions that would otherwise be deemed morally troubling may be permissible, or even morally desirable, on account of their role in strengthening trusting relationships. (shrink)

Temporary international mobility is an increasingly relevant practice amongst academics. However, current literature lacks understanding on whether such mobility influences the individual academics’ entrepreneurial knowledge. This paper hypothesizes that temporary international academic mobility is conducive to the academic’s entrepreneurial knowledge and that interpersonal social networks play a crucial role in the transfer of this knowledge through their strength and size properties. We perform a Partial Least Squares - Structural Equation Model and build upon an original survey data set collected (...) amongst 281 Chinese academics. We find that the size of one’s interpersonal social network fully mediates the relationship between international academic mobility and entrepreneurial knowledge. This result points to the importance of a structurally broad - rather than a relationally strong - international social network in the academic’s accumulation of entrepreneurial knowledge abroad. (shrink)

Sensory deficits are a feature of autism and schizophrenia, as well as the upper end of their non-clinical spectra. The mismatch negativity, an index of pre-attentive auditory processing, is particularly sensitive in detecting such deficits; however, little is known about the relationship between the visual MMN to facial emotions and autism and schizophrenia spectrum symptom domains. We probed the vMMN to happy, sad, and neutral faces in 61 healthy adults, and evaluated their degree of autism and schizophrenia spectrum traits (...) using the Autism Spectrum Quotient and Schizotypal Personality Questionnaire. The vMMN to happy faces was significantly larger than the vMMNs to sad and neutral faces. The vMMN to happy faces was associated with interpersonal difficulties as indexed by AQ Communication and Attention to Detail subscales, and SPQ associated with more interpersonal difficulties. These data suggest that pre-attentive processing of positive affect might be more specific to the interpersonal features associated with autism and schizophrenia. These findings add valuable insights into the growing body of literature investigating symptom-specific neurobiological markers of autism and schizophrenia spectrum conditions. (shrink)

The current study investigated the relationship between peer relationships and cooperative tendencies in college students, and explored the mediating role of interpersonal trust and the moderating role of social value orientation in that relationship. A questionnaire was distributed to 406 college students, and the results showed that: peer relationships significantly positively predicted cooperative tendencies; interpersonal trust partially mediated the relationship between peer relationships and cooperative tendencies; and social value orientation moderated the relationship between peer (...) relationships and cooperative tendencies. In particular, prosocial college students were more susceptible to peer relationships than pro-self college students. The findings of the current study indicated that college students with good peer relationships and prosocial value orientation are more likely to show the willingness to cooperate. (shrink)

We surveyed 223 APA members to investigate the roles of therapists' sex, theoretical orientation, interpersonal boundaries, and clients' sex in predicting therapists' assessments of the ethicality of nonerotic dual relationships with their clients. Results indicated that therapists' sex, interpersonal boundaries, and theoretical orientation influenced ethical judgments of these relationships. Theoretical and practical implications of our findings are discussed.

This study examined the correlation between depressive symptoms, interpersonal sensitivity, and social support before and during the COVID-19 pandemic and verified causal relationships among them. The study used Social Support Scale and Symptom Self-Rating Scale to investigate relevant variables. A total of 1,414 employees from company were recruited for this longitudinal study, which a follow up study was conducted on the same group of participants 1 year later. Paired sample t-test results showed that significant differences were only found in (...) social support, not in depressive symptoms or interpersonal sensitivity. The results of correlation analysis showed that social support, depressive symptoms, and interpersonal sensitivity were significantly correlated between wave 1 and wave 2. The cross-lag autoregressive pathway showed that employees’ social support level, depressive symptoms, and interpersonal sensitivity all showed moderate stability. Crossing paths showed that wave 1 social support could significantly predict wave 2 depressive symptoms and wave 2 interpersonal sensitivity. Wave 1 depressive symptoms could significantly predict wave 2 social support, while wave 1 interpersonal sensitivity could not predict wave 2 social support. Social support can be considered as a protective factor against mental health problems. (shrink)

