The use of social media is rapidly increasing, and one of the major discussions of the 21st century revolves around how the use of these applications will impact on the social relationships of users. To contribute to this discussion, we present a brief narrative review highlighting the advantages and disadvantages of social media use on three key aspects of social connectedness: social capital, sense of community, and loneliness. The results indicate that using social media can increase social capital, lead to the formation of friendships and communities, and reduce loneliness. However, some social media site users may experience weakening friendships, online ostracism, and heightened loneliness. Therefore, we argue that the use of social media has contradictory effects on social connectedness. Moreover, the direction of these outcomes is contingent upon who is using the site and how they are using it. Based on these arguments, possible directions for future research are discussed. It is recommended that discourse be continued relating to the association between online social behaviour and connectedness, as this will enable researchers to establish whether the positive outcomes of social media use outweigh the negative.

Theory suggests that rejection sensitivity, a social cognitive processing style characterised by anxious and angry expectations of rejection, develops from experiences of rejection or acceptance by others. The purpose of this study of 417 children and early adolescents (age 9 to 13) was to examine how relationship experiences are directly and interactively associated with their rejection sensitivity. In a multivariate analysis, there was an association of rejection by parents and by peers with rejection sensitivity, with a stronger association between peer rejection and sensitivity than between parent rejection and sensitivity. Regarding interactive effects, peer rejection was found to have a strong association with rejection sensitivity among participants with low or high parent acceptance, and among those with high friendship satisfaction. Yet, there was evidence of a stronger association between peer rejection and rejection sensitivity among those with low parent acceptance or high friendship quality. This was because rejection sensitivity was highest when peer rejection was high and parent acceptance was low, and sensitivity was lowest when peer rejection was low and friendship quality was high. Findings show how young people's relationships in different domains uniquely co-vary with rejection sensitivity and interact in accounting for angry and anxious expectations of rejection by others.

Relationships form the essence of personality and contribute to the individual's wellbeing. Keeping in view the significance that relationships may have on an individual, it becomes compelling to examine relationship quality, the central guiding force of relationships. Relationship quality — the positive or negative feelings about a relationship — is termed an ambiguous concept. The purpose of this article is to review the literature of relationship quality to develop a deep understanding of the construct, by exploring its various determinants. The article begins with a description of the construct followed by a detailed exploration of the factors that determine relationship quality. Research suggests that a wide range of factors have an influence on relationship quality. These include, among others, self-verification and self-enhancement, personality, emotional intelligence, interaction patterns, and partner support. Economic factors also play an important role in determining relationship quality. Previous research also suggests that most of the research on relationship quality has been done on either marital relationships or dating relationships. Further, the determinants of relationship quality may be different with respect to different types of relationships. Additionally, research suggests that relationship quality has been examined using multiple methods, which strengthens the claim of relationship quality being a complex and ambiguous construct.

This study tested the hypothesis that it is easier to take the perspective of another person when one has similar past experience. Volunteer participants (N = 154) were asked to take the perspective of a protagonist in one of four problematic interpersonal situations and then to rate the ease with which they felt able to perspective take and the extent of their personal past experience of similar situations. Similar past experience predicted ease of perspective taking, with the relationship influenced by reflection on past experience. Ease of perspective taking mediated the relationship between similar past experience and participant perceptions of their accuracy in understanding the other person, but ease was not associated with emotional arousal. The findings have potential therapeutic applications for attempts to increase empathy and understanding in people for whom perspective taking may be difficult.

A meta-analysis of 20 manuscripts reporting on 21 unique studies (N = 19,623) was conducted to investigate the magnitude of the association between adolescent romantic relationship quality (RRQ), romantic relationship breakups (RRB) and mental health outcomes (i.e., depression, suicide ideation, deliberate self-harm, and suicide attempt). Potential moderators of these relationships were also explored. The sample included U.S. and non-U.S. adolescents (13–17 years old), and young adults (18–29 years old). Results indicated statistically significant but modest relationships between both RRQ and RRB and mental health, with the first showing a stronger association. There was some evidence suggesting this relationship may be stronger for women, but no evidence it differed as a function of nationality or age. Additional research is needed to address the distinction between clinical and non-clinical populations on specific outcomes and to further explore the role of mental health outcomes as related to romantic relationship quality and breakups. Implications for practice include the need for (a) services to individuals emotionally affected by romantic relationships, (b) relationship quality psycho-education, and (c) screenings of individuals at risk due to low romantic relationship quality or recent relationship breakup.

This article reviews current knowledge about how the tendency to reflect on personal experience is related to the tendency to take another's perspective. While it is well established that self-reflection leads to a greater understanding of one's own emotions, cognitions, and behaviours, the extent to which it is associated with understanding others is less well understood, despite the implications of this for the development of more effective interventions to improve empathy. The types of self-reflection that are used in clinical and psychotherapeutic interventions are used to illustrate the possibilities here, and ways in which clinicians may increase their own self-reflection are also considered.

