Assertiveness, social support, and psychological adjustment following spinal cord injury.

Tested predictions that assertiveness and social support would be significantly predictive of psychological adjustment. Furthermore, it was anticipated that assertiveness and certain types of social relationships would differentially interact to predict adjustment, since positive and negative effects of both variables have been noted in prior research. Trained raters interviewed 156 persons receiving either in-patient or out-patient care for cord injuries and administered measures of assertiveness, social support, depression and psychosocial impairment. Persons who reported a keen sense of responsibility for the welfare of another reported more depression and impairment. Persons reporting higher levels of support facilitating social integration and reassuring personal worth were less depressed. Several significant interactions between assertiveness and different social support relationships revealed beneficial and deleterious effects on depressive behavior and impairment secondary to the disability. Results are discussed as they advance theoretical understanding of the effects of assertiveness and social support. Implications for discriminate cue learning in assertion training for persons with physical disability are proposed.     

Adolescent Attachment,Identity, and Adjustment to College: Implications for the Continuity of Adaptation Hypothesis

We examined the concurrent relationship between late adolescent attachment to parents and peers and two broad indices of adolescent adaptation—personal and social identity and adjustment to college. Participants included 130 college freshmen and 123 upperclassmen. Although freshmen were disadvantaged relative to upperclassmen with respect to social and personal-emotional adjustment, there were no group differences on the attachment measures, on the measures of academic adjustment and goal commitment, and on the measure of social identity. Freshmen scored higher on personal identity than did upperclassmen. Women reported less alienation from peers, had more trust and better communication with peers, and had higher scores on personal and social idenitity than men. The attachment variables were significant predictors of personal and social identity. Pervasive relations were also found between attachment and adjustment to college, particularly for the upperclassmen sample.     

The Perceived Benefits of Religious and Spiritual Coping Among Older Adults Living with HIV/AIDS

Although religious and spiritual beliefs and practices have been frequently associated with greater psychological well-being among illness populations, little is known about the specific benefits individuals perceive they receive from these beliefs and practices. This issue was examined in interviews with 63 older HIV-infected adults. Participants reported a variety of benefits from their religious and spiritual beliefs and practices, including: (1) evokes comforting emotions and feelings; (2) offers strength, empowerment, and control; (3) eases the emotional burden of the illness; (4) offers social support and a sense of belonging; (5) offers spiritual support through a personal relationship with God; (6) facilitates meaning and acceptance of the illness; (7) helps preserve health; (8) relieves the fear and uncertainty of death; (9) facilitates self-acceptance and reduces self-blame. These perceived benefits suggest potential mechanisms by which religion/spirituality may affect psychological adjustment.     

Social support of children of divorce: Direct and stress buffering effects

This study examined the direct and stress-buffering effects of support from family adults, nonfamily adults, family children, and nonfamily children on the adjustment of 104 children of divorce. For children's reports of adjustment, significant stress-buffering (i.e., Stress x Support) interactions for support from family adults and support from nonfamily adults occurred. The lower the level of social support, the stronger the positive relation between stress and adjustment problems. In addition, at high levels of stress, children with high support from nonfamily and family adults reported fewer adjustment problems than did children with low support. However, at the lowest level of stress, children with high support from nonfamily adults were significantly more poorly adjusted than were children with low support. For parental reports of children's adjustment, support from family adults was marginally positively related to adjustment whereas support from nonfamily adults was inversely related to adjustment. Implications for intervention programs for children of divorce are discussed.     

The Role of Perceived Burden and Social Support in Suicide and Depression

In a sample of 114 military veterans with depression histories, perceived burden was related to depression symptoms and suicide attempt history. After accounting for perceived burden, sense of belonging was negatively related to depression. Among the areas of social support, family support was inversely related to both depression and suicide history. After accounting for family support, personal meaning from relationships and friend support were related to depression. The results of this study suggest that perceived burdensomeness may be a stronger determinant of suicidality than sense of belonging or social support. This study highlights the contribution of perceived burdensomeness to suicide and depression.     

