An Interpersonal Approach to Social Preference: Examining Patterns and Influences of Liking and Being Bothered by Interpersonal Behaviors of Others

Personality disorders are rooted in maladaptive interpersonal behaviors. Previously, researchers have assessed interpersonal behaviors using self-ratings of one's own behaviors and third-person ratings of dyadic interactions. Few studies have examined individuals' perceptions of others' interpersonal behaviors. Using a sample of 470 undergraduate students, the authors examined patterns of interpersonal perception as well as influences of these patterns on psychological functioning. Findings showed that people tend to like interpersonal behaviors that are similar to their own and become bothered by behaviors that are the opposite of their own. Such a pattern is particularly characteristic on the warmth dimension and is consistent across different levels of closeness of the relationship. The authors also found small but significant effects of interpersonal perception on personality and general psychological functioning, above and beyond effects of individuals' own interpersonal traits. Such findings highlight the importance of including perceptions of others in investigating interpersonal dynamics when understanding personality disorders.

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An Interpersonal Approach to Social Preference: Examining Patterns and Influences of Liking and Being Bothered by Interpersonal Behaviors of Others

Journal of Personality Disorders ◽

10.1521/pedi_2020_34_496 ◽

2020 ◽

pp. 1-22

Author(s):

Tianwei V. Du ◽

Katherine M. Thomas ◽

Donald R. Lynam

Keyword(s):

Personality Disorders ◽

Undergraduate Students ◽

Psychological Functioning ◽

Social Preference ◽

Interpersonal Perception ◽

Interpersonal Dynamics ◽

Interpersonal Behaviors ◽

Third Person ◽

The Relationship ◽

Different Levels

Personality disorders are rooted in maladaptive interpersonal behaviors. Previously, researchers have assessed interpersonal behaviors using self-ratings of one's own behaviors and third-person ratings of dyadic interactions. Few studies have examined individuals’ perceptions of others’ interpersonal behaviors. Using a sample of 470 undergraduate students, the authors examined patterns of interpersonal perception as well as influences of these patterns on psychological functioning. Findings showed that people tend to like interpersonal behaviors that are similar to their own and become bothered by behaviors that are the opposite of their own. Such a pattern is particularly characteristic on the warmth dimension and is consistent across different levels of closeness of the relationship. The authors also found small but significant effects of interpersonal perception on personality and general psychological functioning, above and beyond effects of individuals’ own interpersonal traits. Such findings highlight the importance of including perceptions of others in investigating interpersonal dynamics when understanding personality disorders.

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Accurate Interpersonal Perception and Open-Mindedness

Perceptual and Motor Skills ◽

10.2466/pms.1969.29.2.395 ◽

1969 ◽

Vol 29 (2) ◽

pp. 395-400 ◽

Cited By ~ 1

Author(s):

D. D. Sawatzky ◽

H. W. Zingle

Keyword(s):

Undergraduate Students ◽

Negative Correlation ◽

Test Scores ◽

Negative Relationship ◽

Total Sample ◽

Interpersonal Perception ◽

Verbal Stimuli ◽

The Relationship ◽

Total Test

The primary intent of this study was to investigate the relationship between “open-mindedness” and accuracy of interpersonal perception. Specifically, a negative correlation was hypothesized between scores on the Rokeach (1960) Dogmatism Scale and total test scores on the Cline Interpersonal Perception Test. The sample included 70 graduate and 61 undergraduate students. The hypothesis was not confirmed. However, a significant ( p < .05) negative relationship was evident between dogmatism and the subtest of the Cline subtest, “Perception and Memory of Verbal Stimuli.” When the total sample was divided into five subgroups according to level of dogmatism, no significant differences were noted on the film test performances. However, the group with the highest dogmatism scores obtained the highest scores on 3 of the 4 subtests. Suggested improvements of the film test questionnaires are discussed.

