Abstract Expression of emotions may arbitrate the connections between communal orientation and psychological flourishing of married individuals that may lead to optimal functioning within a marital relationship. By using cross-sectional research design, the present study measures multiple dimensions of psychological flourishing (relationship and individual) in conjunction with communal orientation and emotion expressivity. Among married individuals from Pakistan aged 20–80 years, the authors examined the mediating effect of each spouse's emotional expression (positive, negative, and impulse strength) on the association between communal orientation and psychological flourishing. Findings highlight that communal orientation significantly predicts psychological flourishing. Positive Communal Orientation positively predicts relationship dimension as well as the Individual dimension of psychological flourishing. On the other hand, Negative Communal Orientation negatively predicts the Relationship dimension of psychological flourishing. However, Negative Communal Orientation positively predicts the Individual dimension of psychological flourishing. Furthermore, positive expressivity, negative expressivity and impulse strength significantly mediate the relationship between communal orientation and psychological flourishing. Moreover, gender differences were also found in the exercise of communal orientation and level of flourishing among husbands and wives. The evidence from the present study can be utilised to design relationship measure that can capture all the ingredients of optimal functioning of marital relationship.
{"title":"Communal Orientation Predicting Flourishing of Married Individuals: Mediation of Emotion Expressivity","authors":"Samar Fahd, Rubina Hanif","doi":"10.1017/jrr.2018.16","DOIUrl":"https://doi.org/10.1017/jrr.2018.16","url":null,"abstract":"Abstract Expression of emotions may arbitrate the connections between communal orientation and psychological flourishing of married individuals that may lead to optimal functioning within a marital relationship. By using cross-sectional research design, the present study measures multiple dimensions of psychological flourishing (relationship and individual) in conjunction with communal orientation and emotion expressivity. Among married individuals from Pakistan aged 20–80 years, the authors examined the mediating effect of each spouse's emotional expression (positive, negative, and impulse strength) on the association between communal orientation and psychological flourishing. Findings highlight that communal orientation significantly predicts psychological flourishing. Positive Communal Orientation positively predicts relationship dimension as well as the Individual dimension of psychological flourishing. On the other hand, Negative Communal Orientation negatively predicts the Relationship dimension of psychological flourishing. However, Negative Communal Orientation positively predicts the Individual dimension of psychological flourishing. Furthermore, positive expressivity, negative expressivity and impulse strength significantly mediate the relationship between communal orientation and psychological flourishing. Moreover, gender differences were also found in the exercise of communal orientation and level of flourishing among husbands and wives. The evidence from the present study can be utilised to design relationship measure that can capture all the ingredients of optimal functioning of marital relationship.","PeriodicalId":37757,"journal":{"name":"Journal of Relationships Research","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jrr.2018.16","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"56981271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anca M. Miron, D. Kulibert, Alisha Petrouske, Ben Saltigerald
We manipulated perspective taking and measured romantic intimates’ attention to their partners’ context. Participants read a letter supposedly from their romantic partner describing the partner's precarious situation (e.g., stress and financial issues) and either imagined their partner's difficult situation (n = 87) or remained objective and detached (n = 85). Afterwards, they drew a picture of their romantic partner in the situation (drawing task) and wrote about the thoughts they had while reading the letter (writing task). As predicted, when adopting their romantic partner's perspective (vs. remaining detached), geographically close intimates focused more on their partner's context, whereas long-distance intimates relied on self-anchoring processes to produce knowledge about their partner's feelings and thoughts in that specific situation. We discuss theoretical, clinical, and therapeutic implications of the findings for the study of differential perspective-taking processes and mechanisms in long-distance and geographically close relationships.
