Bibliografias temáticas / Social interactions in relationships

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Literatura científica selecionada sobre o tema "Social interactions in relationships"

Autor: Grafiati

Publicado: 25 de julho de 2024

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Artigos de revistas sobre o assunto "Social interactions in relationships"

Huang, Tianchun. "Analysis of the Irreplaceability of Offline Relationship". Lecture Notes in Education Psychology and Public Media 4, n.º 1 (17 de maio de 2023): 1067–73. http://dx.doi.org/10.54254/2753-7048/4/2022797.

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During covid 19, traditional offline social interaction becomes difficult. Benefiting from the availability of social media, people are increasingly relying on social media to socialize. Can social media interaction replace real-life interaction? Is a social media-based relationship a sufficient substitution for a real relationship? This article divides social media interaction into reciprocal and non-reciprocal and compares two different social media interactions with real-life interactions. For the reciprocal social media interaction, The first research question distinguishes computer-mediated communication (CMC) from face-to-face (FtF) and discusses the possibility of CMC replacing FtF. Because the absence of social cues cannot be made up, CMC is not a sufficient substitute for FtF. For the non-reciprocal social media interaction, the second research question focuses on parasocial interaction-induced parasocial relationships. Because of non-reciprocality and lack of authenticity, the parasocial relationship is not a good substitute for a real relationship. In conclusion, social media relationship is not a sufficient substitute for a real relationship, but they can be used as a good supplement to a real relationship. The difference between reciprocal social media relationships and non-reciprocal social media relationships is also discussed. Reciprocal social media relationships and real relationships are interchangeable, while non-reciprocal social media relationships cannot transform into real relationships.

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Chao, Mei-Ru. "Family Interaction Relationship Types and Differences in Parent-Child Interactions". Social Behavior and Personality: an international journal 39, n.º 7 (1 de agosto de 2011): 897–914. http://dx.doi.org/10.2224/sbp.2011.39.7.897.

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The structure of family interaction relationship types and the differences of parent-child interactions based on parent-child samples in Taiwan were examined in this study. Eight interaction relationship types were examined; empathy, constraint, compromise, acquiescence, conflict, camouflage, indifference, and defensiveness. No significant differences were found in the family interaction relationship types between sons and daughters. Mothers were found to show more empathy than fathers in family interaction relationships; while children show more constraint, compromise, and acquiescence than parents, which all contribute to harmonious family interaction relationships.

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Wu, Chih-Lun, e Shwu-Min Horng. "Social Commerce Intention, Social Interaction, and Social Support". Journal of Organizational and End User Computing 34, n.º 1 (1 de janeiro de 2022): 1–23. http://dx.doi.org/10.4018/joeuc.307565.

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A higher number of socially anxious users were found as more users joined social network sites. Since social commerce has become an important issue, this study investigated the effect of social anxiety on online users’ social commerce intention. Online social interactions are hypothesized to influence social commerce intention directly or indirectly through online social support. 427 effective samples were collected from Facebook users, and the results confirmed most of the causal effects. The study also tested the moderating effect of social anxiety on the causal effects. Of the eight relationships, social anxiety significantly moderates six of them. The relationships between online social interaction and emotional support and between online social interaction and social commerce intention are stronger for users with higher social anxiety. For users with lower social anxiety, the relationship between social support and the receiving of social commerce intention is stronger. The research findings lead to significant theoretical contributions and managerial implications.

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Parry, Sarah L., Jane Simpson e Ste Weatherhead. "Changing Relationships through Interactions: Preliminary Accounts of Parent–Child Interactions after Undertaking Individual Parent Training". Child and Adolescent Social Work Journal 35, n.º 6 (7 de maio de 2018): 639–48. http://dx.doi.org/10.1007/s10560-018-0547-3.

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AbstractParent and child interaction training has been increasingly investigated over recent years. However, the mechanisms of change within individual training programmes are not well understood. To explore the factors that can facilitate or inhibit meaningful changes in interactions and ultimately relationships, the current study employed semi-structured interviews to obtain first person accounts from parents who had undertaken an individualised parent-training programme. Three participants provided accounts of the training programme and their perceived impact upon interactions with their children were analysed using inductive thematic analysis. The analysis resulted in three themes, which illustrate how participants adjusted their interactional style with their child to varying degrees through enhanced personal awareness, increased understanding of their child’s emotional and interactional needs, and accepting the reciprocity of interactional accountability. Changes in interactional style enabled participants to alter their perceptions of their own behaviours, their child’s behaviours, and how they influenced one another through interactions. Recommendations for future research and therapeutic practice are discussed in the context of the findings and the existing evidence base.

