The Effect of Acceptance/Rejection Status, Status Notification, and Organizational Obligation Fulfillment on Applicant Intentions

Reactions to receiving or failing to receive rejection/acceptance letters were examined from the perspective of psychological contracts. In Study 1, a laboratory experiment, organizational obligation fulfillment was predicted by status (rejection/acceptance) and notification (no notification; notification only; notification plus explanation) such that those rejected without notification reported the lowest level of organizational obligation fulfillment. In Study 2, a field survey, applicants who were rejected with no rejection communication were more likely to believe that the organization failed to fulfill its obligations, and reported more negative intentions toward the organization compared to those who received a rejection communication. In both studies, organizational obligation fulfillment accounted for incremental variance in applicant intentions, beyond that of applicant status and type of rejection notification.     

Peer status and social competence in child psychiatric inpatients: A comparison of children with depressive,externalizing, and concurrent depressive and externalizing disorders

Social competence, peer status, and clinical symptomatology were evaluated in 54 child psychiatric inpatients. Aims were (a) to evaluate whether social competence deficits and peer rejection within an inpatient setting were associated with particular childhood disorders, and (b) to identify predictors of peer status in emerging groups of child inpatients. Results indicated that children with externalizing disorders (conduct or attention deficit disorders) and children with concurrent depressive and externalizing disorders were the most rejected, least liked, and least socially competent children. Depressed children without externalizing disorders had the highest scores on the social status and competence measures. Predictors of peer rejection and acceptance in the hospital differed, with measures of symptomatology predicting peer rejection, and measures of social and intellectual competence predicting peer acceptance. Implications of the results for understanding the role of peer adjustment and social competence in developmental psychopathology were discussed.This research was supported in part by Biomedical Research Support Grant RR756 awarded to the author. The author wishes to thank Donald Guthrie and Sondra Purdue for their statistical consultation, Gwen Gordon for her computer assistance, and Joan Trumbull for her assistance with data collection.     

Communicating Negative Hire Decisions to Applicants: Fulfilling Psychological Contracts

This study demonstrates that characteristics of rejection letters combine in a complex manner to affect impressions of the organization, and likelihood of re-applying to and of patronizing the organization. Specifically, the most negative reactions to rejection letters were found when a contact person existed, along with a long time interval before receiving a letter that failed to include an explicit statement of rejection. Some support was found for the failure to receive a rejection letter as a psychological contract violation.     

Rejection and Acceptance Across Contexts: Parents and Peers as Risks and Buffers for Early Adolescent Psychopathology. The TRAILS Study

In a large sample of early adolescents (T2: n = 1023; M age = 13.51; 55.5% girls) it was investigated whether the effects of parental and peer acceptance and rejection on psychopathology (externalizing and internalizing problems) remain when taking into account both contexts simultaneously. Moreover, we examined whether acceptance in one context can buffer rejection in the other. It was found that when analyzing peer and parent effects simultaneously (1) the protective effect of parental acceptance and the risk effect of peer rejection were diminished; (2) the protective effect of peer acceptance and the risk-effect of parental rejection remained strong; and (3) peer acceptance buffered parental rejection but parental acceptance did not buffer peer rejection. The results imply that the parent and peer contexts are interdependent. Implications and directions for future research are given.     

Belongingness as a core personality trait: how social exclusion influences social functioning and personality expression

People have a fundamental need for positive and lasting relationships. This need to belong is rooted in evolutionary history and gave rise to the development of traits that enable individuals to gain acceptance and to avoid rejection. Because belongingness is a core component of human functioning, social exclusion should influence many cognitive, emotional, and behavioral outcomes and personality expression. This article summarizes recent evidence that social exclusion causes an assortment of outcomes, many of which depend on whether the excluded can gain acceptance or forestall possible distress. It highlights common overlap in physical and social pain systems and how a physical painkiller can reduce the pain of social exclusion. Finally, it shows how social exclusion moderates the effects of traits on cognition, emotion, and behavior. To appreciate personality processes in social contexts, scientists should consider how people respond to social exclusion and how the need to belong influences personality expression.     