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The Relationship Between A Circumplex Model of Interpersonal Behaviors and Personality Disorders

Journal of Personality Disorders ◽

10.1521/pedi.1990.4.4.329 ◽

1990 ◽

Vol 4 (4) ◽

pp. 329-341 ◽

Cited By ~ 28

Author(s):

Jordan P Sim ◽

David M. Romney

Keyword(s):

Personality Disorders ◽

Circumplex Model ◽

Interpersonal Behaviors ◽

The Relationship

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The Relationship of Allergy Severity to Depressive and Anxious Symptomatology: The Role of Attitude toward Illness

ISRN Allergy ◽

10.5402/2011/765309 ◽

2011 ◽

Vol 2011 ◽

pp. 1-4 ◽

Cited By ~ 4

Author(s):

Elizabeth S. Molzon ◽

Kristina I. Suorsa ◽

Stephanie E. Hullmann ◽

Jamie L. Ryan ◽

Larry L. Mullins

Keyword(s):

Disease Severity ◽

Undergraduate Students ◽

Psychological Functioning ◽

Depression Scale ◽

Epidemiological Studies ◽

Relationship Of ◽

The Relationship ◽

Bootstrapping Method ◽

Attitude Toward Illness

The current study examined the relationship between self-reported allergy severity, depressive and anxious symptoms, and attitude toward illness in adolescents and young adults (AYAs) with allergies. Participants were 214 undergraduate students between the ages of 17–25 years with self-reported allergies. Participants completed the Center for Epidemiological Studies Depression Scale (CES-D), the Zung Self-Rating Anxiety Scale (SAS), and the Child Attitude Toward Illness Scale (CATIS) as measures of depressive symptoms, anxious symptoms, and attitude toward illness, respectively. Using the bootstrapping method, results revealed that attitude toward illness mediated the relationship between self-reported disease severity and depressive and anxious symptoms. Results of the current study suggest that attitude toward illness is one pathway by which subjective disease severity impacts psychological functioning in AYAs with allergies.

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An Intellectually Humbling Experience: Changes in Interpersonal Perception and Cultural Reasoning across a Five-Week Course

Journal of Psychology and Theology ◽

10.1177/0091647119837010 ◽

2019 ◽

Vol 47 (3) ◽

pp. 217-229 ◽

Cited By ~ 1

Author(s):

Benjamin R. Meagher ◽

Hanna Gunn ◽

Nathan Sheff ◽

Daryl R. Van Tongeren

Keyword(s):

Undergraduate Students ◽

Social Ethics ◽

Interpersonal Perception ◽

Cultural Humility ◽

Cultural Conflict ◽

Social Perceptions ◽

Effective Learning ◽

Quasi Experimental ◽

The Relationship ◽

Racial Ethnic

Finding ways to foster intellectual humility (IH)—the willingness to own one’s limitations—is an important goal for facilitating effective learning. We report the results of a longitudinal, quasi-experimental study, conducted across six undergraduate, culturally diverse (58% racial/ethnic minority) introductory philosophy courses, that evaluates how social perceptions and cross-cultural reasoning change following a course on epistemology and social ethics. Critically, we manipulated whether each class received a standardized lesson in IH at the start of the course or not. Participants provided self-ratings of IH, gave round-robin judgments of their classmates, and completed a wise-reasoning writing exercise focusing on a cultural conflict at both the beginning and end of the summer course session. Results revealed no change in self-reported IH, but an increase in perceived peer IH and conscientiousness within classes where IH was taught. Moreover, an analysis of the participants’ writing suggested greater levels of compromise-seeking when dealing with a cultural conflict among the students taught about IH, relative to those in the control classes. This study provides initial insights regarding the relationship between IH and cultural humility, as well as the efficacy of facilitating the development of IH among undergraduate students.

