Interpersonal Expectations Research Articles

Analysis of the Internal Structure of the Social Relationship Expectations Assessment Test

This work analyzes the internal structure of the Inventory of interpersonal expectations. For this, the Social Relationship Expectations Assessment Test was applied to 163 couples, divided into two groups by time of marriage. The results presented demonstrate that the factorial analysis of the data made it possible to group the items into three factors that reveal distinct patterns of response that are produced in social interactions and in marital expectations.

Analysis of the Internal Structure of the Social Relationship Expectations Assessment Test

This work analyzes the internal structure of the Inventory of interpersonal expectations. For this, the Social Relationship Expectations Assessment Test was applied to 163 couples, divided into two groups by time of marriage. The results presented demonstrate that the factorial analysis of the data made it possible to group the items into three factors that reveal distinct patterns of response that are produced in social interactions and in marital expectations.

Evaluation of Moral Reasoning Skills among Dental Students in the Makkah Region, Saudi Arabia.

One of the main roles of healthcare educators is to prepare students to make the right ethical decisions. This study evaluated the moral reasoning levels of dental students according to Kohlberg's six-stage moral development system. This cross-sectional study was conducted in three dental schools in the Makkah region. Senior-year students completed the self-administered Socio-moral Reflection Objective Measure (SROM), which consists of hypothetical moral dilemmas and options that mirror individual reasoning possibilities. SROM results were matched to Kohlberg's six-stage moral development system and associations with demographic variables and perceptions of educational context variables assessed. One hundred and eighty-eight senior students (mean age 23 ± 1.1 years) completed the SROM. Only 34.6% (n = 44) students reached stage four (morality of law and duty to the social order), while most students (63.8%; n = 81) were at stage three (morality of mutual interpersonal expectations); 1.6% (n = 2) were at stage two (the instrumental relativist orientation). No subject achieved stage 5. Attainment of moral reasoning was not associated with demographic or perception of educational context variables. Students demonstrated a relatively low level of moral reasoning. Healthcare educators must review curricula to provide focused training for students to cultivate their moral reasoning skills. Further studies are also needed to confirm and explain this low moral reasoning level in dental students.

Within a mesh of expectations: Dealing with dilemmas in business families using systemic tools from family coaching

AbstractBusiness family members face challenges related to exposure to diverse role expectations and systems logics, the management of which often results in situations of high complexity, dilemmas, and paradoxes. To address these issues, in this paper we combine key insights from social systems theory with systemic family coaching tools such as “internal maps,” the “expectation carrousel,” and the “tetralemma.” In drawing on an illustrative example from a family business succession planning context, we demonstrate how systemic approaches may help business family members to (a) creatively reflect on both the personal and interpersonal expectations they are confronted with and (b) manage issues of decision‐making in dilemmatic or paradoxical situations.

Turkish graduate students’ experiences in transitioning to Japanese interpersonal processes

This study aims to explore, identify, and theorize cross-cultural adjustment processes experienced by Turkish graduate students in Japan. Data were collected via semi-structured interviews, and 20 participants (ages 25–37) answered the questions. Grounded theory was followed as the research method, and the analysis suggested a grounded theory of transitioning to Japanese interpersonal processes. Our explanatory model comprises five categories: (1) culturally centered expectations, (2) interpersonal experiences in socialization, (3) skills for interpersonal relationships and culture-specific behaviors, (4) relational outcomes, and (5) resolution strategies for difficulties during adjustment process. We observed that participants had interpersonal expectations based on their past experiences in their native culture but acquired behaviors specific to Japanese culture or avoided certain behaviors specific to Turkish culture. Moreover, their initial interpersonal strategies mostly failed during their transition to Japanese interpersonal relationships, and participants subsequently reduced their effort to form new friendships, with withdrawal suggesting an impaired transition to Japanese interpersonal processes from a Turkish cultural perspective. However, many students eventually adjusted the way they related to others to a more Japanese style, which was not necessarily a negative outcome. Thus, we distinguish between expectations (i.e., forming close relationships) and outcome (i.e., adjusting to Japanese interpersonal relations) to clarify the distinction between adjustment and well-being.