{"title":"Perspective Taking, Self-Anchoring, and Attention to Context in Long-Distance and Geographically Close Romantic Relationships","authors":"Anca M. Miron, D. Kulibert, Alisha Petrouske, Ben Saltigerald","doi":"10.1017/jrr.2017.20","DOIUrl":"https://doi.org/10.1017/jrr.2017.20","url":null,"abstract":"We manipulated perspective taking and measured romantic intimates’ attention to their partners’ context. Participants read a letter supposedly from their romantic partner describing the partner's precarious situation (e.g., stress and financial issues) and either imagined their partner's difficult situation (n = 87) or remained objective and detached (n = 85). Afterwards, they drew a picture of their romantic partner in the situation (drawing task) and wrote about the thoughts they had while reading the letter (writing task). As predicted, when adopting their romantic partner's perspective (vs. remaining detached), geographically close intimates focused more on their partner's context, whereas long-distance intimates relied on self-anchoring processes to produce knowledge about their partner's feelings and thoughts in that specific situation. We discuss theoretical, clinical, and therapeutic implications of the findings for the study of differential perspective-taking processes and mechanisms in long-distance and geographically close relationships.","PeriodicalId":37757,"journal":{"name":"Journal of Relationships Research","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jrr.2017.20","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41582234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the impact of class-level variables on the effectiveness of a universal middle school social and emotional learning (SEL) program, as reported by students (7th to 9th grade) and their teachers. There were 746 participants (M age = 13.38; SD = 1.36), comprising 576 in the intervention groups and 170 in the control groups. Results from both self- and teacher reports identified positive intervention gains in social awareness and self-control. According to both types of informants, rural school students benefitted more in social awareness, whereas teacher reports attributed bigger gains in social awareness to 7th- and 8th-graders. These results highlight the importance of class-level variables when analysing the effectiveness of SEL programs.
{"title":"The Impact of Class-Level Variables on the Effectiveness of a Middle School Social and Emotional Learning Program: A Multilevel Analysis","authors":"V. Coelho, Vanda Sousa","doi":"10.1017/jrr.2017.21","DOIUrl":"https://doi.org/10.1017/jrr.2017.21","url":null,"abstract":"This study investigated the impact of class-level variables on the effectiveness of a universal middle school social and emotional learning (SEL) program, as reported by students (7th to 9th grade) and their teachers. There were 746 participants (M age = 13.38; SD = 1.36), comprising 576 in the intervention groups and 170 in the control groups. Results from both self- and teacher reports identified positive intervention gains in social awareness and self-control. According to both types of informants, rural school students benefitted more in social awareness, whereas teacher reports attributed bigger gains in social awareness to 7th- and 8th-graders. These results highlight the importance of class-level variables when analysing the effectiveness of SEL programs.","PeriodicalId":37757,"journal":{"name":"Journal of Relationships Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jrr.2017.21","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44887570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses the role of culture in children's emotional development and learning. Cultural orientation regarding self and relationships with others shapes cultural models of emotion regulation and expression. While independent cultures support open expression of emotions, interdependent cultures value the modulation of emotions. Children learn culture-appropriate ways of emotion regulation through socialisation in the family, acquisition of language, exposure to cultural products (e.g., children's books), and school activities. This article offers recommendations on how to design culture-grounded socio-emotional programs that take into account cultural values, indigenous content, and emotion regulation strategies contingent with culture-specific adaptive goals.
{"title":"Cultural Pathways to Socio-Emotional Development and Learning","authors":"E. Savina, Kayan Phoebe Wan","doi":"10.1017/jrr.2017.19","DOIUrl":"https://doi.org/10.1017/jrr.2017.19","url":null,"abstract":"This article discusses the role of culture in children's emotional development and learning. Cultural orientation regarding self and relationships with others shapes cultural models of emotion regulation and expression. While independent cultures support open expression of emotions, interdependent cultures value the modulation of emotions. Children learn culture-appropriate ways of emotion regulation through socialisation in the family, acquisition of language, exposure to cultural products (e.g., children's books), and school activities. This article offers recommendations on how to design culture-grounded socio-emotional programs that take into account cultural values, indigenous content, and emotion regulation strategies contingent with culture-specific adaptive goals.","PeriodicalId":37757,"journal":{"name":"Journal of Relationships Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jrr.2017.19","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44043813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Claims that adult attachment differences across cultures are associated with individual differences in individualism and collectivism have seldom been evaluated. This study investigates how individualism and collectivism may relate to adult attachment orientations (anxiety and avoidance) and whether they moderate the attachment–psychological health link. In samples of young adults from Western (Australians, n = 143) and Eastern (Singaporeans, n = 146) locations, individual differences in individualism and collectivism were significantly associated with attachment avoidance but not anxiety. As predicted, attachment anxiety predicted worse negative symptoms more strongly among individuals higher in collectivism across cultures. However, individualism and collectivism did not moderate the relation between avoidance and negative symptoms. Results suggest there are other factors leading to the differential moderating effect of individualism and collectivism in the attachment–wellbeing link across cultures. The current study highlights the need to look beyond cultural stereotypes in clinical practice.