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Price, Heather E. "Principals’ social interactions with teachers". Journal of Educational Administration 53, n.º 1 (2 de fevereiro de 2015): 116–39. http://dx.doi.org/10.1108/jea-02-2014-0023.

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Purpose – The purpose of this paper is to link the social interactions between principals and their teachers to teachers’ perceptions of their students’ engagement with school, empirically testing the theoretical proposition that principals influence students through their teachers in the US charter school environment. The mediating influence of latent beliefs of trust and support are tested in this process. Design/methodology/approach – By analyzing pooled network and survey data collected in 15 Indianapolis charter schools using stepwise, fixed-effects regression techniques, this study tests the association between interactions of principals and teachers, on the one hand, and teachers’ perceptions of student engagement, on the other. The extent to which latent beliefs about teachers – in particular, trust in teachers and support of teachers by the administrators – mediate this relationship is also tested. Findings – Direct relationships between principal-teacher interactions and latent beliefs of trust and support are confirmed. Direct relationships between latent beliefs and perceptions of academic and school engagement are also confirmed. There is a relationship between principal-teacher interactions and teacher perceptions of student engagement, but the mediating effect of latent beliefs of trust and support accounts for much of the direct association. The reachability of the principal remains a significant and direct influence on teachers’ perceptions of academic engagement after accounting for trust and support. Research limitations/implications – Moving beyond principals’ personality dispositions in management and turning to the social relationships that they form with teachers adds to the understanding of how principal leadership affects student learning. Empirically distinguishing between the actual interactions and social dispositions of principals helps inform practical implications. Focussing on how principals’ social interactions with teachers influence teachers’ perceptions of students’ engagement provides a theoretical link as to how principals indirectly influence student achievement. Practical implications – The relationships that principals build with teachers have real implications on the beliefs of trust and support among teachers in a school and have a ripple effect on teachers’ perceptions of student engagement. These findings therefore suggest that frequently moving principals among schools is not an ideal policy. Originality/value – This study tests the theoretical boundaries of school organization research by using a within-schools design with charter schools. It also links leadership research to outcomes typically restricted to research on school culture and climate.

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Rodhain, Angélique, e Philippe Aurier. "The child–brand relationship: social interactions matter". Journal of Product & Brand Management 25, n.º 1 (21 de março de 2016): 84–97. http://dx.doi.org/10.1108/jpbm-03-2015-0835.

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Purpose – The purpose of this paper is to study the child–brand relationship dynamic in interaction with the relationships children develop with their family, peers and teacher. Design/methodology/approach – In all, six classes in French primary schools are observed for six months. Among the 112 children observed, aged 10-11 years, 24 of them are interviewed twice individually and 24 others are interviewed in focus groups. Findings – A lack of coherence between parents, peers and the teacher, as well as with the child’s own desires, affects the child–brand relationship and reduces the child’s self-esteem. Based on this, this study proposes a four-case typology of child–brand relationship dynamics with two criteria: the child’s attitude toward the brand relationship (favorable and unfavorable) and the consistency of attitudes in his/her socialization spheres (peers, parents and teacher) relative to this relationship. Then, the most frequent trajectories children follow across these brand relationship cases are identified. Research limitations/implications – This study applies to branded clothes. Practical implications – From a marketer’s perspective, this study reveals that there are different qualities in child–brand relationships. The strongest one appears when the child feels free from outside pressure and when peers, parents and the teacher create a virtuous circle for brands (or at least do not contradict the child’s desires for brands). Social implications – For public policymakers, it can be useful to be aware that when peers, parents and teachers’ opinions about brands differ, this affects the child’s self-esteem. Originality/value – The study offers a dynamic approach to child–brand relationships.

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MacKINNON, CAROL E. "Influences on Sibling Relations in Families with Married and Divorced Parents". Journal of Family Issues 9, n.º 4 (dezembro de 1988): 469–77. http://dx.doi.org/10.1177/019251388009004003.

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Two regression analyses were performed that tested the relationships between the amount of negative sibling interaction and the amount of positive sibling interaction and measures of relationship quality and family form. When measures of husband-wife, mother-child, and father-child relationship quality were controlled, marital status was not significantly related to either measure of sibling interactions. However, when the marital status of the parents (family form) was controlled, both the quality of husband-wife relationship and the quality of mother-child relationship were positively related to positive sibling interaction and negatively related to negative sibling interaction. Regardless of family form, the quality of other relationships in the family were important predictors of sibling interactions.