The long-term and complex supervisor-doctoral student relationship is often characterised by tension and frictions. In higher education research, models, and interventions that take the potential beneficial interpersonal effects of compassion into account seem to be scarce. Hence, the aim of this study was to conceptualise the potential role compassion could have in the cultivation of an affiliative and sustainable supervisor-doctoral student relationship. The concept of compassion was investigated and analysed in relation to a contemporary model of supervisor (...) behaviours. Furthermore, a systematic literature search in the scientific databases PubMed, PsychInfo, ScienceDirect, and Google Scholar was performed. The conceptual analysis revealed that the interpersonal domain, in which compassion could afford a shared sense of warmth, is neglected in previous definitions. Furthermore, the integration of compassion into a model of adaptive supervisor behaviour indicates a strong case for a salutary role for compassion in the supervisor-doctoral student relationship. However, the literature review showed that empirical data are lacking, and more studies are needed. The role of compassion deserves to be investigated empirically in this particular interpersonal context. (shrink)

Background: Interpersonal sensitivity is a prominent mental health problem facing college students today. Trait mindfulness is a potential positive factor that may influence interpersonal relationships. However, the precise relationship between trait mindfulness and interpersonal sensitivity remains elusive, which limits the optimization and further application of mindfulness-based intervention schemes targeting interpersonal sensitivity. This study aimed to explore whether negative emotions mediate the relationship between trait mindfulness and interpersonal sensitivity and whether the relationship among (...) trait mindfulness, negative emotions, and interpersonal sensitivity is moderated by effectiveness/authenticity. We hypothesize that negative emotions mediate the relationship between trait mindfulness and interpersonal sensitivity, and effectiveness/authenticity moderates the indirect association between trait mindfulness and interpersonal sensitivity through negative emotions.Methods: One thousand four hundred nineteen Chinese college students, aged from 17 to 23, participated in this study. Their trait mindfulness, negative emotions, the effectiveness/authenticity, and interpersonal sensitivity were measured using well-validated self-report questionnaires.Results: Correlational analyses indicated that both trait mindfulness and effectiveness/authenticity were significantly and negatively associated with interpersonal sensitivity. Mediation analyses uncovered a partial mediating role of negative emotions in the relationship between trait mindfulness and interpersonal sensitivity. Moderated mediation analyses showed that in college students with high effectiveness/authenticity, the relationship between trait mindfulness and negative emotions was stronger, whereas the relationship between negative emotions and interpersonal sensitivity was weaker.Conclusion: Negative emotion is a mediator of the relationship between trait mindfulness and interpersonal sensitivity, which in turn is moderated by effectiveness/authenticity. These findings suggest a potential mechanism through which trait mindfulness influences interpersonal sensitivity. Mindfulness-based interventions have the potential to decrease interpersonal sensitivity and offer a basis for predicting individual differences in response to mindfulness-based interventions among individuals. (shrink)

Building relationships is crucial for satisfaction and success, especially when entering new social contexts. In the present paper, we investigate whether attempting to improve others’ feelings helps people to make connections in new networks. In Study 1, a social network study following new networks of people for a twelve-week period indicated that use of interpersonal emotion regulation (IER) strategies predicted growth in popularity, as indicated by other network members’ reports of spending time with the person, in work and non-work (...) interactions. In Study 2, linguistic analysis of the tweets from over 8000 Twitter users from formation of their accounts revealed that use of IER predicted greater popularity in terms of the number of followers gained. However, not all types of IER had positive effects. Behavioral IER strategies (which use behavior to reassure or comfort in order to regulate affect) were associated with greater popularity, while cognitive strategies (which change a person’s thoughts about his or her situation or feelings in order to regulate affect) were negatively associated with popularity. Our findings have implications for our understanding of how new relationships are formed, highlighting the important the role played by intentional emotion regulatory processes. (shrink)