Same-gender and cross-gender peer acceptance and peer rejection and their relation to bullying and helping among preadolescents: comparing predictions from gender-homophily and goal-framing approaches

The relation between bullying and helping and same-gender and cross-gender peer acceptance and peer rejection was examined in a sample of preadolescents aged 11 and 12 years (N=1,065). The authors tested predictions from a gender-homophily approach vs. predictions from a goal-framing approach in which acceptance and rejection are seen as being generated by approach and avoidance goals, respectively. For preadolescents, both approaches predicted a central role for gender, but the gender-homophily approach predicted symmetrical effects for acceptance and rejection, whereas the goal-framing approach predicted strong asymmetries. The data supported the goal-framing approach. The most important findings were that for preadolescents, acceptance is much more frequent and much more gendered than rejection; the absolute impact of helping on acceptance is much larger than that of bullying (and vice versa for rejection); for acceptance, there is a prototypicality effect (i.e., boys accept bullying girls better than nonbullying girls, and girls accept helping boys better than nonhelping boys); and for acceptance, there is a cross-gender ignorance effect (i.e., boys ignore helping in girls, and girls ignore bullying in boys).     

Influence of long-term racial environmental composition on subjective well-being in African Americans

Two studies (N = 126, N = 114) of African Americans supported a model predicting that more racially segregated life contexts are associated with feelings of acceptance by other in-group members and, to a lesser extent, rejection by out-group members. In-group acceptance and out-group rejection in turn influenced identification with the in-group, which was a strong predictor of psychological well-being. Alternative models were not supported. Results suggest that environments that are segregated offer in-group support and acceptance, thereby protecting self-esteem against possible perils of rejection by a powerful out-group. Findings suggest that the improvement of intergroup relations should not be at the expense of intragroup relations.     

中国儿童的亲子关系、社会行为及同伴接受性的研究

追踪考察亲子关系、儿童社会行为及同伴接受性之间的关系。结果表明,在儿童社会性发展过程中,儿童社会行为和同伴接受性相互影响。亲子关系与儿童攻击性之间也具有相互作用。此外,儿童的社会行为具有高度的稳定性,亲子关系呈现中等程度的稳定性,而同伴接受性的稳定性取决于社会行为的维持效用。     

Reactions to acceptance and rejection: Effects of level and sequence of relational evaluation

Two experiments examined the effects of various levels and sequences of acceptance and rejection on emotion, ratings of self and others, and behavior. In Experiment 1, participants who differed in agreeableness received one of five levels of acceptance or rejection feedback, believing that they either would or would not interact with the person who accepted or rejected them. In Experiment 2, participants who differed in rejection sensitivity received one of four patterns of feedback over time, reflecting constant acceptance, increasing acceptance, increasing rejection, or constant rejection. In both studies, rejection elicited greater anger, sadness, and hurt feelings than acceptance, as well as an increased tendency to aggress toward the rejector. In general, more extreme rejection did not lead to stronger reactions than mild rejection, but increasing rejection evoked more negative reactions than constant rejection. Agreeableness and rejection-sensitivity scores predicted participants’ responses but did not moderate the effects of interpersonal acceptance and rejection.     

Ethnocentrism and beyond: Letters between a family therapist and an advocate of alcoholics anonymous

Both family therapists and advocates of 12-step programs are vulnerable to ethnocentrism, a one-way zeal that can inhibit collaboration and make it difficult to appreciate other ways to help individuals with drug and alcohol problems. Included is a series of letters between a family therapist and an advocate of Alcoholics Anonymous which illustrates the problems inherent in such ethnocentrism. An alternative position is also discussed which involves professional collaboration and an appreciation of the strengths of both traditions.Fred P. Piercy, PhD, is professor of family therapy and director of training and research in the family therapy doctoral program, Department of Child Development and Family Studies, at Purdue University.The letter writer's name and identifying information have been changed to protect his identity. This paper is not about Jim but about certain issues his letters raise for all of us.     

同伴拒绝与早期青少年学业成绩的关系：同伴接纳、友谊支持的调节作用

采用同伴提名法获得215名早期青少年(5年级、7年级)的同伴地位(同伴拒绝、同伴接纳)分数,采用关系网络问卷(NRI)获得友谊支持分数,以学生期中考试的语文、数学、英语成绩的班内标准分的三科平均分作为个体学业成绩的指标,分析同伴拒绝与学业成绩的关系,以及同伴接纳和友谊支持对二者关系的调节作用及其年级和性别差异。结果发现:(1)女生的学业成绩高于男生,同伴拒绝、同伴接纳、友谊支持水平均不存在性别差异;(2)同伴拒绝均显著负向预测5、7年级学生的学业成绩,且这种预测作用不存在显著的性别差异;(3)在7年级,学生的同伴接纳可以调节同伴拒绝与学业成绩的关系,尽管高同伴接纳并不能补偿高同伴拒绝给学业成绩带来的消极影响,但它也是个体获得良好学业成绩的必要条件;在5年级和7年级,友谊支持都不能调节同伴拒绝与学业成绩的关系。     

