Automated Personal Thesaurus TEZAL: Reconstructing the Psychosemantic Foundations of Interpersonal Relations

The present research featured the psychosemantic foundation of interpersonal relations, the latter represented as a three-level system. The psychosemantic foundation contains implicit models of interpersonal relations; the regulatory level regulates interpersonal relationships in various contexts; the behavioral level manifests itself in direct interpersonal behavior. The research was based on the method of semantic differential. However, the method proved too sensitive to various kinds of heterogeneity of the test subjects, which rendered it impossible to identify the factor structure. As a result, the semantic differential was converted to factorial personality systems through the Automated Personal Thesaurus TEZAL. In this research, the semantic differential vocabulary profile was converted to 16PF personality profile. The semantic differential and converted data underwent statistical and comparative analyses, which singled out the general structures of perception in the system of interpersonal relations. The procedure revealed two bipolar factors. The factor of social self-organization reflected the degree of orderliness of social activity and behavior. The factor of social interaction demonstrated the flexibility, activity and initiative of social behavior. A regression analysis of the psychosemantic foundations revealed a more complex system, when interpersonal relations are perceived through the role image of mother and friend. Thus, initial data conversion provided a more detailed reconstruction of the psychosemantic foundation of interpersonal relations.

Filling Gaps in the Nomological Networks for Dominance and Affiliation by Examining Self-Informant Agreement on Momentary Interpersonal Behavior

Interpersonal functioning involves an interplay of subjective perceptions and overt behavior. This study examines agreement between self and informant reports of behavior measured naturalistically to investigate the associations between observable behavior, self-perceptions, and others’ perceptions and to enrich the nomological networks for the domains of dominance and affiliation. We studied a sample of romantic couples (N=193) who rated their own and their partner’s interpersonal behavior during a 21-day ambulatory assessment (AA) protocol. We used a multitrait-multimethod-multirater correlation matrix including self- and informant-reported averages and variability of dominance and affiliation measured by AA and cross-sectional self-reports of dominance, affiliation, and interpersonal distress. There was no self-informant agreement on dominance measured by AA, but there was moderate agreement on affiliation averages and variability. Only AA self-reports of average dominance and affiliation, not informant reports, converged with analogous cross-sectional self-reports. Both self and informant reports of dominance and affiliation variability correlated with self-reported interpersonal distress. Results suggest that the internal versus external experiences of dominance and affiliation differ and that these differences have important implications in everyday interpersonal functioning. Our findings also show that self-perceptions of variability in dominance and affiliation, others’ perceptions of variability, and actual behavioral variability relate to interpersonal problems.

Fostering Students’ Well-Being: The Mediating Role of Teacher Interpersonal Behavior and Student-Teacher Relationships

Well-being has become extensively viewed as apprehension for administrations in the last decades and schools have been progressively realized as locations for encouraging well-being which is a considerable development in inquiries on mediations connected to learner well-being. In this way, the function of teachers has got specific consideration regarding students’ well-being, given the merits of teacher-student interactions. High-quality educator-learner relationships offer a support base for long-term learners’ education. Educator interpersonal behavior that makes learners feel supported and cared for is known as emotional support. These behaviors can help learners’ emotional and social needs; meet learners’ families, and being available when learners need additional help. This review attempts to consider the eminence of teacher interpersonal behavior and learner-teacher relations in the classroom and indeed illustrate their relationship and influence on students’ well-being. As a final point, this review can provide suggestions and recommendations for teaching participants in the scholastic context.

VALIDADE E CONFIABILIDADE DO INTERPERSONAL BEHAVIOR QUESTIONNAIRE: UMA REVISÃO SISTEMÁTICA E META-ANÁLISE DAS PROPRIEDADES DE MEDIDAS

Introdução: A fase da adolescência é um período[JLCJ1] de mutações e descobertas onde consiste em uma transição de criança a fase adulta, circunscrita pela Organização mundial da saúde período entre os 10 aos 19 anos de vida, fase em que o comportamento desses adolescentes sofre influência direta da sociedade. O Interpersonal Behavior Questionnaire-IBQ é uma forma de avaliar autonomia, competência e relacionamento de estudantes durante a aula de educação física e a influência dos professores no comportamento dos alunos. O instrumento é composto por 24 itens que utilizam respostas do tipo likert escalonadas de 1 (discordo fortemente) a 7 (concordo fortemente). Objetivo: Avaliar a confiabilidade do questionário Interpersonal Behavior Questionnaire. Materiais e métodos: A busca bibliográfica foi realizada nas seguintes bases de dados: BVS, EMBASE, LILACS, PubMed, PyscINFO, SciELO, Academic Search Premier, Cinahl, Rehabilitation & Sports Medicine Source, MEDLINE and SPORTDiscus, a partir da estratégia de busca: [TIAB] “The Interpersonal Behaviours Questionnaire” OR “Interpersonal Behaviours Questionnaire” [TIAB] OR IBQ [TIAB] OR “The IBQ” [TIAB] e Central and Scopus, TITLE-ABS-KEY “The Interpersonal Behaviours Questionnaire” OR “Interpersonal Behaviours Questionnaire” TITLE-ABS-KEY OR IBQ TITLE-ABS-KEY OR “The IBQ” TITLE-ABS-KEY. Foram incluídos: estudos de validade e/ou confiabilidade do IBQ[JLCJ2]; artigo original de pesquisa desenvolvida com seres humanos; indexado nas bases utilizadas. Os revisores foram cegos e independentes durante as fases de seleção[JLCJ3] por títulos/resumos e leitura do artigo na íntegra. Resultados: Foram encontrados 1473 artigos nas bases de dados selecionadas, destes, 996 (duplicados) foram excluídos. A triagem do título/resumo e a leitura do texto completo incluíram 477 e 9 artigos, respectivamente, com discordância de 0.4% entre os avaliadores. Considerações finais: Com o seguimento das próximas etapas do presente estudo, avaliaremos a confiabilidade do Interpersonal Behavior Questionnaire.

