Relational turbulence theory posits that external changes to the relational environment compel romantic partners to navigate transitions by establishing new daily routines as interdependent couples. ...The COVID-19 pandemic is an unprecedented transition fraught with difficult changes that have the potential to be especially disruptive to romantic partners’ daily routines as couples alter their patterns of interdependence and adapt their everyday lives. To study the pandemic’s effect as a relational transition, college students in romantic relationships (N = 314) completed measures of partner facilitation and interference, negative emotions, and relational turbulence as they recalled what their relationships were like prior to the pandemic (January, 2020) and then reported on their relationships during the peak of the first wave of the pandemic in the U.S. (April, 2020). On average, negative emotions (i.e., anger, fear, sadness) toward interacting with partners and relational turbulence both increased from before to during the pandemic, and partner interference was positively correlated, whereas facilitation was inversely correlated, with negative emotions during the pandemic. Results of a within-subjects mediation model revealed that changes in relational turbulence were explained, in part, by a decrease in partner interdependence due to the pandemic. A direct effect of the pandemic on increases in relational turbulence was also discovered.
Two experiments examined the effect of teaching with content relevance strategies on student learning outcomes. In both experiments, college students were randomly assigned to one of three teaching ...conditions in which the instructor (a) made no effort to teach the lesson content as relevant (control), (b) taught the same lesson content in a relevant manner (treatment 1), or (c) taught the same lesson content in an irrelevant manner (treatment 2). Results indicated that teaching with relevance strategies caused students to (a) become more situationally interested in what they were learning, (b) believe the lesson had greater task value, and (c) have more positive affect for their instructor, which in turn, (d) improved their performance on a post-lesson quiz. Overall, findings suggest that instructors can generate affect and stimulate learning by teaching in ways that relate course content to students' interests, needs, and goals.
This study modeled the strain that academic demands (i.e., taking courses with demanding workloads) place on college students' academic performance by exploring how sources of student academic ...support and stress might explain this association. Student participants (N = 302) completed a survey about their most demanding class of the semester and reported on how demanding the class was, how much stress they experienced related to the class, and how often student peers communicated academic support in the class. A conditional process analysis revealed that (a) academic demands were positively associated with academic stress, (b) academic support from peers buffered the negative effect of stress on academic performance (moderation), and (c) academic demands produced a negative indirect effect on academic performance through stress, but this indirect effect was buffered by student academic support (moderated mediation). This study provides evidence that students earn lower grades when academic demands create stressors, but highlights the importance of peers communicating support in mitigating the effects of these stressors on grades.
Dyadic processes of relational turbulence theory Goodboy, Alan K.; Dillow, Megan R.; Knoster, Kevin C. ...
Personal relationships,
September 2023, 2023-09-00, 20230901, Letnik:
30, Številka:
3
Journal Article
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This study tested dyadic processes of relational turbulence theory (RTT) in heterosexual marriages. We tested propositions 1, 2, and 5 of RTT, which propose that uncertainty about the marriage biases ...cognitive appraisals, and that interference from a partner heightens negative emotions, both of which culminate in relational turbulence for spouses. Guided by these propositions, husbands' and wives' (N = 510; 255 marital dyads) dyadic cognitive and emotional processes were estimated using the actor‐partner interdependence mediation model. Consistent with theoretical propositions, we found evidence for actor‐actor indirect effects; for both husbands and wives (a) the effect of spouses' relationship uncertainty on their own relational turbulence was mediated by their own biased cognitive appraisals, and (b) the effect of spouses' experienced interference on their own relational turbulence was mediated by their own anger from communicating in the marriage. However, controlling for actor‐actor indirect effects, partner‐defined processes (i.e., actor‐partner and partner‐actor indirect effects) uniquely explained husbands' and wives' relational turbulence.
The purpose of this study was to examine how online synchronous teaching using Zoom might be enhanced by incorporating multimedia principles from the cognitive theory of multimedia learning (CTML). A ...live lecture teaching experiment was conducted where students were randomly assigned to attend a standard lesson on Zoom (control condition) or the same lesson but with the multimedia principles (signaling, embodiment, and generative activity principles) applied throughout lesson (treatment condition). Results revealed a direct effect of teaching with CTML principles on students' learning, but there was no evidence for an indirect effect through working memory overload. Additionally, students had more affect toward the (same) instructor who taught with added CTML principles. Pedagogical implications and advice are offered for instructors who teach using Zoom.