The double empathy problem theory posits that autistic social difficulties emerge from an interpersonal misalignment in social experiences and expectations between autistic and non-autistic people. Supporting this, emerging research reveals better social outcomes in interactions within than across neurotypes among autistic and non-autistic people, emphasizing the need to examine the role of the interpersonal context in autistic social outcomes. However, research on peer relationships among autistic youth primarily focuses on individual characteristics in isolation from the interpersonal context. (...) To address this, this preliminary study explored the effects of student-peer neurotype match on peer relationships among autistic and non-autistic youth in an integrated educational setting. We plotted the peer relationship networks among youth in a school club based on systematic observations of peer interactions over eight 45-min sessions. Descriptive network statistics showed that both autistic and non-autistic youth had more and stronger peer relationships with their same- than cross-neurotype peers. Assortativity coefficients revealed a tendency for youth to connect with peers of the same neurotype, rather than with peers with similar social popularity or activity. We further modeled the effects of student-peer neurotype match on peer relationships using exponential random graph models. The findings suggested that student-peer neurotype match predicted the total strength of peer relationships above and beyond the effects of student neurotype, individual heterogeneity in social popularity and activity, and the tendency of mutuality in social relationships. We discussed the strengths and limitations of this study and the implications for future research and inclusion practice. (shrink)

Due to the hyperspecialization so prevalent nowadays, interdisciplinary research is a demanding kind of epistemic activity. The concept of intellectual virtue as presented by responsibilist approaches of virtue epistemology could offer an effective counterweight to this challenge but raises the question of what epistemic virtues are necessary for interdisciplinarity. Based on a qualitative study, we identify and heuristically conceptualize a relevant subset of epistemic virtues required by interdisciplinarity that we call _interpersonal intellectual virtues. _These virtues are personal character traits that (...) facilitate the reciprocal acquisition and distribution of knowledge _with_ and _through_ other people. By their very nature, they are only exercised in an interpersonal relationship that seeks an epistemic good, so in some sense, they are at the intersection of social virtues and intellectual virtues. We use Jason Baehr’s four-dimensional proposal for the essential components of intellectual virtues (motivational, affective, skill, and judgment) to show that these interpersonal traits are indeed epistemic virtues. Some examples of interpersonal intellectual virtues are intellectual empathy, intellectual respect, and intellectual trust, among others. Intellectual empathy is a paradigmatic case that we analyze in more detail. Finally, we suggest that interpersonal intellectual virtues are the key character traits of people involved in any successful collective epistemic endeavor, interdisciplinary research being a privileged context in which we can clearly see their manifestation. (shrink)

Despite the initial promise of social media platforms as a means of facilitating discourse on matters of civic discourse, in practice it has turned out to impair fruitful conversation on civic issues by a number of means. From self-isolation into echo chambers, to algorithmically supported filter bubbles, to widespread failure to engage politically owing to psychological phenomena like the ‘spiral of silence’, a variety of factors have been blamed. I argue that extant accounts overlook the importance of interpersonal relationships (...) to sustaining quality civic discourse on social media. Drawing on an Aristotelian account of friendship with an emphasis on the value of interpersonal difference plus the influence of interactions on individual character, I argue that a common scapegoat for the failure of civic discourse online—the variety of “unfriend” disconnection tools offered on various platforms—actually show promise at promoting better-quality civic conversation and overcoming the obstacles present on social media platforms. (shrink)