Social support and adjustment in chronically ill and handicapped children

The relationship between social support and adjustment was investigated in children with a chronic physical illness or handicap. Mothers of 153 children with juvenile diabetes, juvenile rheumatoid arthritis, chronic obesity, spina bifida, or cerebral palsy reported on these children's family support, peer support, externalizing behavior problems, and internalizing behavior problems. Children reported as having high social support from both family and peers showed a significantly better adjustment than those with high social support from only one of these sources. Chronically ill or physically handicapped children without high support from both family and peers were reported to have significantly more behavior problems than children in general. Both family and peer support contributed negatively and independently to the variance in externalizing behavior problems, whereas only peer support did so for internalizing behavior problems. There were no interactions between type of support and either sex or age in predicting adjustment.     

High and low trait anger, and the recognition of anger problems

This study compared three groups of people: (a) high trait anger individuals who recognized personal anger problems (HR); (b) high trait anger individuals who did not recognize personal anger problems (HNR); and (c) low trait anger individuals not reporting personal anger problems (LNR). Compared to LNR participants, HR and HNR groups reported more anger-out (i.e., outward negative expression of anger such as arguing with others), anger-in (i.e., anger suppression and harboring grudges), greater desire to use and actual use of physically aggressive anger expression (e.g., pushing or shoving someone), and less anger control-in (i.e., emotionally focused strategies to lower anger such as relaxation) and anger control-out (i.e., behaviorally focused strategies such as being patient with others). HR individuals reported more trait anger (i.e., higher propensity to experience anger) and less anger control-out than the HNR group. Gender did not relate to the recognition of anger problems. Findings were discussed with regard to theory and clinical implications.     

Differentiation of Self,Personal Adjustment,Problem Solving,and Ethnic Group Belonging Among Persons of Color

This study focused on examining the cross‐cultural validity of Bowen family systems theory (M. Bowen, 1978), namely differentiation of self for individuals of color. Ethnic minority men and women completed measures of differentiation of self, ethnic group belonging, and 3 indices of personal adjustment. Initial support for the cross‐cultural utility of Bowen family systems theory was observed. Higher levels of differentiation of self predicted better psychological adjustment, social problem‐solving skills, and greater ethnic group belonging among persons of color. Limitations regarding the cross‐cultural utility of differentiation of self, directions for further research, and implications for counseling are discussed.     

Social networks as assets and liabilities in recovery from stroke by geriatric patients

Interactions in the social networks of 48 elderly stroke patients were examined as factors influencing outcomes after hospital discharge. Structured interviews assessed the frequency of perceived positive and negative interactions, as well as patients' behavioral independence, time use, personal adjustment, and cognitive functioning. Negative interactions occurred less frequently than positive ones. After controlling for status at hospital discharge, negative and positive interactions differentially explained variance in morale, psychiatric symptoms, and cognitive functioning. Although negative interactions were associated with poorer morale and greater psychiatric symptoms, positive interactions were associated with less mental confusion. Patients' reporting and not reporting negative interactions did not differ significantly on a variety of social and demographic variables previously shown to predict social interactions and well-being. Findings indicate that social interactions may both impede and facilitate rehabilitation for older adults and have implications for both theories of social support and the design of therapeutic interventions.     

The social and academic adjustment experiences of first-year students at a historically disadvantaged peri-urban university in South Africa

The goal of the research was to explore the social and academic experiences of first-year students at a peri-urban university in South Africa. Eighteen students (females = 50%, mean age = 19.88 years), participated in focus group discussions on their experiences of social and academic adjustment. Data were analysed using Thematic Content Analysis. The study found that first-year students reported both positive and negative adjustment experiences. Positive academic adjustment experiences included academic and financial support, and negative ones included unsupportive lecturers and departments, workload and lack of accommodation. Positive social adjustment experiences included social and emotional support and independence, while negative experiences were experienced as disintegration which included aspects of social isolation and homesickness. First-year students’ experiences carry both benefits and costs to their sense of well-being as learners.     