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Birditt, Kira, Angela Turkelson, Richard Gonzalez e Toni Antonucci. "CHRONIC NEGATIVE SOCIAL TIES: IMPLICATIONS FOR EXPOSURE AND REACTIVITY TO DAILY SOCIAL INTERACTIONS". Innovation in Aging 6, Supplement_1 (1 de novembro de 2022): 122. http://dx.doi.org/10.1093/geroni/igac059.486.

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Abstract Negative relationships (i.e., irritating, demanding) predict poor well-being and daily processes may account for these links. This study examined longitudinal trajectories of negative ties and their links with daily social interactions and well-being. A total of 169 individuals ages 33 to 91 reported negative relationship quality (spouse/child/friend) in 1992, 2005, 2015, and 2018 and completed 4-5 days of surveys every three hours regarding positive and negative social interactions and negative affect. Latent class growth models revealed two trajectories of negative relationships (moderate-stable and low-decreasing). Individuals in the moderate-stable trajectory reported more frequent daily interpersonal tensions but no link with positive interactions. The link between negative relationship trajectories and daily negative affect was moderated by daily positive interactions such that the association was reduced when individuals had positive interactions. Thus, negative ties may increase exposure but not reactivity to daily tensions and daily positive interactions buffer the negative tie-well-being link.

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Fekete, Christine, Jan D. Reinhardt, Mohit Arora, Julia Patrick Engkasan, Mirja Gross-Hemmi, Athanasios Kyriakides, Marc Le Fort e Hannah Tough. "Socioeconomic status and social relationships in persons with spinal cord injury from 22 countries: Does the countries’ socioeconomic development moderate associations?" PLOS ONE 16, n.º 8 (13 de agosto de 2021): e0255448. http://dx.doi.org/10.1371/journal.pone.0255448.

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Background Social relationships are powerful determinants of health and inequalities in social relationships across socioeconomic status (SES) groups may contribute to social inequalities in health. This study investigates inequalities in social relationships in an international sample of persons with spinal cord injury and explores whether social gradients in relationships are moderated by the countries’ socioeconomic development (SED). Methods Data from 12,330 participants of the International SCI Community Survey (InSCI) performed in 22 countries were used. We regressed social relationships (belongingness, relationship satisfaction, social interactions) on individual SES (education, income, employment, financial hardship, subjective status) and countries’ SED (Human Development Index) using multi-level models (main effects). To test potential moderation of the SED, interaction terms between individual SES and countries’ SED were entered into multi-level models. Results Paid work, absence of financial hardship and higher subjective status were related to higher belongingness (OR, 95% CI: 1.50, 1.34–1.67; 1.76, 1.53–2.03; 1.16, 1.12–1.19, respectively), higher relationship satisfaction (OR, 95% CI: 1.28, 1.15–1.42; 1.97, 1.72–2.27; 1.20, 1.17–1.24, respectively) and fewer problems with social interactions (Coeff, 95% CI: 0.96, 0.82–1.10; 1.93, 1.74–2.12; 0.26, 0.22–0.29, respectively), whereas associations with education and income were less consistent. Main effects for countries’ SED showed that persons from lower SED countries reported somewhat higher relationship satisfaction (OR, 95% CI: 0.97, 0.94–0.99) and less problems with social interactions (Coeff, 95% CI: -0.04, -0.09- -0.003). Results from moderation analysis revealed that having paid work was more important for relationships in lower SED countries, while education and subjective status were more important for relationships in higher SED countries (interaction terms p<0.05). Conclusion Social relationships in persons with spinal cord injury are patterned according to individual SES and the countries’ SED and larger socioeconomic structures partly moderate associations between individual SES and social relationships.

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Andryani, Ria, Edi Surya Negara, Rezki Syaputra e Deni Erlansyah. "Analysis of Academic Social Networks in Indonesia". Qubahan Academic Journal 3, n.º 4 (9 de dezembro de 2023): 409–21. http://dx.doi.org/10.58429/qaj.v3n4a289.