The assessment of attachment in adolescence remains problematic, with the most widely used measure, the Inventory of Parent and Peer Attachment (IPPA; Armsden & Greenberg, 1987), argued to have major short-comings. This article reports two studies examining the psychometric properties of a shortened and modified version of the Experiences in Close Relationships — Revised (ECR-R) (Fraley, Waller, & Brennan, 2000), the Experiences in Close Relationships — Revised — General Short Form (ECR-R-GSF), for the assessment of general relationship attachment anxiety and avoidance in adolescents and young adults. Confirmatory factor analyses in two independent samples of high school and university students (Total N = 1187, 11 to 22 years) demonstrate support for the two-factor model of attachment anxiety and avoidance. The measurement model was supported across data sets and was not significantly different with respect to either age or sex. While the ECR-R-GSF demonstrated appropriate convergent and discriminant validity with the Relationships Questionnaire (RQ (Bartholomew & Horowitz, 1991) it did not converge with specific, parental relationship attachment as assessed by the IPPA. The ECR-R-GSF is argued to be a reliable and psychometrically sound instrument for assessing general attachment dimensions across a wide age range.

Attitudes toward individuals with disabilities are influenced by the amount of contact one has with such individuals. This research investigated if the relationship a person has with individuals with disabilities is associated with positive attitudes more so than mere contact with such individuals. Increased contact with friends with disabilities and activities with individuals with disabilities were associated with more positive altitudes. Contact with relatives and classmates with a disability was not associated with more positive attitudes. Age and gender were found to moderate these relationships. Contact with friends with disabilities increased positive attitudes for younger but not older participants. Contact with classmates with disabilities decreased positive attitudes for males but not females. This research can help us better understand disability-related bias.

The ability to take the perspectives of others is considered a prerequisite for effective interpersonal interaction. Despite extensive investigation into the correlates of perspective taking, there have been few previous attempts to understand the process by which people take another's psychological point of view. The purpose of this exploratory study was to identify the strategies used by individuals when attempting to take the perspective of another person. Twelve participants discussed a time they engaged in perspective taking. The analysis revealed that perspective taking was used in situations in which significant negative emotions could arise, and that participants shifted between the use of self-information (e.g., switching places, past experience) and other-information (e.g., target's personal characteristics) during the process of perspective taking. Different emotions and cognitions were associated with taking one's own perspective and taking that of the other person. The study provides a direct consideration of an under-investigated component of social and personal relationships.

Existing research on phubbing has focused mainly on one relationship group (i.e., partner phubbing). How does phubbing differ across different relationship groups (i.e., family vss people at work)? How does phubbing differ within the same relationship group (i.e., in the case of family relations: parents vs. children)? In which situations (i.e., in bed or at the dinner table) are people more likely to phub others? An online survey of 387 participants, predominantly Australians, revealed that participants were more likely to phub family, friends and strangers than people at work, and they were more likely to phub family and friends than strangers. With regard to family relations, participants were more likely to phub parents, partners and children than grandparents. They were more likely to phub partners and children than parents. The reason certain people are phubbed more frequently than others and in specific situations more than others is due to which social norms matter the most: injunctive norms or smartphone-related internalised norms. Considering that phubbing impacts those with whom the phubber has a closer relationship and those with whom the phubber has a distant relationship, comparing how phubbing differs across different relationship groups contributes to understanding the impact of phubbing on social relationships.

Despite strong prohibition against infidelity and endorsement of exclusivity as a norm, many people report engaging in infidelity. The current study examined this paradox by employing a between-subject design using online surveys with 810 adults to assess actor-observer biases in the degree of permissiveness judging own versus partner's hypothetical behaviour, as well as hypocrisy in judgments of infidelity versus self-reported behaviour. Participants judged their own behaviour more permissively than their partner's, but only for emotional/affectionate and technology/online behaviours (not sexual/explicit or solitary behaviours). Many reported having engaged in behaviours that they judged to be infidelity, especially emotional/affectionate and technology/online infidelity behaviours. Sexual attitudes, age, and religion predicted inconsistencies in judgments of infidelity and self-reported behaviour (hypocrisy). This study has implications for educators and practitioners working with couples to improve communication and establish guidelines for appropriate and inappropriate behaviour.

The assessment of attachment beyond infancy remains a controversial issue. Over the past 20 years adolescent attachment has been assessed in a variety of ways but no ‘gold standard’ for its measurement has emerged. Considering the complexity of attachment theory and the implications for measuring such relationships during adolescence, this article undertakes a review of self-report attachment measures utilised for this age group. Results of a comprehensive PsycInfo literature search are examined with regard to studies reporting the measurement of adolescent attachment. A total of 822 citations were retrieved for the years 1990 to 2012; 394 of these abstracts were further scrutinised for use in the current review. Descriptive data from citations are reported for the measure of attachment used, sample size, age range, and psychometric properties. Following this, the most commonly used self-report measures of attachment for adolescents are reviewed in detail. Theoretical and methodological concerns regarding the measurement of adolescent attachment are discussed and recommendations made regarding key issues to consider for the development of new instruments grounded in contemporary theory and evidence.

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.

