Emotional well-being is most typically studied in trait or trait-like terms, yet a growing literature indicates that daily (within-person) fluctuations in emotional well-being may be equally important. The present research explored the hypothesis that daily variations may be understood in terms of the degree to which three basic needs—autonomy, competence, and relatedness—are satisfied in daily activity. Hierarchical linear models were used to examine this hypothesis across 2 weeks of daily activity and well-being reports controlling for trait-level individual differences. Results strongly supported the hypothesis. The authors also examined the social activities that contribute to satisfaction of relatedness needs. The best predictors were meaningful talk and feeling understood and appreciated by interaction partners. Finally, the authors found systematic day-of-the-week variations in emotional well-being and need satisfaction. These results are discussed in terms of the importance of daily activities and the need to consider both trait and day-level determinants of well-being.

Four studies examined the intrapersonal and interpersonal consequences of seeking out others when good things happen (i.e., capitalization). Two studies showed that communicating personal positive events with others was associated with increased daily positive affect and well-being, above and beyond the impact of the positive event itself and other daily events. Moreover, when others were perceived to respond actively and constructively (and not passively or destructively) to capitalization attempts, the benefits were further enhanced. Two studies found that close relationships in which one's partner typically responds to capitalization attempts enthusiastically were associated with higher relationship well-being (e.g., intimacy, daily marital satisfaction). The results are discussed in terms of the theoretical and empirical importance of understanding how people "cope" with positive events, cultivate positive emotions, and enhance social bonds.

As we humans go through life, we are involved in many different goals and activities. We go to school or work; we pursue hobbies, pastimes, and other recreational interests; we socialize with friends, relatives, coworkers, and acquaintances; we care for children, aging parents, and others; and we engage in subsistence activities like preparing meals, managing finances, maintaining our living spaces and vehicles, and sleeping. Traversing all of these is the impact of relationships. Virtually all day-to-day activity requires coordination of our actions with those of other people on whom we depend and who depend on us. In other words, for most people most of the time, successfully accomplishing most life tasks and goals is intrinsically interwoven with how they interact with others.The fact of interdependence with others reflects the importance of social relations in human evolution. Humans are a social species. Mechanisms for relating to and coordinating with others are deeply wired into our neural architecture, as described by numerous theorists (e.g., Buss & Kenrick, 1998;Reis, Collins, & Berscheid, 2000). Reflecting this complexity, a vast and growing literature has emerged describing the nature of social relations and the myriad processes that regulate them. This literature provides compelling evidence about the role of relationships in life activity and personal well-being.

This edited volume integrates research on relationships from childhood to later adulthood.

In three studies we investigated the utility of distinguishing among different domains of interpersonal competence in college students' peer relationships. In Study 1 we developed a questionnaire to assess five dimensions of competence: initiating relationships, self-disclosure, asserting displeasure with others' actions, providing emotional support, and managing interpersonal conflicts. Initial validation evidence was gathered. We found that self-perceptions of competence varied as a function of sex of subject, sex of interaction partner, and competence domain. In Study 2 we found moderate levels of agreement between ratings of competence by subjects and their roommates. Interpersonal competence scores were also related in predictable ways to subject and roommate reports of masculinity and femininity, social self-esteem, loneliness, and social desirability. In Study 3 we obtained ratings of subjects' competence from their close friends and new acquaintances. Relationship satisfaction among new acquaintances was predicted best by initiation competence, whereas satisfaction in friendships was most strongly related to emotional support competence. The findings provide strong evidence of the usefulness of distinguishing among domains of interpersonal competence. Social scientists and mental health professionals alike have long been interested in interpersonal competence and the specific components involved in effective interaction (i.e., social skills). Researchers studying various forms of interpersonal relationships have recognized the importance of interpersonal competence in children's peer group popularity (Asher, 1983), adolescents' success in dating (Twentyman, Boland, & McFall, 1981), and adults' marital satisfaction (Gottman, 1979). Recent studies of social support suggest that people who are interpersonally competent are more likely to build and use networks of relationships that provide support in the face of stressful life