Negative Impacts of School Class Segregation on Migrant Children's Education Expectations and the Associated Mitigating Mechanism.

This study thoroughly analyzes the impacts of school class segregation on the four dimensions of educational expectations of migrant children, and verifies the moderating effects of migrant children's identification with the college entrance examination policy on the relationship between the two. A total of 1770 questionnaires were collected for this study. Through multiple regression analysis and moderating effect tests on the data, this study reveals that school class segregation has a significant negative impact on the educational expectations of migrant children; the migrant children's identification with the college entrance examination policy also partially moderates the impacts of school class segregation on the academic achievement expectations and interpersonal expectations of migrant children. Informed by these results, this study proposes the following three mechanisms that can be used to mitigate the negative impacts of school class segregation on migrant children's educational expectations: (a) an institutional mechanism involving the "unified urban-rural household registration"; (b) a cultural mechanism involving "promoting learning through examinations"; (c) a compensation mechanism involving the "principle of justice". This paper provides a Chinese perspective on the issue of school class segregation by offering a policy reference for the improvement of the college entrance examination policy for migrant children and the reform of the household registration system.

Negative expectations regarding interpersonal interactions in daily life are associated with subclinical depressive symptoms in a student sample: A prospective experience sampling study

Dysfunctional expectations and interpersonal problems are associated with depression, so we measured expected emotions towards interaction partners and compared them with actual emotions. We hypothesized that, between persons, individuals with higher subclinical depression would display stronger, more stable, and less accurate negative expectations. Within persons, we hypothesized that momentary negative expectations would predict subsequent negative affect. Fifty-three students completed 6 days of Experience Sampling, consisting of one morning expectation-assessment (9 am), three assessments on actual interpersonal emotions (1 pm, 5 pm, 9 pm), and six random affect-assessments. We regressed expected emotions, experienced emotions, expectation fluctuations, and expectation violations on subclinical depression. Using mixed model analyses, we further examined whether negative expectations preceded negative affect, and whether expectation violations preceded adjustments of expectations. Higher subclinical depression predicted more negative expectations. Within persons, worse-than-expected interpersonal interactions preceded negative affect whereas better-than-expected interactions preceded reductions of negative expectations. Despite problems with skewed data, our approach appears well-suited to examine interpersonal expectations in vivo.

Interpersonal consequences of conveying goal ambition

Setting ambitious goals is a proven strategy for improving performance, but we suggest it may have interpersonal costs. We predict that relative to those with moderately ambitious goals, those with highly ambitious goals (and those with unambitious goals) will receive more negative interpersonal evaluations, being seen as less warm and as offering less relationship potential. Thirteen studies including nine preregistered experiments, three preregistered replications, and one archival analysis of graduate school applications (total N = 6,620) test these hypotheses. Across career, diet, fitness, savings, and academic goals, we found a robust effect of ambition on judgments, such that moderately ambitious goals led to the most consistently positive interpersonal expectations. To understand this phenomenon, we consider how ambition influences judgments of investment in one’s own goals as opposed to supportiveness for other people’s goals and explore expectations about goal supportiveness as one mechanism through which ambition may influence interpersonal judgments.

Emergence and assessment of interpersonal experience and behavior in a nonverbal, generative, game-like paradigm

Dominance, hostility and autonomy are interpersonal phenomena that emerge from the complex dyadic interplay of two individuals reciprocally influencing each other. Assessing the complexity of interpersonal interactions usually involves its reduction, for example with self-report and observer-rated measures informed by the structural analysis of social behavior (SASB). In contrast, letting individuals generate a complex stream of interpersonal experience and behavior from moment to moment is an empirical approach not yet usual in interpersonal theory. In the present study, we developed and evaluated an interpersonal, generative paradigm that allows participants to interact nonverbally and spontaneously with a computer-controlled other player in real-time without the need for introspection or the capacity to verbalize potentially implicit interpersonal processes. In the game-like paradigm, participants use the keyboard to take over objects such as a handcar to move autonomously around and encounter interfering or freedom granting artificial other players. We expected that participants (1) experience the nonverbal so-called game mechanics of the paradigm as interpersonal in nature, (2) behave towards the other players in an interpersonally complementary way, and (3) are influenced by their own trait interpersonal expectations. During the paradigm, 40 participants appraised the majority of the game mechanics and computer-controlled other players as intended. Also, interpersonal traits affected the spontaneous behavior towards artificial characters. These findings corroborate the feasibility and validity of a generative assessment of interpersonal dynamics beyond self-reports and observer ratings. The paradigm paves the way for the empirical testing of formal, computational models of dyadic interaction.

