The present research explored Taiwanese adolescent students' interpersonal relationships and examined whether teachers' evaluations of these students' health and academic performances varied with the students' interpersonal relationship patterns. Data (n = 2310) were based on a panel study conducted by the Taiwan Youth Project in 2001 (eighth grade) and 2002 (ninth grade). Latent class models and hierarchical linear models were used to analyse the data. Adolescent students' interpersonal relationships were categorized as Multiple Contacts, Parents‐ and Peers‐Close, Peers‐Close, and Few Contacts. The research results showed that not only adolescents' self‐reports of self‐esteem and depressed mood but also teachers' evaluations of adolescents' health and academic performances varied with adolescents' interpersonal relationship patterns. An influence of teachers' character and work environment on their evaluations of students was found. Teachers who had more years of teaching and higher job satisfaction rated their students as having better health, and teachers who felt greater respect from their students reported that their students had better academic performance. The connection between adolescents' psychological well‐being and the roles of parents, peers and teachers is also discussed.

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The present study was designed to investigate the evaluative characteristics of forewarning on persuasion. In this experiment, we manipulated forewarning by providing premessage information about the topic and position (TP-type forewarning), or the topic only (TO-type forewarning) of the upcoming communication.Five kinds of forewarnings were used: TP-type forewarnings with positive, negative and neutral evaluative characteristics, TO-type forewarning with neutral evaluative characteristics, and no forewarning.Subjects in the experimental conditions were forewarned or not forewarend before presentation of the communication. Subjects in the control condition were, however, exposed to neither forewarning nor communication.Results showed that TP-type forewarning with negative evaluative characteristics produced resistance to persuasion, and increased psychological reactance in the overall period and counterarguments in the period between the forewarning and the communication.But, TP-type forewarning with positive evaluative characteristics did not indicate persuasion facilitating effect. Results in this study suggested that forewarnings with different evaluative characteristics might produce different effects on persuasion mediated by different psychological processes.

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