Changes in teacher–student relationships

Background. Although teacher–student relationships lie at the heart of students’ schooling experience, fundamental questions regarding these relationships remain unanswered. Aims. This study investigates three related questions about these relationships: To what extent do they change from the beginning to the end of a school year? Are any emergent changes associated with shifts in students’ academic or motivational outcomes? Are certain ‘upstream’ factors associated with improvements or declines in teacher–student relationships? Sample. We investigate these questions with a sample of middle school students (N = 119) and their teachers (N = 30). Methods. Through a novel approach which accounts for both perspectives within teacher–student relationships, we assess these relationships at the beginning and end of the school year. Using multi-level models, we examine how changes in these relationships are associated with changes in students’ grades, homework completion rates, self-efficacy, and effort. In addition, we examine associations with two potential precursors to teacher–student relationships: students’ accuracy in taking their teachers’ perspective and their perceptions of similarity to their teachers. Results. We find that substantial changes occur in these relationships from the beginning to the end of the year; these changes are associated with shifts in important student outcomes; and changes in students’ social perspective taking accuracy and perceived similarity to their teachers correspond with changes in teacher–student relationships. Conclusions. Given the malleability of teacher–student relationships and their importance for key achievement and motivational outcomes, we advocate for researchers to conduct field experiments to inform how to improve these critical relationships.     

Mother‐child relationships and creativity

The present study focused on the relationship between young children's level of differentiation and creative potential as assessed by the Torrance Tests of Creative Thinking (TTCT). The mothers of high and low creative children were interviewed in order to establish the degree to which they encouraged differentiation in their children. Their level of involvement with their children was also evaluated using the Family Relations Test (FRT). Mothers of high creative children were less emotionally involved with their children than other mothers, less likely to be perceived as overprotective, and less likely to deny their feelings of hostility towards them. They were more self‐confident and self‐realized in their homes and had higher occupational levels than other mothers. The present study also assessed the level of differentiation in both creative and uncreative children with the Draw‐a‐Person and Kinetic Family Drawing Tests. Results indicated that highly creative children were more differentiated than uncreative children.     

Do parent-child relationships change during puberty?

This article reviews changes in parent-child relationships during puberty, emphasizing the developmental processes that might be implicated in these changes. Evidence suggests increases in conflict and less warm interactions in relationships between parents and children during puberty. Changes are assumed to be short term, although little longitudinal research has directly addressed the issue of long-lasting effects. Other developmental changes occurring for the adolescent, the parent, or both (such as social cognitive or self-definitional change), as well as other relationship changes, personality characteristics, and the sheer number of life events or transitions have all been posited as potential contributors to changes in the parent-child relationship for young adolescents. These possible contributors, however, have seldom been studied in conjunction with pubertal changes. Such integrative research is necessary to test various models through which puberty, social relationships, social cognitive, self-definitional, and other processes influence one another and are influenced by one another during the transition to adolescence.     

Family wealth and parent–child relationships

This study examined associations between self-reported family wealth and parent–child relationships, by contrasting three theoretical perspectives on the shape of the association. The study utilized data from the Norwegian part of the “Health behaviour in school-aged children study (HBSC) 2013/2014”, with a sample of 3383 children aged 11–15 years old. The shape of associations between family wealth and parent–child communication were tested using regression spline models with knots at 1 SD below mean family wealth and at 1 SD above mean family wealth. The regression spline models showed that increasing family wealth was associated with easier family communication, clearer family communication, and higher family support. Results revealed that for boys, the association between family wealth and outcomes was stronger for the lower segment of family wealth, than in medium and high segments of family wealth. For girls, the gradient across level of wealth was monotone, with higher parent–child communication and higher family support at higher family wealth. To conclude, the results from this study suggest a nonlinear pattern of inequality in parent–child relationships across the range of family wealth.     

Emotion regulation in leader–follower relationships

This study investigates the extent to which leaders and followers express, suppress or fake their emotions during interaction, using a sample of 135 leaders and 207 followers. The respondents completed questionnaires on emotion regulation, the relationship quality between leaders and followers (LMX), job satisfaction, and health complaints. The data indicate that negative emotions such as disappointment, uncertainty, and annoyance are typically suppressed, while positive emotions such as enthusiasm, interest, and calmness are typically expressed or faked. The reported level of emotion regulation was higher for leaders than for followers. Suppressing and faking emotions correlated negatively with the LMX and job satisfaction, and positively with health complaints among both groups. Emotion regulation is thus a prominent and complex facet of leader – follower relationships with possible negative effects for both leaders and followers.     

Why do people remain in abusive relationships?

Increasingly ministers and pastoral counselors are being consulted by people who are in abusive relationships. Consequently, it is important for all ministers and pastoral counselors to develop both an intellectual and an emotional appreciation for the complexities involved in remaining in, or leaving, abusive relationships. This article discusses six basic reasons why people choose to remain in abusive relationships, and concludes with three pastoral implications for ministers who counsel people in such relationships.     