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Social network analysis to detect communities in social networks is a complex problem, this is due to differences in community definitions and the complexity of social networks. One of the social networks for researchers is the academic social network (ASN). We define the relationships between nodes in ASN into two forms, namely interconnection relationships and interaction relationships. Interconnection relationships are researchers' social relationships that are formed from similarities in discipline between researchers, while interaction relationships are researchers' social relationships that are formed through interactions carried out regarding joint article publications. This research aims to measure the social interactions and social interconnections of researchers in Indonesia using the social network analysis method. The ASN data used in this research comes from the academic social network Researchgate. This research produces information on the social networks of scientific groups in Indonesia and a framework for analyzing researchers' social networks using dual identification community mode which has been able to find and understand the structure of the research community based on records of interactions and interconnections with ASN with similarity values in both forms of network connections 85.9%.

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Teses / dissertações sobre o assunto "Social interactions in relationships"

Philips, Rebecca Jean. "Social Interactions and Social Relationships Between Children with and without Disabilities: Shifting the Focus". Thesis, University of Canterbury. Education, 1997. http://hdl.handle.net/10092/1592.

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This study is based on fieldwork carried out between October 1995 and December 1996 and has two dimensions. The first dimension reflects the study of social relationships between children with and without disabilities in the regular school setting. The second dimension reflects the process involved when moving from quantitative to qualitative research methodology. This research is presented as three case studies. The first is a behaviourist case study that utilised a peer-training intervention to improve social interactions and social relationships between a six year old boy labelled 'severely disabled' and his regular classroom peers. An increase in the number and length of interactions raised some important questions about the context of social relationships. Two qualitative observational case studies then followed, with the focus on social relationships, especially the structures and people that shape and influence them in the school setting. In the first of the qualitative case studies, the first and over-riding theme was the influence of the school structure. The second theme was the opportunities to interact available to the children in the classroom and the playground. The characteristics of the social interactions and relationships that I observed between a seven year old girl with a disability and her peers were the third theme. In the second qualitative case study three themes also emerged. The first was the role the school played in children's social relationships, the second was the opportunities available to the children to interact and the third theme was the characteristics of the social interactions and relationships that I observed between an eight year old girl with a disability and her peers.

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Gideon, Clare A. "SOCIAL ENVIRONMENTS OF DEMENTIA CAREGIVERS: RELATIONSHIPS BETWEEN SOCIAL SUPPORT, NEGATIVE SOCIAL INTERACTIONS, AND CAREGIVER EMOTIONAL DISTRESS". online version, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1158541315.

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Ellis, Michelle K. "Parent-teacher interactions: A study of the dynamics of social influence". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/535.

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The focus of this study was to explore the nature of parent-teacher interactions and to find evidence of social influence strategies used within their interactions. The literature showed that schools, internationally, nationally, and locally, have implemented parental involvement programs advocated by their respective governments. These programs are designed to encourage parents to interact more with the school and the teachers, forming parent-teacher partnerships to enhance student achievement levels. However, in practice, previous research has also signalled that there are underlying tensions in these parent-teacher partnerships that impact on parent-teacher interactions. This study sought to identify factors that parents and teachers describe as impacting on their interactions. Four low fee, independent, Protestant, metropolitan Perth primary schools participated in the study. Sixty-seven parents and teachers shared their lived experiences of positive and less than satisfactory parent-teacher interactions. Data were collected through the use of individual in-depth semi-structured interviews and focus group sessions. Reading and interpreting these transcripts aided in uncovering patterns of meaning, given by parents and teachers, into the nature of their interactions and their use of social influence strategies. The key finding from this study revealed that the nature of parent-teacher interactions was either collaborative or non-collaborative. The research concluded that parents and teachers held similar views on what practices made their interactions collaborative; however, they had different perspectives on what constituted non-collaborative practices. Secondly, six social influence strategies: authorities/experts, discussion, evidence, passive resistance, pressure, and relational were identified as being used by both parents and teachers during these interactions. These social influence strategies were used to persuade, manipulate, coerce, and/or negate the other person into sharing, adopting, obtaining or ignoring a person’s perspective. The outcomes of parents and teachers using social influence strategies were to obtain a course of action, level of care, and/or support for the student. Finally, these social influence strategies were utilised during various contexts and purposes for parent-teacher interactions. The findings revealed that parents and teachers had a preference for using the discussion, evidence, and relational strategies during their interactions, irrespective of the context or purpose. Overall, this research identified that five social influence strategies resulted in satisfactory experiences of parent-teacher interactions affording positive outcomes for students. Conversely, one social influence strategy, passive resistance, resulted in less than satisfactory experiences of parent-teacher interactions deriving less than satisfactory outcomes for students. Based on the findings from this research, a number of recommendations are suggested that include professional learning opportunities for teachers (and members of the school’s leadership team) on: the collaborative and non-collaborative practices of parents and teachers; the use and occasions for social influence strategies being implemented during particular parent-teacher interactions; and, customer service and public relations skills (in particular for early career teachers). These recommendations are viewed, in light of the findings identified in this present study, as enhancing parent-teacher communication, parent-teacher relationships and parental involvement in schools. In addition, these recommendations support the Australian Institute for Teacher and School Leadership’s National Professional Standards for Teachers which aims to improve teacher quality and positively enhance student achievement levels in our Australian schools.