Trajectories of Adjustment to Couple Relationship Separation

To test a stress‐diathesis model of adjustment to separation, the current study describes the trajectories of different aspects of separation adjustment in people formerly married or cohabiting, and moderators of those trajectories. A convenience sample of 303 recently separated individuals (169 women; 134 men) completed assessments of their emotional attachment to the former partner, loneliness, psychological distress, and coparenting conflict at two time points 6 months apart. Multilevel modeling of the overlapping multicohort design was used to estimate the trajectories of these different aspects of adjustment as a function of time since separation, marital status, gender, presence of children from the relationship, who initiated separation, social support, and anxious attachment. Attachment to the former partner, loneliness, and psychological distress were initially high but improved markedly across the 2 years after separation, but coparenting conflict was high and stable. Adjustment problems were similar in men and women, and in those formerly married or cohabiting, except that reported coparenting conflict was higher in men than women. Low social support and high anxious attachment predicted persistent attachment to the former partner, loneliness, and psychological distress. Coparenting conflict is a common, chronic problem for many separated individuals, and individuals with certain psychological vulnerabilities also experience chronic personal distress.     

The role of implicit motivation in hot and cold goal pursuit: Effects on goal progress, goal rumination, and emotional well-being

Two cross-sectional studies examined the role of implicit motivational needs in the association between personal goal pursuits and depressive symptoms and affect. Replicating and extending on findings reported by Brunstein et al. [Brunstein, J. C., Schultheiss, O. C., & Grässmann, R. (1998). Personal goals and emotional well-being: The moderating role of motive dispositions. Journal of Personality and Social Psychology, 75(2), 494–508], both studies provided evidence that goal progress significantly accounted for variations in depressive symptoms and happiness only in individuals with high levels of implicit motivation, but not in individuals low in implicit motivation. Moreover, in the absence of a strong sense of goal commitment, high levels of implicit motivation were associated with high goal progress in both studies and low levels of goal rumination in Study 2. These findings are interpreted within a dual-systems framework of motivation that distinguishes an implicit, intuitive, and hedonically driven from an explicit, effortful-analytical, and non-hedonic mode of goal pursuit.     

What breaks a leader: the curvilinear relation between assertiveness and leadership

The authors propose that individual differences in assertiveness play a critical role in perceptions about leaders. In contrast to prior work that focused on linear effects, the authors argue that individuals seen either as markedly low in assertiveness or as high in assertiveness are generally appraised as less effective leaders. Moreover, the authors claim that observers' perceptions of leaders as having too much or too little assertiveness are widespread. The authors linked the curvilinear effects of assertiveness to underlying tradeoffs between social outcomes (a high level of assertiveness worsens relationships) and instrumental outcomes (a low level of assertiveness limits goal achievement). In 3 studies, the authors used qualitative and quantitative approaches and found support for their account. The results suggest that assertiveness (and other constructs with nonlinear effects) might have been overlooked in research that has been focused on identifying what makes a leader rather than on identifying what breaks a leader.     

Concomitants of social support: Attitudes, personality characteristics, and life experiences

Determining the extent of social support and its consequences and personality correlates has been of increasing interest to researchers. The two studies reported here deal with the possibility that people low in social support are characterized by rigid, authoritarian personality characteristics and a lack of confidence in the support that informal social networks can provide. Groups differing in social support were compared on scales measuring attitudes toward mental illness and personal feelings of anomy. Subjects high in social support had more benign attitudes concerning the mentally ill and felt less anomy than did subjects low in social support. They also perceived their own early relationships with parents as being more positive. The findings are in agreement with several hypotheses about individual differences related to social support differences, and suggest that studies geared toward understanding the causal relations involved would be both theoretically and practically valuable.     

Personal investment, culture and learning: insights into school achievement across Anglo, Aboriginal, Asian and Lebanese students in Australia

Personal investment theory is a multifaceted theory of motivation, in which three key components: achievement goals (mastery, performance, social, and extrinsic), sense of self (sense of purpose, self-reliance, negative self-concept, positive self-concept), and facilitating conditions (parent support, teacher support, peer support), engage students in the process of learning. Four cultural groups (Anglo Australian, n = 852, Aboriginal Australian, n = 343, Lebanese Australian, n = 372, and Asian Australian, n = 283) of students were compared on these personal investment components and on several outcome measures (engagement, affect, achievement, participation). A series of MANOVAs, followed up by univariate tests, indicated ethnic differences and similarities in the endorsement of the personal investment theory components as well as in the outcome measures. Multiple regression analyses showed that each of the three sets of predictors (achievement goals, sense of self, facilitating conditions) explained a significant amount of the variance in almost all of the outcome measures. Across cultural groups, students' mastery goal and sense of purpose were consistently found to be significant predictors of their intention for further education, positive affect for schooling, and valuing of schooling.     