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Undergraduate students’ metacognition of learning (with the main focus on students with different levels of mental self-regulation)

Science for Education Today ◽

10.15293/2658-6762.2005.06 ◽

2020 ◽

Vol 10 (5) ◽

pp. 104-118

Author(s):

Ekaterinа Igorevna Perikova ◽

◽

Valentina Mihailovna Byzova ◽

Keyword(s):

Undergraduate Students ◽

Cognitive Abilities ◽

Self Regulation ◽

Metacognitive Awareness ◽

Short Version ◽

Self Regulated Learning ◽

Wide Range ◽

Emotional Intelligence Inventory ◽

The Relationship ◽

Different Levels

Introduction. A number of researchers have reported the influence of metacognition and self-regulation on learning and academic performance. However, to date there has been little agreement on how these processes are related to each other. This study is aimed at identifying the relationship between metacognition and mental self-regulation of learning, as well as comparing the components of metacognitive awareness among students with different levels of mental self-regulation. Materials and Methods. A theoretical framework of this study included J. Flavell and A. Brown’s Metacognition Theory; Konopkin’s Structural-Functional Approach to Studying Conscious Self-Regulation and B. Zimmerman’s Self-Regulated Learning Theory. The study used the following psychological testing techniques: (a) V. Morosanova’s Style of Behaviour self-regulation questionnaire, (b) G. Schraw & R. Dennison’s Metacognitive Awareness Inventory (short version) adapted by Perikova and Byzova, (c) E. Y. Mandrikova’s Self-regulation questionnaire, (d) D. V. Lyusin’s Emotional intelligence inventory, (e) D. A. Leontiev’s Differential reflexivity diagnostic. The sample consisted of 186 students of St. Petersburg State University aged 19,51±1,39 years. Results. The results indicate a wide range of relationships between mental self-regulation and metacognitive, cognitive, motivational and emotional components. Self-regulation is primarily linked with metacognitive processes of control and regulation of cognition, as well as cognition management. Metacognitive awareness of general and individual patterns, cognitive abilities and strategies are included in the process of self-regulation to a lesser extent. However, the results of factor analysis and regression analysis indicate that metacognition components did not affect self-regulation. Analysis of the variance confirmed that individuals with a low level of self-regulation demonstrate significantly less pronounced metacognitive, motivational and emotional components. Conclusions. The study demonstrates the systemic nature of the relationship between mental self-regulation and metacognitive components, as well as cognitive, motivational and emotional components.

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Coping Style as a Mediator of the Relationship Between Depressive Symptoms and Deliberate Self-Harm

Crisis ◽

10.1027/0227-5910/a000083 ◽

2011 ◽

Vol 32 (5) ◽

pp. 272-279 ◽

Cited By ~ 9

Author(s):

Allison S. Christian ◽

Kristen M. McCabe

Keyword(s):

Depressive Symptoms ◽

Undergraduate Students ◽

Cross Sectional Study ◽

Self Report ◽

Hierarchical Regression ◽

Cross Sectional ◽

Deliberate Self Harm ◽

Self Blame ◽

Self Harm ◽

The Relationship

Background: Deliberate self-harm (DSH) occurs with high frequency among clinical and nonclinical youth populations. Although depression has been consistently linked with the behavior, not all depressed individuals engage in DSH. Aims: The current study examined maladaptive coping strategies (i.e., self-blame, distancing, and self-isolation) as mediators between depression and DSH among undergraduate students. Methods: 202 students from undergraduate psychology courses at a private university in Southern California (77.7% women) completed anonymous self-report measures. Results: A hierarchical regression model found no differences in DSH history across demographic variables. Among coping variables, self-isolation alone was significantly related to DSH. A full meditational model was supported: Depressive symptoms were significantly related to DSH, but adding self-isolation to the model rendered the relationship nonsignificant. Limitations: The cross-sectional study design prevents determination of whether a casual relation exists between self-isolation and DSH, and obscures the direction of that relationship. Conclusions: Results suggest targeting self-isolation as a means of DSH prevention and intervention among nonclinical, youth populations.

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