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Kim, Eugene Paul. "Social learning of values and teacher-student interactions in a transitional socialist China". Diss., Restricted to subscribing institutions, 2004. http://proquest.umi.com/pqdweb?did=813763381&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Sewell, Alexandra. "Young social beings : an investigation into the social interactions and relationships of a Year Five class". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7049/.

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The research study employed a mixed methods research design to investigate the social interactions and relationships of a Year Five, mainstream Primary School class. The first strand of the research empirically evaluated an adaptation of the Applied Behaviour Analysis (ABA) intervention 'The Good Behaviour Game' (TGBG), which aimed to increase the positive social behaviour of the Year Five class. TGBG is a dependent group contingency, behaviour management intervention which is implemented at the whole class level. The research employed a single case, ABAB reversal design to evaluate its efficacy for promoting behaviour change for the target social behaviours of working as a team, supporting peers and positive social interactions with a peer. Observation data was also collected for a focus participant to explore the effects of a universal intervention at the targeted level of an individual participant. The second strand of the research utilised Personal Construct Psychology (PCP) to explore participants' construing of their social interactions and relationships with others. The repertory grid interview method was used to interview 8 participants. The PCP strand to the study was perceived to add an illuminative addition to the ABA strand, which incorporated a constructivist approach to understand the unique perceptions and views of the child.

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Freeman-Hildreth, Yolonda. "THE PATIENT PERSPECTIVE: EXPLORING THE INFLUENCE OF SOCIAL INTERACTIONS ON CHRONIC DISEASE OUTCOMES". Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1554315427596961.

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Balliet, Wendy E. "Posttraumatic Growth Among College Students at a Large Urban University: The Role of Social Support and Unsupportive Social Interactions". VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1753.

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Pillet-Shore, Danielle Marguerite. "Coming together creating and maintaining social relationships through the openings of face-to-face interactions /". Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1619144141&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Helms, Mildred K. (Mildred Kunkel). "Bureaucracy and Social Interaction: A Study in the Perceived Interaction Between a Superintendent and Campus Principals". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331152/.

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Effective relationships among the levels of educational administrators will support the emphasis on academic excellence at national, state, and local levels. Recognizing the factors involved and understanding the interactions of those factors is a complex process. This study examined the bureaucratic leadership style of a superintendent in the organizational structure and the social interaction between the superintendent and campus principals in that organization as perceived by the principals. Quantitative data were collected by using two instruments: (1) the Administration Organi zationa1 Inventory to define the superintendent's bureaucratic leadership style and (2) the Perceived Social Interaction Questionnaire to determine the degree of social interaction between the superintendent and the campus principals. The study included the superintendent and the forty-three principals of a Texas suburban public school. Data analysis examined the leadership style and its relationship to the social interaction and both style and social interaction in relationship to age, sex, elementary or secondary level, and years of experience as a principal. Results of the study did not clearly define the superintendent's leadership style in a bureaucratic organization and indicated no significant difference between the style and social interaction and the four biographical variables. However, analysis of the data revealed that more principals perceived the superintendent as a Professional with a high degree of expertise and low degree of authority when biographical data were considered. Principals who perceived the superintendent as having a high degree of expertise also indicated they had a warm and friendly social relationship with the superintendent. Further analysis revealed that older, male, secondary principals with more than ten years of experience had a warm and friendly social interaction with the superintendent. This study attempted to provide greater knowledge of the organizational structures and the inward workings of a school system so that other administrators might better understand essential factors affecting district decisions and practices

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Nikitina, Svetlana. "Understanding the interplay between technology and social ties in later life: How social ties promote use of technology and how technology can promote social relationships". Doctoral thesis, Università degli studi di Trento, 2019. http://hdl.handle.net/11572/243027.

