Interpersonal Deception

Interpersonal deception theory (IDT) frames deception as a communication activity and examines deception within interactive contexts. One key element of the theory is the role of suspicion in prompting behavior changes. An experiment testing several suspicion-related hypotheses paired participants (half friends, half strangers) for interviews during which interviewees (EEs) lied or told the truth and interviewers (ERs) were induced to be (moderately or highly) suspicious (or not). Results confirmed that suspicion and deceit were perceived when present, suspicion was manifested through nonverbal behaviors but with different behavioral patterns for moderately versus highly suspicious ERs, and suspicion affected sender behavior. Relational familiarity moderated some behaviors. Results are discussed in terms of mutual influence processes and the dynamic nature of communication in interpersonal deception.     

Group Identification and University Involvement1

Campus involvement has been identified as an important predictor of academic persistence and success. We propose a group identification approach to campus involvement and present the results of 3 studies. Study 1 established that group identity was strongly related to campus involvement. Study 2 determined that group identity mediated the relationship between student residency (on‐campus vs. off‐campus) and campus involvement. Study 3 replicated the prior results, but used a longitudinal design to help rule out alternative explanations. We conclude that group identification, particularly the affective component, plays an important role in campus involvement, and offer suggestions for enhancing group identification and for further research.     

Comparative Critical Discourse Analysis of Student and Teacher Editions of Secondary Christian American Literature Textbooks

This article discusses the comparative application of critical discourse analysis to student and teacher editions of the two most widely used high school American literature textbooks by Christian publishers, examining them through the lens of critical theory. The study examined all parts of the student and teacher editions, excepting literary works, for messages about race, ethnicity, gender, social class, and physical and mental ability. The study found that both textbooks contained significant discrimination and omission concerning human difference.     

Effects of relationship education on emerging adults' relationship beliefs and behaviors

In this multisite study, we used a randomized controlled trial to examine how a relationship education intervention affected emerging adults' maladaptive relationship beliefs, mutuality, relationship decision making, relationship quality, and psychological distress. In addition, we explored whether one intervention modality (i.e., facilitated group discussion) was more/less effective than another (i.e., self‐facilitated online) and whether there were differential effects for participants in a relationship. We found that the facilitated group evidenced a decline in maladaptive relationship beliefs and an improvement in deliberate decision making. Moreover, facilitated group participants in a relationship reported higher levels of mutuality. Contrary to our hypothesis, there were no changes in relationship quality or psychological distress. Implications for the content and delivery of relationship education for emerging adults are discussed.