{"title":"Young Adults’ Attachment Orientations and Psychological Health Across Cultures: The Moderating Role of Individualism and Collectivism","authors":"H. Lin, P. Chew, R. Wilkinson","doi":"10.1017/jrr.2017.17","DOIUrl":"https://doi.org/10.1017/jrr.2017.17","url":null,"abstract":"Claims that adult attachment differences across cultures are associated with individual differences in individualism and collectivism have seldom been evaluated. This study investigates how individualism and collectivism may relate to adult attachment orientations (anxiety and avoidance) and whether they moderate the attachment–psychological health link. In samples of young adults from Western (Australians, n = 143) and Eastern (Singaporeans, n = 146) locations, individual differences in individualism and collectivism were significantly associated with attachment avoidance but not anxiety. As predicted, attachment anxiety predicted worse negative symptoms more strongly among individuals higher in collectivism across cultures. However, individualism and collectivism did not moderate the relation between avoidance and negative symptoms. Results suggest there are other factors leading to the differential moderating effect of individualism and collectivism in the attachment–wellbeing link across cultures. The current study highlights the need to look beyond cultural stereotypes in clinical practice.","PeriodicalId":37757,"journal":{"name":"Journal of Relationships Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jrr.2017.17","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48034385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Multilevel meta-analytic techniques were used to examine the overall relationship between self-reported gender-role dimensions (psychological femininity and psychological masculinity) and self-reported relationship satisfaction. Twenty-six studies (43 effect sizes) were included in the femininity-relationship satisfaction meta-analysis, and 26 studies (43 effect sizes) were included in the masculinity-relationship satisfaction meta-analysis. Femininity revealed a stronger association with relationship satisfaction than masculinity: there was a medium relationship (r = .28) between femininity and relationship satisfaction and a small relationship (r = .13) between masculinity and relationship satisfaction. Sex/gender was not a moderator in either meta-analysis. Publication biases were not detected. Implications and recommendations are discussed.
{"title":"A Meta-Analytic Review of Gender-Role Dimensions and Relationship Satisfaction","authors":"Vivian P. Ta","doi":"10.1017/jrr.2017.18","DOIUrl":"https://doi.org/10.1017/jrr.2017.18","url":null,"abstract":"Multilevel meta-analytic techniques were used to examine the overall relationship between self-reported gender-role dimensions (psychological femininity and psychological masculinity) and self-reported relationship satisfaction. Twenty-six studies (43 effect sizes) were included in the femininity-relationship satisfaction meta-analysis, and 26 studies (43 effect sizes) were included in the masculinity-relationship satisfaction meta-analysis. Femininity revealed a stronger association with relationship satisfaction than masculinity: there was a medium relationship (r = .28) between femininity and relationship satisfaction and a small relationship (r = .13) between masculinity and relationship satisfaction. Sex/gender was not a moderator in either meta-analysis. Publication biases were not detected. Implications and recommendations are discussed.","PeriodicalId":37757,"journal":{"name":"Journal of Relationships Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jrr.2017.18","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46435300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Terence V. Bowles, S. Jimerson, Aaron D. Haddock, J. Nolan, Sławomir Jabłoński, M. Czub, V. Coelho
The aim of this research is to gather preliminary information from a range of countries to develop an international perspective on Social and Emotional Learning (SEL). Currently, there is no cohesive international statement on the minimum requirements to provide SEL in schools. By bringing together a range of international perspectives it is intended that clarity will be provided from which new approaches and initiatives can be developed and researched. International researchers familiar with SEL programs in their country were asked to answer five questions about the context and processes used to teach SEL in specific countries to begin an understanding and synthesis of best practice. These questions relate to: (1) sociocultural contexts of school systems, (2) the range of SEL programs presented in each country and what is common about these programs, (3) the effectiveness of prominent SEL programs, (4) the facilitators and barriers that exist to effectively present SEL programs within the country, and (5) recommendations for the future of SEL programs. A synthesis is followed by a discussion of the future of SEL and how the SEL Interest Group may make a contribution to the current state of the literature, curriculum, pedagogy, and research that informs SEL in schools.