Drawing from and extending rejection sensitivity (RS) theory, we tested a serial mediation pathway model, whereby perceived parenting practices were expected to be indirectly related to participants’ depressive and trait-anxious symptoms through RS, as well as emotional and behavioural responses to rejection. Participants were 628 adolescents and young adults (M = 19.8 years, SD = 2.6, 65.3% female) completing self-report measures assessing current perceived parenting practices, RS, emotion dysregulation, emotion suppression, social withdrawal, and depressive and trait-anxious symptoms. In latent-variable structural equation modelling, a latent construct of more positive (and fewer negative) perceived parenting practices was directly associated with offsprings’ lower level of depression and trait-anxiety symptoms. Also, there were indirect associations of parenting via RS, emotion dysregulation, suppression, and social withdrawal, regardless of whether the model focused on depressive or trait-anxious symptoms. The findings provide further support of the importance for adolescents and young adults to perceive that they experience warm and autonomy-supportive relationships with their parents (instead of rejecting, coercive, or psychologically controlling relationships); along with providing an extended model whereby anxious expectations of rejection associates with greater emotional difficulties through negative responses to difficult emotions and the tendency to withdraw from such experiences. Together, perceived parenting practices and rejection-related beliefs and responses seem to activate a pathway to elevated depressive and trait-anxiety symptoms.

Current research has focused primarily on how hate works in groups or its theoretical nature. This study replicates previous findings (Aumer-Ryan & Hatfield, 2007) that hate is primarily felt towards intimate others or people we spend considerable time with. Ninety-eight participants filled out a survey concerning themselves, the people they love and the people they hate. Participants also filled out a survey about motivations concerning the people they love and hate. Results demonstrate that participants saw people they hate considerably differently than those they love, and themselves. Additionally, this study provides empirical evidence that hate can be used as a predictor of motivation. Specifically, disgust and devaluation were important predictors in negative and positive motivation. Additional studies examining interpersonal hate can help better understand how hate operates and inform current theoretical literature.

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.

To date, little is known about the function of gratitude in romantic relationships. Being grateful has been demonstrated to provide a number of positive benefits for individuals; however, few studies have explored how grateful experiences may be beneficial in enhancing romantic relationships. This study explored the extent to which adult attachment moderates the relationship between dispositional gratitude and the experience of intimacy within romantic relationships. A greater disposition toward gratitude was expected to result in more frequent experiences of gratitude. It was also anticipated that experiences of gratitude would be associated with feelings of closeness. Participants (n = 156) were required to be currently in a relationship of at least six months duration and completed a series of questionnaires assessing dispositional gratitude, attachment and emotional intimacy. Moderation analysis revealed that although a positive, weak correlation existed between dispositional gratitude and intimacy, attachment did not moderate this association. It was concluded that further investigation of the experience of gratitude is necessary to understand the function of gratitude in romantic relationships. Methods focusing on specific experiences of gratitude in romantic relationships, and the associated feelings of closeness experienced by each partner, may yield more conclusive findings and may provide support for therapeutic approaches focused on enhancing closeness between couples by increasing experiences of gratitude.

Using data from the National Survey of Families and Households, an actor-partner interdependence model explored change in the frequency of disagreements and marital outcomes among 796 paired couples, early in marriage. Disagreements about money, time spent together, and the sexual relationship increased over 5 years. Money disagreements predicted disagreements about time and sex for husbands. Spillover findings showed disagreements about money and sex were related negatively to marital satisfaction. Disagreements in all three areas predicted marital instability for husbands, although only disagreements about money and time predicted marital instability for wives. Crossover findings showed husbands’ disagreements about money to be related negatively to wives’ marital satisfaction. Implications of the current findings are discussed.

As mentor teachers hold the balance of power in the relationship, how do they build and sustain positive mentor-mentee relationships? This study involved 11 pairs of mentors and mentees (n = 22) with audio-recorded interviews to explore their relationships, mentors’ support and mentors’ expectations for mentees’ involvement in the school. Findings suggested ways to build and sustain mentoring relationships (e.g., professionalism, respect, and support). Indeed, support in providing information for planning, access to resources, two-way dialoguing with feedback and reflections, and establishing safe, risk-taking environments to trial and evaluate newly learnt teaching practices were considered as ways to build and sustain relationships.

The aim of this study was to test the hypothesis that those with insecure attachments (characterised by anxiety, avoidance or both; Hazan & Shaver, 1994), would engage in less effective communication on sexual matters, which would in turn predict lower sexual satisfaction. A sample of 125 participants aged between 18 and 65 completed an online questionnaire asking about their sexual and intimate relationships, and their attachment patterns. As expected, avoidant individuals reported poorer sexual communication, which contributed to their sexual dissatisfaction. Contrary to expectations, anxiety did not have this effect. Interestingly, those anxious individuals in a relationship of 9 months or longer engaged in poorer sexual communication, which negatively impacted their sexual satisfaction. It was suggested that the ‘honeymoon period’ may be responsible for this finding. Alternatively, and as suggested by Davis et al. (2006), other variables, such as sexual anxiety and using sex as a barometer of relationship status, may account for this effect and warrant further exploration.