“By the time I got to London I was like a coke bottle that had been shaken up and was about to explode!” A case study of performance expectations with a retired athlete

ObjectivesThis study aimed to address voids in academic literature by exploring the consequences of performance expectations from the perspective of a retired athlete. MethodologyAn instrumental case study was used to capture the experiences of a retired female athlete who had been exposed to performance expectations throughout her career. Six conversational life story interviews were conducted with the athlete and the data were represented in two portrait vignettes. ResultsThe vignettes provide a rich and holistic account of the participant’s experiences of performance expectations. Salient points that are detailed throughout the vignettes include: i) the consequences (e.g., fear of failure, perceptions of pressure, magnification of intrapersonal expectations) of media expectations for the athlete; ii) factors that the athlete perceived to influence the consequences of media expectations (e.g., the amount of media attention received); iii) the cumulative consequences (e.g., nausea, lack of perceived control, butterflies) of interpersonal expectations from multiple perceivers (e.g., the media, coaches, the public, opponents); and iv) the presence of a fear culture associated with expectations, which had ramifications for the athlete’s well-being and their ability to talk about their experiences. ConclusionsThis article offers a novel insight to the multi-modal consequences of performance expectations for an athlete, the dominant role that the media played in shaping the athlete’s experiences, and the athlete’s inability to disclose her experiences of expectations. Stakeholders are encouraged to develop their own meanings, interpretations, and evaluations of the vignettes, and apply their interpretations to policy and practice.

Confirmation of interpersonal expectations is intrinsically rewarding.

People want to interact successfully with other individuals, and they invest significant efforts in attempting to do so. Decades of research have demonstrated that to simplify the dauntingly complex task of interpersonal communication, perceivers predict the responses of individuals in their environment using stereotypes and other sources of prior knowledge. Here, we show that these top-down expectations can also shape the subjective value of expectation-consistent and expectation-violating targets. Specifically, in two neuroimaging experiments (n = 58), we observed increased activation in brain regions associated with reward processing—including the nucleus accumbens—when perceivers observed information consistent with their social expectations. In two additional behavioral experiments (n = 704), we observed that perceivers were willing to forgo money to encounter an expectation-consistent target and avoid an expectation-violating target. Together, these findings suggest that perceivers value having their social expectations confirmed, much like food or monetary rewards.

Why do females choose to study humanities or social sciences, while males prefer technology or science? Some intrapersonal and interpersonal predictors

The article attempts to answer the question why females prefer humanities/social studies, whereas males opt for technology/science. For this purpose, the study majors selected by 445 females and 431 males were linked by logit functions with: (1) parents’ and (2) teachers’ expectancies, (3) students’ self-expectancies, (4) their self-concepts of abilities and (5) time spent on learning mathematics and (6) literacy, (7) test results in mathematics and (8) literacy, (9) gender of mathematics, and (10) literacy teacher in the 12th grade. Interaction effects of the mathematics and literacy teacher’s gender with the abovementioned predictors were also quantified. Females’ selections were mostly influenced by teachers’ expectancies, while for males, by their self-concepts. The teacher’s gender modified tested relations in five (females) and nine (males) cases. The results were discussed on the grounds of the theory of intra- and interpersonal expectancies as learning regulators.