{"title":"A Review of the Provision of Social and Emotional Learning in Australia, the United States, Poland, and Portugal","authors":"Terence V. Bowles, S. Jimerson, Aaron D. Haddock, J. Nolan, Sławomir Jabłoński, M. Czub, V. Coelho","doi":"10.1017/jrr.2017.16","DOIUrl":"https://doi.org/10.1017/jrr.2017.16","url":null,"abstract":"The aim of this research is to gather preliminary information from a range of countries to develop an international perspective on Social and Emotional Learning (SEL). Currently, there is no cohesive international statement on the minimum requirements to provide SEL in schools. By bringing together a range of international perspectives it is intended that clarity will be provided from which new approaches and initiatives can be developed and researched. International researchers familiar with SEL programs in their country were asked to answer five questions about the context and processes used to teach SEL in specific countries to begin an understanding and synthesis of best practice. These questions relate to: (1) sociocultural contexts of school systems, (2) the range of SEL programs presented in each country and what is common about these programs, (3) the effectiveness of prominent SEL programs, (4) the facilitators and barriers that exist to effectively present SEL programs within the country, and (5) recommendations for the future of SEL programs. A synthesis is followed by a discussion of the future of SEL and how the SEL Interest Group may make a contribution to the current state of the literature, curriculum, pedagogy, and research that informs SEL in schools.","PeriodicalId":37757,"journal":{"name":"Journal of Relationships Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jrr.2017.16","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44644836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines how different roles in school bullying (e.g., bullies, victims, defenders) vary in cognitive and affective empathy and moral disengagement. Findings from this study revealed that levels of empathy and moral disengagement differed significantly among bullying groups for 702 6th, 7th, and 8th grade students in the United States. An analysis of variance showed differential patterns between bullying groups and outcome variables (i.e., cognitive and affective empathy and moral disengagement). In addition, the correlation between moral disengagement and empathy was statistically significant and negative. Affective empathy and cognitive empathy both significantly predicted moral disengagement; with every one unit increase in moral disengagement, affective empathy decreased by .38 and cognitive empathy decreased by .39. Students who scored higher in moral disengagement tended to score lower in empathy. The current findings confirm and extend the literature on the relation between moral disengagement, empathy, prosociality, and victimising behaviour. This information can inform school-wide and targeted intervention efforts.
{"title":"An Examination of Differences in Moral Disengagement and Empathy Among Bullying Participant Groups","authors":"Aaron D. Haddock, S. Jimerson","doi":"10.1017/jrr.2017.15","DOIUrl":"https://doi.org/10.1017/jrr.2017.15","url":null,"abstract":"This study examines how different roles in school bullying (e.g., bullies, victims, defenders) vary in cognitive and affective empathy and moral disengagement. Findings from this study revealed that levels of empathy and moral disengagement differed significantly among bullying groups for 702 6th, 7th, and 8th grade students in the United States. An analysis of variance showed differential patterns between bullying groups and outcome variables (i.e., cognitive and affective empathy and moral disengagement). In addition, the correlation between moral disengagement and empathy was statistically significant and negative. Affective empathy and cognitive empathy both significantly predicted moral disengagement; with every one unit increase in moral disengagement, affective empathy decreased by .38 and cognitive empathy decreased by .39. Students who scored higher in moral disengagement tended to score lower in empathy. The current findings confirm and extend the literature on the relation between moral disengagement, empathy, prosociality, and victimising behaviour. This information can inform school-wide and targeted intervention efforts.","PeriodicalId":37757,"journal":{"name":"Journal of Relationships Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jrr.2017.15","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47353102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The goal of this study was to elicit and analyse teachers’ reflections on the benefits of the implementation of the SEL program in Latvia, both in regard to benefits for the students and in regard to benefits for themselves. The school-wide Latvia SEL program was initiated during the 2012–13 academic year and to date has been implemented in 41 Latvian schools. In order to ascertain the teachers’ views on issues of program effectiveness, seven focus groups were organised consisting of teachers who had participated in the SEL program implementation. Thematic analysis of the focus group discussions indicated that the teachers appreciate various benefits of the SEL program, but among the most prominent themes were those concerning improved relationships, both student-student and student-teacher relationships. The views expressed by the teachers align with previous studies implying the significance of the teachers’ own social and emotional competencies in facilitating quality maintenance of the program.