The Influence of Interpersonal Behaviors and Population Density on Grip Strength of Elderly People: An Analysis of the Direct vs. Indirect Effects via Social Participation

The impact of social participation (SP) on the health of the elderly has been widely recognized, and urban-rural differences in social participation have attracted attention. However, few studies discussed the impact of social participation on specific health indicators and the further subdivision of urban-rural differences. This research aims to use the dimensions of interpersonal behaviors and population density rather than simple urban-rural distinctions to justify community differences and compare these differences' direct and indirect effects on grip strength. This study used 15,871 respondents aged over 50 years from the China Health and Retirement Longitudinal Study (CHARLS). An SEM (Structural Equation Modeling) analysis was used to explore the joint effect of interpersonal behavior and population density on social participation and the consequent impact on changes in grip strength and compare the differences among different genders, ages, wealth levels, and family relationships. The results indicated that community differences characterized by interpersonal behavior and population density have direct effects on grip strength and indirect effects on it through social participation. The conclusion is that the frequency of social activities, such as mah-jong and dancing in the Metropolitan Fringe and county-level cities is higher than that in Metropolitan centers. The high frequency of these activities has a positive and indirect impact on grip strength, and community differences have a more significant impact on women's social participation than men. However, the direct effect of community differences as defined by interpersonal communication and population density on grip strength is greater than the indirect effect of other factors through social participation.

The Theories of the Development of Students: A Factor to Shape Teacher Empathy From the Perspective of Motivation

Empathy represents an essential prerequisite for developing effective interpersonal behavior and maintaining interpersonal relationships. Education is a result of teacher-student interaction, and, therefore, it is worth noting that teaching empathy is critical for the development of students and the professional growth of teachers. Recently, researchers began to explore the influential factors of empathy (e.g., empathic mindsets) based on motivation. Beyond their empathic attitudes, teachers also have a mindset toward the development of students. A survey study was adopted to explore the relationship between the theories of the growth of students and teacher empathy. Four hundred and eighty-four Chinese teachers completed the student development scale, the teacher empathic motivation scale, and the teacher empathy scale. The mediation model results showed that the theories of the development of students could significantly predict teacher empathy and teacher empathic motivation. The teacher empathic motivation mediated the positive relationship between the theories of the development of students and teacher empathy. This study proposes a new concept and method for teacher empathy intervention in future.

Structural equation model of young farmers' intention to adopt sustainable agriculture: a case study in Bangladesh

This paper aims to assess young farmers' willingness to adopt sustainable agriculture (SA) by implementing the expanded theory of planned behavior (TPB) within the northern region of Bangladesh. The outcomes attained specified that attitudes toward SA, perceived behavior control and perceived self-identity have progressive and fundamental impacts on adoption behavior and affect farmers' intentions to adopt SA's particular production mechanism. On the other hand, the social interface view toward SA is not significantly associated with the Bangladeshi farmer's adoption intention. The results also show that interconnections between social and familial pressure are not significant for sustainable farming practice adoption intentions. However, the interconnections among the psychosocial factors have a crucial role in formulating the TPB to forecast the intentional behavior for adopting SA practices. Thus, the government should highlight the advantages of several sustainable agricultural practices and circulate more detailed information regarding SA tactics to improve the knowledge gap of smallholder farmers. Furthermore, training facilities should be extended to improve the attitude and perceived self-identity of young farmers. Moreover, the formulation of structural information sharing platforms and agricultural value chain facilities should also help shape young farmers' interpersonal behavior in adopting SA practices.

THE INFLUENCE OF TEACHER AND STUDENT CHARACTERISTICS ON STUDENT PERCEPTIONS OF TURKISH EFL TEACHERS’ INTERPERSONAL BEHAVIOR

Research shows that different student and teacher characteristics affect students’ perceptions of teachers’ interpersonal behavior to varying degrees. Studies on interpersonal teacher behavior mostly refer to such student and teacher characteristics as gender, work experience, age, socioeconomic and cultural backgrounds, as well as school affiliations and academic achievements. This study investigates several teacher and student characteristics in terms of their influence on students’ perceptions of interpersonal behavior of Turkish teachers of English as a foreign language. The variables investigated are teacher experience, teacher gender, teacher age, student gender and birthplace, and student educational background and academic achievement. In addition to insights drawn from the mean scores of student perceptions, the study found significant correlations for such characteristics as teacher experience and student gender. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0857/a.php" alt="Hit counter" /></p>