The interpersonal character of teacher expectations: The perceived teacher-student relationship as an antecedent of teachers' track recommendations

Teacher expectations of students have long been recognized as a form of interpersonal expectations. In this study, we aimed to investigate the interpersonal character of teacher expectations by assessing 1) whether teacher expectations and the teacher-student relationship shared similar antecedents in terms of demographic characteristics of students, and 2) whether the dimensions closeness, conflict, and dependency of the teacher-student relationship were predictive of teacher expectations. Analyses were based on a large sample of 9881 students in 614 classes in the final grade of primary education. The results indicated that teacher expectations – as measured by track recommendations - and the teacher-student relationship were not consistent in antecedents. Student performance, parental education, and closeness were positive predictors of track recommendations, whereas they were negatively associated with conflict and dependency. Ethnicity was positively associated with track recommendations, but negatively with closeness. Furthermore, perceived closeness and conflict were not statistically significantly associated with track recommendations. A negative association was found for perceived dependency with teachers' track recommendations, although the latter association appeared stronger for high performing students. Finally, the results showed that teachers differed in how they weigh the conflict and dependency dimensions when formulating track recommendations, indicating that those teacher perceptions played a stronger role in some of the classes.

Efekt oczekiwań interpersonalnych w edukacji. Implikacje dla nauczycieli

<p>W artykule zaprezentowano badania nad efektem oczekiwań interpersonalnych. Przedstawiono też mechanizm przekształcania się oczekiwań w zjawisko samosprawdzającej się przepowiedni w edukacji (efekt Pigmaliona). Implikację ukazanej wiedzy dla nauczycieli stanowi analiza programu Oczekiwania Nauczyciela i Osiągnięcia Ucznia (TESA). Ponadto uwzględniono tzw. listę pytań do refleksji, stanowiących pomoc w samoewaluacji.</p>

Psychometric Properties of the Interpersonal Outcome Expectancies for Thinness (IOET) Scale: Evidence for Validity, Reliability, and Utility in the Study of Eating Disturbances in Females

Introduction: Interpersonal context is believed to represent a powerful factor that often fosters and sustains eating disturbances in females. The present study focused on the development of a measure tapping into positive interpersonal expectancies predicated on being thin believed to be positively involved in eating disorders in females, namely, the Interpersonal Outcome Expectancies for Thinness (IOET).Method: In Study 1, a total of 361 U.S. female college students completed the IOET for factor analysis. In Study 2, to assess for construct validity, an independent sample of 184 U.S. female college students completed a test battery including the IOET and measures of eating attitudes and disturbances, positive and negative affectivity, and general optimism.Results: In Study 1, results from an exploratory factor analysis indicated a one-factor solution for the IOET accounting for 76.70% of the total variance. In Study 2, the IOET was found to possess good test-retest reliability (6-week) in a subset sample of U.S. female participants. Moreover, in support for construct validity, we found IOET scores were positively associated with scores on measures of eating disturbances (e.g., bulimic symptoms) and negative affectivity. Additionally, IOET scores were negatively associated with scores on a measure of general optimism. Finally, in support of utility, the IOET was found to add incremental validity to the prediction of eating disturbances, even after accounting for general optimism and affectivity.Discussion: The present findings provide promising evidence for the validity, reliability, and utility of the IOET as a measure of a maladaptive cognitive schema associated with eating disorders in females. Implications for the theory and clinical assessments were discussed.

Well That Was Unexpected: Effect of Intimacy and Commitment on Responses to an Interpersonal Expectancy Violation

This investigation explored the effect an individual’s level of relational commitment and intimacy has on his or her perceptions of and responses to a positive or negative expectancy violation performed by their dating partner. One hundred-ninety undergraduates were randomly assigned to read 1 of 4 scenarios depicting a situation involving their dating partner committing either a positive/negative expectancy violation. Participants were asked to assess the situation in terms of the nature of the expectancy violation (positive/negative), violation severity, and level of unexpectedness. Moreover, they were asked the extent to which they were willing to talk about the situation with the other person. Results found that perceived intensity of violations varied depending on both the nature of the expectancy violation and commitment/intimacy level. Highly committed/intimate respondents reported greater willingness to discuss negative expectancy violations with the other person than less committed/intimate respondents, but reported lower likelihood in using negativity as their strategy. Less committed/intimate respondents reported greater willingness to discuss positive expectancy violations compared to their highly committed/intimate counterparts.