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Meaningful social connections are an important part of our lives, especially as we age, and are associated with life satisfaction and psychological well-being. At the same time making friends and creating connections is known to be challenging in older age. In this thesis, we focus on studying how technology can help to collect information about older adults that can be useful for facilitating friendship formation and social interactions among users. We start by describing early work that shows the opportunities of technology in improving well-being of older adults. The conducted studies and review work highlights the potential of social interactions in motivating older adults for technology use and exercising. We then study factors affecting people's social connectedness and friendships. The study highlights that common life points are related to higher levels of connectedness and frequency of interactions. We then move the focus on studying friendship formation in later life, and specifically on how technology can help to facilitate friendship formation. From observations in the nursing homes we see that reminiscence is often used to collect information about a person’s history and values, we look at this practice as a way to identify information potentially useful to recommend friendships, especially in nursing homes context. We conduct Interviews and observations with nursing homes stakeholders and gerontology doctors to define requirements and opportunities of reminiscence conversational agent suitable to their current practices. We then conduct a study to explore how the concept of the bot and features are perceived by elderly, NH staff and doctors. Finally, we present the work carried out to define and validate the concept of a reminiscence-based conversational agent aimed at: i) conducting storytelling conversations that are engaging and natural and ii) being effective in collecting information about the user (e.g values, interests, places) that later can be used for recommending potential friends.

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Livros sobre o assunto "Social interactions in relationships"

Gender and social computing: Interactions, differences, and relationships. Hershey, PA: Information Science Reference, 2012.

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1952-, Burleson Brant Raney, Albrecht Terrance L e Sarason Irwin G, eds. Communication of social support: Messages, interactions, relationships, and community. Thousand Oaks, Calif: Sage Publications, 1994.

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Dorothy, Miell, e Dallos Rudi 1948-, eds. Social interaction and personal relationships. London: Sage Publications in association with the Open University, 1996.

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H, Rubin Kenneth, Bukowski William M e Laursen Brett Paul, eds. Handbook of peer interactions, relationships, and groups. New York: Guilford Press, 2009.

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Harry, Cohen. Connections: Understanding social relationships. Ames: Iowa State University Press, 1986.

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Duck, Steve. Human relationships. 4^a ed. Los Angeles: Sage Publications, 2007.

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Duck, Steve. Human relationships. 2^a ed. London: Sage Publications, 1992.

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Human relationships. 3^a ed. London: Sage Publications, 1998.

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Gilbert, Roberta M. Extraordinary relationships: A new way of thinking about human interactions. Minneapolis: Chronimed Pub., 1992.

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Extraordinary relationships: A new way of thinking about human interactions. New York: Wiley, 1992.

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Capítulos de livros sobre o assunto "Social interactions in relationships"

Peluso, Paul R., Andrew Z. Baker, Ashley Sauer e Jennifer P. Peluso. "Dynamical Analysis of Therapist-Client Interactions". In Mathematical Modeling of Social Relationships, 51–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76765-9_4.

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Bonati, Michelle L. "Supporting Positive Peer Social Interactions and Healthy Relationships". In Inclusive Education in Schools and Early Childhood Settings, 115–25. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2541-4_11.

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Armatas, Christopher A., William T. Borrie e Alan E. Watson. "Human-Nature Relationships for the Flathead Wild and Scenic River System: Analyzing Diversity, Synergies, and Tensions in a Mountainous Region of Montana, USA". In Human-Nature Interactions, 141–53. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-01980-7_12.

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Significance StatementNatural resource planners face the challenging task of sustaining the diverse range of human-nature relationships supported by mountain systems. Planners of the Flathead Wild and Scenic River system cannot reasonably consider and communicate each individual human-nature relationship in the planning process. We present a social science approach that facilitates public engagement by having members of the interested public prioritize human and ecological meanings and services. Statistical analysis distills the diverse range of human-nature relationships into a limited number to be considered by river planners. Six typified human-nature relationships are explored, and through an understanding of synergies and tensions, planners gain knowledge to support both decision-making and communication for sustaining the integrated mountain system.

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Moody, Stephen J. "Social relationships and institutional roles". In Navigating Friendships in Interaction, 79–100. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003381426-5.

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Gottman, John M., e Paul R. Peluso. "Dynamic Models of Social Interaction". In Mathematical Modeling of Social Relationships, 17–29. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76765-9_2.

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Hess-Lüttich, Ernest W. B. "Negotiating social relationships: Fontane’s gossip". In Negotiation and Power in Dialogic Interaction, 267–88. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/cilt.214.22hes.

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Clark, William C. "Scale Relationships in the Interactions of Climate, Ecosystems, and Societies". In Forecasting in the Social and Natural Sciences, 337–78. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4011-6_14.