Cognitive modifiability as a function of mother–child mediated learning strategies,mothers' acceptance–rejection,and children's personality

This study investigated (a) the effects of mediated learning experience (MLE) in mother–child interactions on cognitive modifiability as measured by dynamic assessment, (b) the effects of mothers' acceptance–rejection towards their children and the children's personality on the mothers' MLE strategies, (c) the combined effects of the mothers' acceptance–rejection, children's personality, and MLE strategies on children's cognitive modifiability, and (d) the prediction of cognitive modifiability by MLE interactions in two distinct conditions: free-play and structured. Fifty-four mother–child dyads (26 boys and 28 girls) in grade 2 were videotaped interacting in two situations: free-play and structured. The interactions were analysed with observation of mediation instrument using five criteria: intentionality and reciprocity, transcendence, meaning, feelings of competence, and regulation of behaviour. The children were administered the parent acceptance–rejection questionnaire, the personality assessment questionnaire, and the children's inferential thinking modifiability test. A distal–proximal factors of cognitive modifiability model was used to explain causal paths among mothers' acceptance–rejection and children's personality (distal) on MLE (proximal), and of both on children's cognitive modifiability. A structural equation model analysis revealed that (a) all MLE criteria were predicted by the distal factors of mothers' acceptance–rejection and children's personality, (b) none of the mothers' attitudes or children's personality factors explained the children's cognitive factors, (c) MLE criteria of transcendence and regulation of behaviour explained the children's CITM-post-teaching score but not the CITM-pre-teaching score. The results are discussed in relation to Feuerstein's MLE theory and Tzuriel's previous results with preschool children. © 1998 John Wiley & Sons, Ltd.     

Access to reproductive technologies by single women and lesbians: Social representations and public debate

A landmark decision in 2000 by the Federal Court of Australia (FCA) allowed access to medically assisted reproductive technologies (MART) regardless of marital status, i.e. by single women and lesbians. This decision sparked much debate, including comments by the Prime Minister of Australia and hundreds of letters to newspapers around the country. In this study, 180 letters to the editor in two newspapers were analyzed to identify themes and processes relevant to conceptualizing who should have access to MART. Representations of family were particularly evident and themes supported the traditional family structure of a mother, father and children, arguing that access to MART should be restricted to this family form. However, emerging representations of family, based on themes of positive parenting values, independent of gender and number of parents, were also observed, suggesting that political agendas restricting MART to heterosexual family structures are not supported by public consensus, or by the emerging acceptance of alternative family forms. Copyright © 2008 John Wiley & Sons, Ltd.     

Rejection sensitivity and the defensive motivational system: insights from the startle response to rejection cues

Rejection sensitivity (RS) is the disposition to anxiously expect, readily perceive, and intensely react to rejection. This study used the startle probe paradigm to test whether the affect-based defensive motivational system is automatically activated by rejection cues in people who are high in RS. Stimuli were representational paintings depicting rejection (by Hopper) and acceptance (by Renoir), as well as nonrepresentational paintings of either negative or positive valence (by Rothko and Miro, respectively). Eyeblink startle magnitude was potentiated in people high in RS when they viewed rejection themes, compared with when they viewed nonrepresentational negative themes. Startle magnitude was not attenuated during viewing of acceptance themes in comparison with nonrepresentational positive themes. Overall, the results provide evidence that for people high in RS, rejection cues automatically activate the defensive motivational system, but acceptance cues do not automatically activate the appetitive motivational system.     

Early Adolescent Depressive Symptoms: Prediction from Clique Isolation,Loneliness, and Perceived Social Acceptance

This study examined whether clique isolation predicted an increase in depressive symptoms and whether this association was mediated by loneliness and perceived social acceptance in 310 children followed from age 11–14 years. Clique isolation was identified through social network analysis, whereas depressive symptoms, loneliness, and perceived social acceptance were assessed using self ratings. While accounting for initial levels of depressive symptoms, peer rejection, and friendlessness at age 11 years, a high probability of being isolated from cliques from age 11 to 13 years predicted depressive symptoms at age 14 years. The link between clique isolation and depressive symptoms was mediated by loneliness, but not by perceived social acceptance. No sex differences were found in the associations between clique isolation and depressive symptoms. These results suggest that clique isolation is a social risk factor for the escalation of depressive symptoms in early adolescence. Implications for research and prevention are discussed.     

