Understanding associations among family support,friend support,and psychological distress

Emotional support from family and friends is associated with lower psychological distress. This study examined whether genetic and environmental influences explain associations among family support, friend support, and psychological distress. Data were drawn from the Midlife Development in the United States (MIDUS) study and included 947 pairs of monozygotic (MZ), same‐sex dizygotic (DZ), and opposite‐sex DZ twins. Results showed that a genetic factor explains the relation between friend support and psychological distress, independent of family support. Alternatively, a nonshared environmental factor accounts for an association between family support, friend support, and psychological distress. Thus, heritable factors shape a distinct relation between friend support and psychological distress, but unique experiences contribute to a link between family support, friend support, and psychological distress.     

Religious Life-Styles and Mental Health: A Follow-Up Study

This study is part of a longitudinal research project designed to discover more about the relations between religious involvement and mental health. It represents a 3-year follow-up on a group of religious young adults. Data were collected through semistructured interviews and by means of a psychological test battery. The results are discussed.     

When Ignorance Is Bliss The Role of Motivation to Reduce Uncertainty in Uncertainty Reduction Theory

Three studies were conducted with the goal to articulate and test models for integrating the concept of motivation to reduce uncertainty into the axiomatic structure of uncertainty reduction theory. Multiple models were considered, each model defining motivation to reduce uncertainty in a different way. Motivation to reduce uncertainty was defined as a scope condition (Model 2), as tolerance for uncertainty (Model 3), as a weighted function of uncertainty by its importance (Model 4), and as the difference between one's uncertainty level and one's tolerance for uncertainty (Models 5a and 5b). Each of these models was compared to the baseline model (Model 1) derived from the original presentation of the theory where level of uncertainty, by itself, serves as a determinant of various communication behaviors. Tests of these models in terms of their ability to predict information seeking and attraction reveal that none of the models provides a consistent integration of motivation to reduce uncertainty into uncertainty reduction theory. Rather, tolerance for uncertainty (Model 3) is one of three determinants of information seeking, while level of uncertainty (Model 1) is one of three determinants of attraction. This inability to integrate motivation to reduce uncertainty into uncertainty reduction theory can be attributed to the consistent failure to find support for deviance and incentive value as determinants of tolerance for uncertainty, the rejection of Axiom 3 in uncertainty reduction theory (which specifies a positive relationship between uncertainty and information seeking), and the rejection of Theorem 17 (which specifies a negative relationship between information seeking and liking).     

Teachers' Conceptions of Creativity and Creative Students

Teachers' conceptions of creativity and creative students were investigated. Questionnaires were administered to elementary school teachers to examine their attitudes, beliefs, and current classroom practices. Teachers were found to possess inaccurate concepts regarding what constitutes creativity and revealed conflicts with the classroom behaviors demonstrated by creative students. The paradox between teachers' reported support for creativity enrichment and virtual lack of related classroom practice is explored as a result of multiple misconceptions and contributing variables.