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Yuksel, Mujde. "Digital Buddies: Parasocial Interactions and Relationships in Social Media Communities". In Celebrating America’s Pastimes: Baseball, Hot Dogs, Apple Pie and Marketing?, 763. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26647-3_163.

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Reis, Harry T. "Gender Effects in Social Participation: Intimacy, Loneliness, and the Conduct of Social Interaction". In The Emerging Field of Personal Relationships, 91–105. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003164005-8.

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Kowalski, Robin M. "The aversive side of social interaction revisited." In Behaving badly: Aversive behaviors in interpersonal relationships., 297–309. Washington: American Psychological Association, 2001. http://dx.doi.org/10.1037/10365-011.

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Trabalhos de conferências sobre o assunto "Social interactions in relationships"

Palaghias, Niklas, Nikos Loumis, Stylianos Georgoulas e Klaus Moessner. "Quantifying trust relationships based on real-world social interactions". In ICC 2016 - 2016 IEEE International Conference on Communications. IEEE, 2016. http://dx.doi.org/10.1109/icc.2016.7510835.

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Sriplo, Thitirat, e Marisha L. Humphries. "The Relationships between Adolescents' Perceptions of Others and Their Social Interactions on Social Media". In TechMindSociety '18: Technology, Mind, and Society. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3183654.3183679.

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Sansonnet, Jean-Paul. "Conversational Topics Handle Social Relationships". In 2013 Humaine Association Conference on Affective Computing and Intelligent Interaction (ACII). IEEE, 2013. http://dx.doi.org/10.1109/acii.2013.40.

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Ariza, Maurício, Antonio João Gonçalves de Azambuja, Jéferson Campos Nobre e Lisandro Zambenedetti Granville. "Automated Social Engineering Attacks using ChatBots on Professional Social Networks". In Workshop de Gerência e Operação de Redes e Serviços. Sociedade Brasileira de Computação - SBC, 2023. http://dx.doi.org/10.5753/wgrs.2023.747.

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The growth of the internet and social networks has intensified human interactions, raising the risk of cyberattacks. Social Engineering targets those human relationships in the cyber environment, using technology as a support to exploit natural human failures. Research has shown the capacity of Social Engineering attacks, however, there are few papers focusing on the evolution and trust of ChatBots and automation as a support for those attacks. This paper presents an analysis of the capacity of professional social networks to detect and block automated Social Engineering threats to their users. The approach developed allowed us to identify the characteristics of the trust relationship between the user, the social network, and the ChatBot resulting from the established interaction, and failures on the part of social networks to identify and block this kind of behavior. To this end, an automated Social Engineering bot was developed. The analysis and discussion of the results allow demonstration of the security vulnerabilities present in professional networks and in building the user’s trust relationship with the ChatBot.

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Huang, Luoying, Xiaoying Feng, Pengyu Chen, Ruixue Wang e Shuhan Luo. "Research on the Relationships of Interactions in Connectivist Learning Based on Social Network Analysis". In 2020 Ninth International Conference of Educational Innovation through Technology (EITT). IEEE, 2020. http://dx.doi.org/10.1109/eitt50754.2020.00038.

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Westlund, Jacqueline M. Kory, Hae Won Park, Randi Williams e Cynthia Breazeal. "Measuring young children's long-term relationships with social robots". In IDC '18: Interaction Design and Children. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3202185.3202732.

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Silina, Yulia. "Designing social wearables for mediation of intimate relationships". In MobileHCI '16: 18th International Conference on Human-Computer Interaction with Mobile Devices and Services. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2957265.2963111.

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Gartrell, Mike, Xinyu Xing, Qin Lv, Aaron Beach, Richard Han, Shivakant Mishra e Karim Seada. "Enhancing group recommendation by incorporating social relationship interactions". In the 16th ACM international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1880071.1880087.

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Kranzeeva, E. A., A. V. Orlova, E. V. Golovatsky e A. L. Burmakina. "Social and Political Regional Interactions in the Context of "Reactive Relationships": The Possibilities of Hybrid Methodology". In Proceedings of the Internation Conference on "Humanities and Social Sciences: Novations, Problems, Prospects" (HSSNPP 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/hssnpp-19.2019.15.

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Zhang, Xiaojie, Shihui Feng, Carol K. K. Chan e Jianhua Zhao. "The Relationships between Students’ Epistemological Beliefs and Social Interactions and Epistemic Actions in Collaborative Inquiry Practice". In 17th International Conference on Computer-Supported Collaborative Learning (CSCL) 2024. International Society of the Learning Sciences, 2024. http://dx.doi.org/10.22318/cscl2024.596913.