On being mindful,emotionally aware,and more resilient: Longitudinal pilot study of police recruits

Police officers are at particular risk of stress when compared to people in other occupational groups. A compounding factor is that police are prone to the use of avoidant coping strategies when attempting to deal with this stress. Evidence suggests that “anti‐avoidance” strategies, of acceptance, mindfulness and emotional awareness, are more effective ways of coping, and are linked to both mental health and personal effectiveness. This study followed 60 trainee police officers from the recruit phase into the workplace to determine if these processes predicted more positive mental health and wellbeing in police recruits after 1 year of service. Mindfulness predicted depression at follow‐up, while emotion identification skill predicted general mental health. These results suggest that police officers and police organisations may benefit from interventions aimed at developing and promoting mindfulness and emotion identification.     

Self-representations and socioemotional competence in young children: a 3-year longitudinal study

In a longitudinal study, the connections between children's self-representations at age 5 and their self-perceptions, socioemotional competence according to the teacher, and peer acceptance at age 8 were examined. The sample consisted of 60 children (33 boys, 27 girls). Self-representations at age 5 were assessed by the Puppet Interview (J. Cassidy, 1988). Results generally revealed the expected connections between the positiveness of self at age 5 and self-perceptions and socioemotional functioning 3 years later. These findings support the predictive validity of the Puppet Interview. Moreover, they suggest that young children do possess at least a rudimentary sense of being generally worthy and lovable, which can be assessed by using adequate, age-appropriate interviews.     

Children's meta‐perceptions and meta‐accuracy of acceptance and rejection by same‐sex and other‐sex peers

The goals of this study were to examine children's meta‐perceptions and meta‐accuracy of acceptance and rejection in the peer group, the degree to which these perceptions vary by perceiver sex and sex of the reference group, and the association between these perceptions and children's actual functioning in the peer group. Participants were 644 fourth‐grade children. Meta‐perceptions and meta‐accuracy were derived from sociometric nominations of actual and perceived acceptance and rejection. Children more accurately perceived how they were seen by same‐sex peers than how they were seen by other‐sex peers. They also perceived more rejection than acceptance from other‐sex peers. Meta‐accuracy for rejection was low regardless of the sex of the reference group. Sex of the reference group significantly moderated the association between meta‐perceptions and meta‐accuracy of acceptance and rejection and children's actual peer relationships. These findings indicate the importance of examining these relatively understudied social cognitions in research with children and the importance of taking the sex of the reference group into account in future peer relations studies using peer nomination methods.     

中小学中欺负者、受欺负者与欺负-受欺负者的同伴关系

采用Olweus欺负问卷和同伴提名测验,以1089名小学和初中学生为被试,考察欺负者、受欺负者与欺负-受欺负者的同伴关系特点.研究发现:(1)小学生的欺负者/受欺负者显著高于初中生;(2)男生中的期负者显著多于女生;(3)欺负者的同伴拒绝水平高于受欺负者、欺负-受欺负者和未参与者,但同伴接纳水平与未参与者无显著差异;(4)受欺负者、欺负-受欺负者的同伴拒绝水平高于、同伴接纳水平低于未参与者.在男性受欺负者中被拒绝的比例显著高于男性非受欺负者,但女性受欺负者中被拒绝的比例与女性非受欺负者之间无显著差异.     

学业成绩影响儿童孤独感的中介变量分析

为考察、检验学业成绩影响儿童孤独感的中介变量,采用同伴提名问卷、依恋量表、儿童孤独感量表调查了4—6年级438名儿童。结果表明,在考察单一变量的中介作用时,亲子依恋、同伴拒绝分别在学业成绩与儿童孤独感之间起部分中介作用,教师接纳在二者之间起完全中介作用;当同时考察亲子依恋、同伴拒绝、教师接纳在学业成绩与孤独感之间的中介作用时,三种社会关系起完全中介作用。结论：教师接纳、同伴拒绝和亲子依恋是学业成绩与孤独感之间的中介变量。