Color—luminance relationships and the McCollough effect

The McCollough effect is an orientation-specific color aftereffect induced by adapting to colored gratings. We examined how the McCollough effect depends on the relationships between color and luminance within the inducing and test gratings and compared the aftereffects to the color changes predicted from selective adaptation to different color—luminance combinations. Our results suggest that the important contingency underlying the McCollough effect is between orientation and color—luminance direction and are consistent with sensitivity changes within mechanisms tuned to specific color—luminance directions. Aftereffects are similar in magnitude for adapting color pairs that differ only in S cone excitation or L and M cone excitation, and they have a similar dependence on spatial frequency. In particular, orientation-specific aftereffects are induced for S cone colors even when the grating frequencies are above the S cone resolution limit. Thus, the McCollough effect persists even when different cone classes encode the orientation and color of the gratings.     

Who's on top? Power in romantic relationships

Power balances are investigated in a sample of 413 heterosexual dating individuals (86% white, 9.7% black, 4.3% other ethnicities). Less than half the respondents perceive their relationships to be equal in the distribution of power, and men are over twice as likely as women to be viewed as the partners having more power. Imbalances are also evident in three related measures—decision-making, emotional involvement, and equity. A higher proportion of both women and men say that the male partner, rather than the female partner, made more of the decisions, was less emotionally involved, and in general was getting a better deal. Finally, male dominance, but not equality of power between the genders, is associated with greater romantic relationship longevity. More specifically, the higher the relative degree of power attributed by respondents to the male, rather than the female, partner of a dyad, the lower is the subsequent rate of relationship dissolution.This research was supported in part by a National Institute of Mental Health grant (1 RO3 MH42699-01). The author thanks Susan Sprecher, Larry Cohen, and Brian Powell for their comments on an earlier version of this paper. Appreciation is also expressed to Brenda Gunn for her assistance with graphics.     

On‐again/off‐again dating relationships: How are they different from other dating relationships?

This article explores the understudied yet prevalent phenomenon of on‐again/off‐again (on‐off) dating relationships. Study 1 (N= 445 U.S. college students) showed that almost two thirds of participants had experienced an on‐off relationship. Analyses of open‐ended responses about relationship experiences showed on‐off partners were less likely to report positives (e.g., love and understanding from partners) and more likely to report negatives (e.g., communication problems, uncertainty) than partners who had not broken up and renewed. Study 2 (N= 236), employing quantitative measures, substantiated these findings and further showed a greater number of renewals was associated with greater negatives and fewer positives. Results highlight the need for further investigation regarding on‐off relationships, and theories potentially useful in explaining these relationships are discussed.     

Male-Female relationships in best-selling “modern Gothic” novels

This study is a content analysis of 24 randomly selected best-selling modern Gothic or romantic suspense novels published between 1950 and May 1974. The focus was on the interrelationships between the male and female characters in terms of their sex-role characterization and the attitudes and behavior of the hero towards the heroine and the supporting female actor. The findings indicate that (1) the hero displays more positive attitudes and behavior toward the nontraditional woman (generally the heroine) than towards the traditional one (generally the minor female) and (2) the hero who chooses the less traditional female is usually characterized as traditional.Response Analysis CorporationThe authors wish to express their gratitude to William Diggins for his assistance in the coding and analysis of the male characters.     

Socioeconomic background modulates cognition–achievement relationships in reading

Multiple factors contribute to individual differences in reading ability. The two most thoroughly examined are socioeconomic status (SES) and phonological awareness (PA). Although these factors are often investigated individually, they are rarely considered together. Here we propose that SES systematically influences the relationship between PA and reading ability, and test this prediction in 150 first-graders of varying SES and PA. Results confirm a multiplicative relationship between SES and PA in decoding skills, such that decreased access to resources may amplify cognitive risk factors for poor decoding, whereas greater access to resources may buffer reading skills among children with weaker PA. Attempts to identify the cognitive and experiential factors driving development must acknowledge the complex, synergizing relations between these factors.     

Romantic relationships: do socially anxious individuals benefit?

Psychological health and interpersonal functioning mutually influence each other. Social anxiety has a pervasive effect on interpersonal functioning, resulting in smaller social networks, increased likelihood of being single or divorced, and less intimacy in relationships. However, little is known about how relationships affect socially anxious individuals in return. We utilized a structured interview to assess how romantic relationships were perceived as influencing three aspects of psychological health (well-being, social anxiety and comfort in social situations) and whether these patterns differed as a function of social anxiety in an undergraduate sample. The perceived importance of several reasons for these effects, including those that could be characterized as both protective and harmful, was also assessed. Relationships were perceived as having contributed positively in each domain. However, when positive and negative reasons were examined separately, socially anxious individuals reported benefiting more from the positive reasons and being harmed more by negative reasons. Further, social anxiety was associated with endorsing certain reasons as important.     