{"title":"Teachers’ Perceptions of Relationship Enhancement Upon Implementation of the Social Emotional Learning Program in Latvia: Focus Group Study","authors":"B. Martinsone, Sabīne Vilciņa","doi":"10.1017/jrr.2017.14","DOIUrl":"https://doi.org/10.1017/jrr.2017.14","url":null,"abstract":"The goal of this study was to elicit and analyse teachers’ reflections on the benefits of the implementation of the SEL program in Latvia, both in regard to benefits for the students and in regard to benefits for themselves. The school-wide Latvia SEL program was initiated during the 2012–13 academic year and to date has been implemented in 41 Latvian schools. In order to ascertain the teachers’ views on issues of program effectiveness, seven focus groups were organised consisting of teachers who had participated in the SEL program implementation. Thematic analysis of the focus group discussions indicated that the teachers appreciate various benefits of the SEL program, but among the most prominent themes were those concerning improved relationships, both student-student and student-teacher relationships. The views expressed by the teachers align with previous studies implying the significance of the teachers’ own social and emotional competencies in facilitating quality maintenance of the program.","PeriodicalId":37757,"journal":{"name":"Journal of Relationships Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jrr.2017.14","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48833704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study looked at lay theories of how people with personality disorders (PDs) are perceived to cope with their interpersonal relationships. In all, 213 participants read 14 vignettes derived from Oldham's and Morris's (2000) book describing DSM III personality disorders for a popular audience. Participants were invited to do six ratings, including how happy each person in each vignette appeared to be and how successful at establishing long-term relationships. Effect sizes for each question across the 14 vignettes were small to medium. The six ratings factored into a single social adjustment scale, and there were many differences across the PDs on this measure. Those with dependent PD were judged as most successful in their social relationships while those who were schizoid PD were judged as least successful. A similar analysis using the three higher order clusters showed significant differences: Cluster C disordered people were judged as better adjusted than Cluster A people. Limitations of the methodology and implications are discussed.
{"title":"The Perceived Problems of People With Subclinical Personality Disorders: A Mental Health Literacy Study","authors":"A. Furnham, Kelly Petropoulou","doi":"10.1017/jrr.2017.3","DOIUrl":"https://doi.org/10.1017/jrr.2017.3","url":null,"abstract":"This study looked at lay theories of how people with personality disorders (PDs) are perceived to cope with their interpersonal relationships. In all, 213 participants read 14 vignettes derived from Oldham's and Morris's (2000) book describing DSM III personality disorders for a popular audience. Participants were invited to do six ratings, including how happy each person in each vignette appeared to be and how successful at establishing long-term relationships. Effect sizes for each question across the 14 vignettes were small to medium. The six ratings factored into a single social adjustment scale, and there were many differences across the PDs on this measure. Those with dependent PD were judged as most successful in their social relationships while those who were schizoid PD were judged as least successful. A similar analysis using the three higher order clusters showed significant differences: Cluster C disordered people were judged as better adjusted than Cluster A people. Limitations of the methodology and implications are discussed.","PeriodicalId":37757,"journal":{"name":"Journal of Relationships Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jrr.2017.3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49191918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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