The Effects of Social Identity on the Self-Set Goals and Task Performance of High and Low Self-Esteem Individuals

Social identification with co-workers was examined as a moderator of the frequently inscrutable link between worker self-esteem and goal setting. Weak or strong social identity was created in groups comprised of either high or low self-esteem persons. As expected, strengthening social identity increased perceived similarity to ingroup members regardless of self-esteem. Furthermore, only high self-esteem individuals with a strong social identity set higher goals for themselves, and achieved better performance, compared to high esteem/weak identity individuals or low self-esteem persons in either social identity condition. Increments in the goals and performance of high self-esteem individuals were associated with perceived similarity to ingroup members, and performance was attributed to personal ability. In contrast, the goals and performance of low self-esteem individuals were associated with certainty of goal achievement, and performance was attributed to perceptions of task difficulty. Asymmetrical effects of social identification are discussed in relation to group member personalities.     

Achievement Motivation among High School Basketball and Cross-Country Athletes: A Personal Investment Perspective

Abstract

Goal perspective research in the sport setting has primarily focused on task and ego goal orientations, while failing to address the influence of social goals (e.g., Urdan & Maehr, 1995). Maehr and Braskamp's (1986) personal investment theory allows researchers to examine achievement motivation from a multidimensional perspective that incorporates social factors of motivation. Thus, the purpose of this study was to examine the nature of the personal incentives, sense of self, and perceived options (Maehr & Braskamp, 1986) of basketball and cross-country athletes via semi-structured interviews. Results from content analyses revealed that athletes defined positive and negative experiences through task-, ego-, and socially-oriented personal incentives as well as sense of self and perceived options components. Socially-oriented personal incentives and sense of self components were more prevalent for the basketball athletes than for the cross-country athletes. Notable sport group differences suggest the need to further examine social factors of motivation with a broader representation of individual and team sport athletes.     

Stationäre Rehabilitation alkoholabhängiger Patienten

Systemic therapy concepts are widely used in therapy and rehabilitation of alcohol addictive patients. Although very useful in practice, evaluation studies are rare. Adequate evaluation strategies should be developed and implemented. This study was realized in a clinical rehabilitation centre (Hirtenstein, Allgäu/Germany), whose systemic concept is characterized by patient's wideranged possibilities of choice concerning therapy measures and therapy goals, the activation of social and personal resources, the development of an individually appropriate life-style, the training of desired competencies, and an offer for marital and family therapy. The evaluation is based on a repeated measures design without control group. The instruments and constructs of the evaluation are: F-SOZU (perceived social support), IIP (perceived interpersonal problems), MLDL (quality of life), SOC (sense of coherence), and an assessment sheet for personal resources (RI). Patients (n= 44) reported increased personal ressources as well as an increased level of quality of life. Perceived social support and the sense of coherence changed only moderately. Scaling of treatment satisfaction and goal attainment at the end of the rehabilitation program resulted in high positive scores. Patients reported only positive, no negative treatment side effects. The results indicate the usefulness of systemic and resource oriented concepts in the rehabilitation of alcohol addictive patients.     

Depressive symptoms and attribute type moderate effects of partner feedback among college couples

Previous findings on the effects of partner feedback (about the self) have been mixed, potentially due to moderating roles of individuals' prior well‐being and the type of attributes appraised. This experimental study of 118 college‐student couples examined whether depressive symptoms moderated responses to partner feedback that was either enhancing or verifying of either social (communion‐related) or personal (agency‐related) attributes. Results showed that individuals with fewer depressive symptoms reported higher relationship quality after receiving partner feedback (particularly when it was enhancing) on their personal (vs. social) attributes. Conversely, individuals with more depressive symptoms reported higher relationship quality after receiving social partner feedback (particularly when it was enhancing). Thus, individuals' prior well‐being and communion‐related versus agency‐related attributes should be considered in studies of interpersonal feedback.