Previous studies have demonstrated positive correlations between children’s interpersonal trust and social adjustment. However, the psychological mechanism underlying this effect is still unclear. The current study tested the indirect roles of teacher–student relationships from both students’ and teachers’ perspectives in a Chinese context. In total, 709 pupils from grade three to grade five, and their 17 head teachers from a Chinese public primary school participated in this study. The Children’s Generalized Trust Beliefs Scale, Social Adjustment Scale for Children and (...) Adolescents, and Teacher–Student Relationship Questionnaire were used in this study. All these variables were correlated with each other. Structural equation models showed that the interpersonal trust indirectly influenced social adjustment through the teacher–student relationship from students’ perspectives, while the teacher–student relationship from teachers’ perspectives did not play an indirect role. These findings suggest that the teacher–student relationship perceived by students is more important for children’s social adjustment than that perceived by teachers. Both parents and teachers should pay more attention to developing children’s interpersonal trust, build better teacher–student relationships, and focus more on how children feel about the relationship. (shrink)

Grit, as an important positive psychological quality, has rarely been studied for its role involved in the mechanism between stress and psychological security. This article explores the moderating and mediating role of grit in the relationship between interpersonal stress and psychological security of freshmen through two studies. In study 1, freshmen from several Chinese universities were recruited to complete a battery of questionnaire, including assessments about interpersonal stress, grit, and psychological security. The moderating effect analysis showed that (...) grit moderated the relationship between interpersonal stress and psychological security. Specifically, grit buffered the negative effects of interpersonal stress on freshmen’s psychological security, but this effect was obvious only when the level of interpersonal stress was relatively low, and decreased when the level of interpersonal stress was high. In study 2, college freshmen from another university apart from above ones were recruited, and we verified the results of study 1 and further explored the mediating role of grit in the relationship between interpersonal stress and security. The moderating effect analysis of study 2 also verified that of study 1. The mediating effect analysis showed that interpersonal stress not only negatively predicted psychological security, but also affected psychological security through the mediation of grit. In general, grit played a mediating and moderating role in the relationship between interpersonal stress and psychological security. This study provides first-hand evidence to explain the multiple roles of grit in the relationship between interpersonal stress and psychological security. (shrink)

Well-being has become extensively viewed as apprehension for administrations in the last decades and schools have been progressively realized as locations for encouraging well-being which is a considerable development in inquiries on mediations connected to learner well-being. In this way, the function of teachers has got specific consideration regarding students’ well-being, given the merits of teacher-student interactions. High-quality educator-learner relationships offer a support base for long-term learners’ education. Educator interpersonal behavior that makes learners feel supported and cared for is (...) known as emotional support. These behaviors can help learners’ emotional and social needs; meet learners’ families, and being available when learners need additional help. This review attempts to consider the eminence of teacher interpersonal behavior and learner-teacher relations in the classroom and indeed illustrate their relationship and influence on students’ well-being. As a final point, this review can provide suggestions and recommendations for teaching participants in the scholastic context. (shrink)

Digital technology has facilitated additional means for human communication, allowing social connections across communities, cultures, and continents. However, little is known about the effect these communication technologies have on the ability to accurately recognize and utilize nonverbal behavior cues. We present two competing theories, which suggest (1) the potential for technology use toenhancenonverbal decoding skill or, (2) the potential for technology use tohindernonverbal decoding skill. We present preliminary results from two studies to test these hypotheses. Study 1 (N= 410) found (...) that global screen time was unrelated to nonverbal decoding skill. However, how participants spent their time using technology mattered. Participants who reported more active technology use (i.e., posting content) self-reported that their nonverbal decoding skill (as measured by the Emotional Sensitivity subscale of the Social Skills Inventory) was superior but performed worse on objective measures of decoding skill (using standardized tests including the Diagnostic Analysis of Nonverbal Accuracy-Adult Faces and the Workplace Interpersonal Perception Skill). By contrast, passive users performed significantly better on objective measures of nonverbal decoding skill; although they did not self-report any difference in their skill compared to less passive users. Study 2 (N= 190), and a mini-meta analysis of both studies, replicated this pattern. These effects suggest a roadmap for understanding the theoretical relationship between technology use and nonverbal communication skills. We also provide recommendations for future research, including the use of experimental designs to determine causal pathways and to advance our conceptual understanding of the relationship between technology use and nonverbal decoding skill. (shrink)