Implying an impolite belief: A case of tikkeh in Persian

AbstractThe focus of this study is on a particular type of implied impoliteness in Persian commonly known astikkeh. Given the lack of critical attention paid to the notion of implied impoliteness in the literature, the present study seeks to explore this issue further by addressing the following questions: (i) What is implied impoliteness? (ii) What are the properties which make it different from other types of conventionalized impoliteness? (iii) For whom is it offensive? And finally (iv) how does one evaluate an implied meaning as offensive? It will be argued that, in the right context, any utterance can potentially be evaluated as atikkehwhich can convey a negative impolite belief about the ratified and/or unratified hearer(s). In this respect, examples from both dyadic and polylogal interactions are provided. Along the way, the influence of relational histories as well as interpersonal expectations are also discussed.

Memory strength and lineup presentation moderate effects of administrator influence on mistaken identifications.

Administrator/witness pairs (N = 313) were randomly assigned to target-absent lineups in a 2 (Suspect/Perpetrator Similarity: High Suspect Similarity vs. Low Suspect Similarity) × 2 (Retention Interval: 30 min vs. 1 week) × 2 (Lineup Presentation: Simultaneous vs. Sequential) × 2 (Administrator Knowledge: Single-Blind vs. Double-Blind) factorial design to test whether suspect similarity and memory strength constrain interpersonal expectancy effects on eyewitness identification accuracy. Administrators who knew which lineup member was the suspect (single-blind) or who administered simultaneous lineups were more likely to emit verbal and nonverbal behaviors that suggested to the witness who the suspect was. Additionally, single-blind administrators exerted more pressure on witnesses to choose the suspect as opposed to fillers. Administrator knowledge interacted with retention interval and lineup presentation to influence mistaken identifications of innocent suspects; witnesses were more likely to mistakenly identify an innocent suspect from single-blind than double-blind lineups when witness retention intervals were long and photographs were presented simultaneously. Contrary to our predictions, suspect/perpetrator similarity did not interact with other manipulated variables to influence identification decisions. Both sequential and double-blind procedures should be used to reduce the use of suggestive behavior during lineup administration. (PsycINFO Database Record

Posttraumatic stress symptoms and marital adjustment among Israeli combat veterans: The role of loneliness and attachment.

War trauma may foster ramifications for marital relationships. Veterans may feel that no one can understand them and thus impact their relationships. The current study aims to shed light on the role that posttraumatic stress symptoms (PTSS), loneliness, and attachment orientations may play in marital adjustment among combat veterans. Participants were 504 veterans who served in the Lebanon War in 1982. Analysis revealed that higher PTSS levels were related to lower marital adjustment and that the indirect path of this relation through loneliness was significant. Furthermore, attachment orientations moderated the direct link between PTSS and marital adjustment, but failed to moderate the indirect effect through loneliness. A sense of isolation should be addressed in therapy, as well as the interpersonal expectations of the veteran. (PsycINFO Database Record

Accuracy, bias, self-fulfilling prophecies, and scientific self-correction.

In my Précis of Social Perception and Social Reality (Jussim 2012, henceforth abbreviated as SPSR), I argued that the social science scholarship on social perception and interpersonal expectancies was characterized by a tripartite pattern: (1) Errors, biases, and self-fulfilling prophecies in person perception were generally weak, fragile, and fleeting; (2) Social perceptions were often quite accurate; and (3) Conclusions appearing throughout the social psychology scientific literature routinely overstated the power and pervasiveness of expectancy effects, and ignored evidence of accuracy. Most commentators concurred with the validity of these conclusions. Two, however, strongly disagreed with the conclusion that the evidence consistently has shown that stereotypes are moderately to highly accurate. Several others, while agreeing with most of the specifics, also suggested that those arguments did not necessarily apply to contexts outside of those covered in SPSR. In this response, I consider all these aspects: the limitations to the tripartite pattern, the role of politics and confirmation biases in distorting scientific conclusions, common obstructions to effective scientific self-correction, and how to limit them.