Power implications of touch in male—Female relationships

Nancy Henley argues that nonreciprocal touch in male—female relations is used by men as a status reminder to keep women in their place. This study examines Henley's argument by exposing 60 observers to photographs of male—female interactions and asking them to rate the pictured actors on the degree to which each dominates the interaction. The interactions differ across two dimensions: status differences evident in the age and dress of the participants (female higher vs. equal vs. male higher) and who is touching whom (female toucher vs. no toucher vs. male toucher). Results of the study support but qualify the status reminder argument. Nonreciprocal touch reduces the perceived power of the person being touched whether the high-status or the low-status person is doing the touching and whether the man or the woman is being touched. Thus, nonreciprocal touch can be used by high-status men to remind lower-status women of their subordinate positions. But it can also be used by lower status women to undermine the status claims of higher status men. In the equal status interactions, nonreciprocal touch does not alter power perceptions as systematically. This finding suggests that without other status cues evident in the relationship, touch alone is insufficient to establish a power advantage for either party.     

When does performance feedback prompt complementarity in romantic relationships?

Two studies addressed five issues concerning complementarity in romantic relationships and suggest that complementarity deserves a new look. Dating couples (N= 28 couples) and married couples (N= 43). were given performance feedback to assess effects on self and perceived partner relevance. We found that comparison with a partner but not comparison with a stranger prompted complementarity (Study 1). Comparison resulted in complementarity and did not merely change self‐image (Studies 1 and 2). Both outperforming the partner and being outperformed by the partner can prompt complementarity (Study 2). Ceding areas to the partner in response to being outperformed was relatively automatic (Study 2). And, degree of development in the relationship influenced response to comparison‐feedback (Studies 1 and 2). Findings suggest that partners in romantic relationships automatically protect their views of the relationship as a “team” by increasing “perceived complementarity” in response to differential performance feedback.     

Learners’ perceptions and experiences of respect in educator-learner relationships

The aim of the study was to explore and describe secondary school learners’ perceptions and experiences of respect in educator-learner relationships within a high-risk South African neighbourhood context. A qualitative research design was used in this study. The 15 participants were high school learners (females = 33%, age range 17 to 21 years). Data on how learners perceive and experience respect in educator-learner relationships were gathered utilising written assignments, and through the application of the World Café technique. Thematic analysis was used to identify relevant relationship themes for learners: mutuality, various behavioural practices and emotional attitudes. All school communities should promote relational well-being practices amongst educators and learners.     

Should parental prohibition of adolescents' peer relationships be prohibited?

Abstract Research has revealed inconsistent associations between parents' prohibition of peer relationships and adolescents' deviant peer affiliation. This cross‐sectional study examined parents' styles of prohibition to test the hypothesis that an autonomy‐supportive style would relate negatively, whereas a controlling style would relate positively, to deviant peer affiliation. Such relations were expected because of the differential relations of styles of prohibition to adolescents' internalization of parental rules for friendships. Structural equation modeling provided support for the hypotheses in a sample of 234 Belgian midadolescents (M_age = 16.45 years; 65% female), as the differential relations of autonomy‐supportive and controlling styles of prohibition to deviant peer affiliation were mediated by their differential relations to internalization. Implications for research on parental peer management are discussed.     

Kindred spirits? The benefits of egocentrism in close relationships

The authors argue that people are happiest in their relationships when they believe they have found a kindred spirit, someone who understands them and shares their experiences. As reality may not always be that accommodating, however, intimates may find this sense of confidence by egocentrically assuming that their partners are mirrors of themselves. Both members of dating and married couples completed measures of satisfaction and felt understanding. They also described their own and their partners' traits, values, and day-to-day feelings. The results revealed that people in satisfying and stable relationships assimilated their partners to themselves, perceiving similarities that were not evident in reality. Such egocentrism predicted greater feelings of being understood, and feeling understood mediated the link between egocentrism and satisfaction in marriage.     

AIDS and intimate relationships: Adolescents’ knowledge and attitudes

The knowledge level about HIV/AIDS among American adolescents aged 16 to 19 has been assessed on several occasions, showing that in recent years their knowledge base has improved. The knowledge bases of British adolescents and of adolescents younger than 16 have been largely ignored. In attempting to assess the likely impact on present or future behaviors of increasing adolescents’ knowledge base about AIDS it is important to also know something of adolescents’ attitudes to intimate relationships and to sex within those relationships. Previous studies have not linked these two aspects. In this study two hundred London schoolchildren aged 14 and 15 years completed a questionnaire tapping both their knowledge about HIV infection and its transmission and their attitudes to intimate relationships. Their answers revealed that they had absorbed the simple media messages about AIDS, that it kills and that use of a condom during sex offers protection. However they were less well informed on detailed aspects of prevention, although, worryingly, they believed that they knew all that they needed to about preventive measures. The majority had attitudes to intimate relationships that were compatible with the message of restricting their number of sexual partners; however, a significant minority did not. The latter were more likely to deny the risk associated with promiscuity. It is suggested that school-based AIDS education programs should help individuals to develop new attitudes to intimate relationships that are compatible with risk avoidance.     

“Reflections on a peach-seed monkey”: Empowering relationships

The focus of this essay is on human relationships, specifically, the empowering potential of those relationships, and, most particularly, on the empowering potential those relationships have for enabling us to discover our respective possibilities. It is argued that we often discover who we are and what we can become as our possibilities are discovered by another and reflected back to us. This empowering potential of human relationships can be helpfully understood as a manifestation of the redemptive role of God in human life.