Interpersonal relationships: Cognitive appraisals, Emotions and Hope

Abstract

<p style="text-align:justify">This study examined teachers’ attributions and emotions for their subjectively perceived interpersonal relationships with their students as positive or negative, and whether hope (pathways thinking, agency thinking) influences the perceived positive or negative interpersonal relationships, the subsequent attributions and emotions, and the impact of attributions on emotions. Fifty teachers, of both genders, completed the questionnaire for each of their five students who were randomly selected from their teaching classes. The results revealed that the positive interpersonal relationships were predominately attributed to stable, personally controllable and self-student controllable factors, whereas the negative interpersonal relationships were primarily attributed to external, external controllable, unstable, and self-student controllable factors. Also, teachers reported positive emotions of high intensity (sympathy, cheerfulness, exciting, love, not anger, calmness) for the positive relationships, and negative emotions of moderate intensity (no enthusiasm, shame, anxiety, no excitement) for the negative relationships. Yet, the high hope teachers made adaptive attributional and emotional appraisals for the positive and, mainly, negative interpersonal relationships. Agency thinking, as compared to pathway thinking, was a better and worse formulator of the appraisals in negative and positive interpersonal relationships, respectively. Hope, additionally, had direct effect on the emotions, beyond that afforded by attributions, particularly in negative interpersonal relationships.</p>

Self-Regulation and its Relationship to Social Intelligence among College of Education Female Students at Prince Sattam University

“…It also investigated their availability among students. Results of the study of Stephanou and Athanasiadou (2020) disclosed that "the positive interpersonal relationships were predominately attributed to stable, personally controllable and selfstudent controllable factors". (p. 13) Social Intelligence can be operationally defined as the female student's ability to understand the feelings and concerns of others, interact with them, and behave well in different social situations.…”

Work Interpersonal Relationships: Cognitive Appraisals and the Prediction of Dispositional Forgiveness and Satisfaction of Life and Work

“…Specifically, partners exhibit self-enhancing and self-saving biases (Dix & Grusec, 1985), when making attributions for positive and negative interpersonal relationships or the other's behavior. Specifically, individuals tend to attribute the positive interpersonal relationships to themselves (internal, stable, personal controllable, and external uncontrollable), and the negative relationships to the partner-and situational-related factors (Fitness et al, 2005;Gagné & Lydon, 2004;Stephanou, 2005Stephanou, , 2011Stephanou & Athanasiadou, 2020;Weiner, 2001Weiner, , 2002Ybarra & Stephan, 1999). However, according to some theorists, although the attributional biases of partner, has been repeatedly found in different relationship situations (Fincham, 1985;Macnow, 2019), this bias may have affect satisfaction in relationships, or it could serve as a secondary indicator that the relationship is already distressed.…”

“…The participants made separate attributions for their best and worst interpersonal relationships with their colleagues by responding to modified Causal Dimension Scale II (CDSII, McAuley, Duncan, & Russell, 1992). The modified version of the CDSII was based on past researches in interpersonal relationships (Fincham, 2003;Fletcher, 2002;Fletcher & Thomas, 1996), and it has proved a reliable and valid research instrument in examining attributions for intimate interpersonal relationships in Greek population (Stephanou, 2012;Stephanou & Athanasiadou, 2020). The scale allowed the employees to write down, according to their opinion, the most influential factor of their best or worst interpersonal relationship with their colleague, and, then, to classify that cause along the attributional dimensions of locus of causality (internal/external causes to him/herself), stability (stable/unstable cause over time), personal controllability (controllable/uncontrollable causes by himself/herself), external controllability (controllable/uncontrollable causes by others), colleague's locus of causality (internal/external cause to the colleague), colleague's controllability (personally controllable/uncontrollable cause by the colleague), self-colleague interactive locus of causality (internal/external causes to interaction of self-colleague) and selfcolleague interactive controllability (controllable/uncontrollable causes by the interaction self-colleague).…”

“…In education, the high quality of the wide variety of the interpersonal relationships, such as teacher and students, teachers and parents, school leaders and teachers, and teachers and their colleagues, are considered essential for the healthy development of teachers and students (Martin, 2014;Pennings, Brekelmans, Sadler, Claessens, van der Want, & van Tartwijk, 2018;Stephanou & Athanasiadou, 2020;Wubbels, Brekelmans, den Brok, Levy, Mainhard, & van Tartwijk, 2012). Further, positive relations among teachers are estimated as an important element of school functioning, and a potential source of school improvement (Moolenaar, Daly, Sleegers, & Karsten, 2014).…”

“…The responses ranged from 1 = Not at all to 5 = Totally (e.g., "How satisfied are you with the interpersonal relationship with the specific colleague?"). The construction of the scale was based on past researches in interpersonal relationships(Fincham, Rogge, & Beach, 2018;Rogge et al, 2017;Stephanou, 2012), and in interpersonal relationships at work and school framework(Stephanou & Athanasiadou, 2020;Szostek, 2019), and on the Quality of Interpersonal Relationships in the Team Scale (QIRT-S,Szostek, 2019). The participants completed the scale twice; they completed, first, the scale for the worst interpersonal relationship, and, then, the scale for the best interpersonal relationship.…”