The purpose of this longitudinal study was to model student trajectories of instructional dissent over the course of a semester. Participants were 312 undergraduate students who completed panel ...surveys on their worst course of the semester at three time points: during the beginning, middle, and end of a college course. Latent growth curve modeling revealed that, on average, expressive dissent slightly decreased, rhetorical dissent remained unchanged, and vengeful dissent slightly increased each month during the semester. Above and beyond the dissent growth process, student anger and hopelessness were independent and contemporaneous predictors of expressive and vengeful dissent at each time point.
•Medical students prefer both rhetorical and relational teaching behaviors and characteristics for their ideal surgical educator.•Prioritized rhetorical teaching behaviors and characteristics were ...instructor clarity, competence, and relevance.•Prioritized relational teaching behaviors and characteristics were responsiveness and caring.
Medical students have expectations and preferences for how they are taught by clinical surgical educators. The goal of this study was to (a) determine medical students’ prioritizations of ideal teaching behaviors and characteristics for surgical educators, and (b) delineate which teaching behaviors and characteristics were considered to be less important for surgical education.
Using a necessity (low) and luxury (high) budget allocation methodology to build their ideal surgical educator, MSIII and MSIV students (N = 82) completed a survey to prioritize and invest in 10 effective teaching behaviors and characteristics identified in the instructional communication literature (assertiveness, responsiveness, clarity, relevance, competence, character, caring, immediacy, humor, and disclosure).
Repeated-measures ANOVAs indicated MSIII and MSIV students invested significantly more of their teaching budget allocations for their ideal surgical educator into instructor clarity, competence, relevance, responsiveness, and caring, both within a (low) necessity budget (F5.83, 472.17 = 24.09, p < 0.001, η2p = 0.23) and (high) luxury budget (F(7.65, 619.76) = 67.56, p < 0.001, η2p = 0.46). Using paired t-tests, comparisons of repeated investments in low and high budget allocations revealed that students invested slightly more of a percentage of funds in instructor immediacy (+2.62%; t(81) = 2.90, p = 0.005; d = 0.32) and disclosure (+1.44%; t(81) = 3.26, p = 0.002; d = 0.36), indicating they viewed these teaching behaviors more as luxury components of surgical education rather than necessities, but these behaviors were significantly less important than their ideal prioritizations of instructor clarity, competence, relevance, responsiveness, and caring.
Results indicated that medical students want a surgical educator who is largely a rhetorical educator; that is, a surgical specialist who clearly communicates expertise and relevant content that students can apply to their careers as future surgeons. However, a relational component was viewed as ideal by students as students also preferred surgical educators to be sensitive and sympathetic to their academic needs.
In this study, we explore how students identify and navigate the social structure of higher education and how, in doing so, they communicatively (re)produce socializing norms. To this end, we draw ...upon the work of the late educational sociologist Pierre Bourdieu to outline a critical communication pedagogical understanding of institutional socialization at a public, 4-year university. We conducted focus groups with 36 college students to understand their perceptions of (in)appropriate communicative behaviors, norms, and attitudes in higher education. We then discuss the importance of their perceptions of social and cultural capital, connect their ascriptions to the (re)production of existing social relationships, and advocate for a renewed focus on seemingly innocuous communication and instruction concepts and variables in light of our findings. Finally, we offer ways for instructors to intervene into the socialization process by making the culture of power visible to all educational participants.
Existing research suggests that social networking sites (SNSs) allow romantic partners to maintain their relationships online. This study examined how relational maintenance behaviors associated with ...Facebook (FB) use were predicted by satisfaction, uncertainty, and FB jealousy. A survey was conducted sampling 281 undergraduates in a romantic relationship where both partners were active users of FB. The results revealed that when partners (a) perceived mutual and definitional uncertainty in their relationship they used more FB monitoring to maintain their relationship; (b) when partners reported future and definitional certainty they used more FB assurances and openness; (c) when partners experienced FB jealousy they used more FB positivity, openness, assurances, and monitoring; and (d) when partners were satisfied they used more FB positivity and assurances.
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