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Relatórios de organizações sobre o assunto "Social interactions in relationships"

Armstrong, Dave. Interactions and Non-Linearities in Regression Models. Instats Inc., 2023. http://dx.doi.org/10.61700/lnujxkrxa8jtk469.

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Many theories in the social sciences and beyond suggest non-linear or conditional relationships. Even if relationships of interest are assumed to be linear, it is important to test whether those assumptions are tenable. In this course, we consider how to diagnose un-modeled non-linearity in generalized linear models, how to estimate models with non-linear and/or conditional relationships and how to best present the results of those models to people who may engage with your work. An official Instats certificate of completion is provided at the conclusion of the seminar. The seminar offers 2 ECTS Equivalent points for European PhD students.

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Armstrong, Dave. Interactions and Non-Linearities in Regression Models. Instats Inc., 2023. http://dx.doi.org/10.61700/0w8ov518ywasy469.

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Stermieri, Lidia, Tom Kober, Russell McKenna, Thomas J. Schmidt e Evangelos Panos. Socio-economic energy model for digitalization (SEED) overview design concept and details (ODD) protocol. Paul Scherrer Institute, PSI, dezembro de 2023. http://dx.doi.org/10.55402/psi:56617.

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The Socio-Economic Energy Model for Digitalization (SEED) quantifies digitalization's impacts on technology investment choices, energy consumption, and emissions in different energy sectors. It belongs to the class of Agent Based Models and simulates the decision processes of various heterogenous actors of the energy system: households, services sectors and industry sectors. These decision processes relate to the adoption of digital services and practices, as well as the investment in end-use energy technologies to support them. The model represents a large set of complex interactions between its actors, such as peereffects, producer-consumer relationships and employee-employer relationships. It can also be linked to the Swiss TIMES energy system model (STEM) to evaluate broader implications to the energy supply and infrastructure arising from the decisions of the SEED actors. The current article formally describes the SEED model based on the Overview Design Concept and Details (ODD) protocol. It also lists its main features, assumptions and data sources.

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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna e Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), novembro de 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.

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Dolan, Mary, e Manuel E. Contreras. Participant Interaction in a Latin American Online Leadership Training Course. Inter-American Development Bank, janeiro de 2007. http://dx.doi.org/10.18235/0012214.

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This paper draws on current research and analyzes participant interactions in a 12-week leadership online training course with students from 14 Latin American countries. The paper systematizes the experience of the Inter-American Institute for Social Development (INDES) and constitutes a case study of an experience in a regional, non-academic online training course. The research concentrates specifically on the effects of and influences on different types of interaction, particularly taking into consideration the intricacies and interrelations of participation, critical thinking, achievement and their relationship to gender. The paper quantifies student-to-student postings in the different online discussion conferences, relates the postings to activity types as well as learning outcomes, and gauges the levels of critical thinking in the postings. The analysis is carried out by gender in order to highlight similarities and differences between male and female participants. Finally, other forms of interaction (student-to-content, interface and, instructor) are briefly analyzed using student reports and surveys. Our results suggest positive influences of interaction for an online course, illustrated by positive correlations between grades for written course work and number of postings in the activity conferences as well as total number of postings in all conferences. Additionally, results also point to certain gender preferences for particular discussion forums, but due to the small sample size, no definitive conclusions could be made.

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Jaspan, Ciera, e Jonathan Aldrich. Checking Framework Interactions with Relationships. Fort Belvoir, VA: Defense Technical Information Center, dezembro de 2008. http://dx.doi.org/10.21236/ada492512.

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Haider, Huma. Education, Conflict, and Stability in South Sudan. Institute of Development Studies (IDS), julho de 2021. http://dx.doi.org/10.19088/k4d.2021.129.

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This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.

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Glaeser, Edward, Bruce Sacerdote e Jose Scheinkman. Crime and Social Interactions. Cambridge, MA: National Bureau of Economic Research, fevereiro de 1995. http://dx.doi.org/10.3386/w5026.

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Blume, Lawrence, William Brock, Steven Durlauf e Rajshri Jayaraman. Linear Social Interactions Models. Cambridge, MA: National Bureau of Economic Research, julho de 2013. http://dx.doi.org/10.3386/w19212.

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Cutler, David, e Edward Glaeser. Social Interactions and Smoking. Cambridge, MA: National Bureau of Economic Research, outubro de 2007. http://dx.doi.org/10.3386/w13477.

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