John B. Nezlek

Emotional Intelligence and Social Interaction

Two studies found positive relationships between the ability to manage emotions and the quality of social interactions, supporting the predictive and incremental validity of an ability measure of emotional intelligence, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). In a sample of 118 American college students (Study 1), higher scores on the managing emotions subscale of the MSCEIT were positively related to the quality of interactions with friends, evaluated separately by participants and two friends. In a diary study of social interaction with 103 German college students (Study 2), managing emotions scores were positively related to the perceived quality of interactions with opposite sex individuals. Scores on this subscale were also positively related to perceived success in impression management in social interactions with individuals of the opposite sex. In both studies, the main findings remained statistically significant after controlling for Big Five personality traits.

Multilevel Random Coefficient Analyses of Event- and Interval-Contingent Data in Social and Personality Psychology Research

Increasingly, social and personality psychologists are conducting studies in which data are collected simultaneously at multiple levels, with hypotheses concerning effects that involve multiple levels of analysis. In studies of naturally occurring social interaction, data describing people and their social interactions are collected simultaneously. This article discuses how to analyze such data using random coefficient modeling. Analyzing data describing day-to-day social interaction is used to illustrate the analysis of event-contingent data (when specific events trigger or organize data collection), and analyzing data describing reactions to daily events is used to illustrate the analysis of interval-contingent data (when data are collected at intervals). Different analytic strategies are presented, the shortcomings of ordinary least squares analyses are described, and the use of multilevel random coefficient modeling is discussed in detail. Different modeling techniques, the specifics of formulating and testing hypotheses, and the differences between fixed and random effects are also considered.

Characteristics of the Rewarder and Intrinsic Motivation of the Rewardee

This field study considered the relationship between teacher characteristics and the intrinsic motivation and self-esteem of children in Grades 4 through 6. The research evolved out of Decis cognitive evaluation theory, which distinguishes between the controlling and informational aspects of rewards. We hypothesized that children whose teachers were oriented toward controlling them would be less intrinsically motivated and have lower self-esteem than children whose teachers were oriented toward supporting autonomy. We reasoned that control-oriented teachers would tend to use rewards controllingly, whereas autonomy-oriented teachers would tend to use rewards informationally. The data supported our hypothesis and also indicated that children perceived autonomy-oriented teachers as facilitating personal responsibility and internal control more than controloriented teachers.

Loneliness, social interaction, and sex roles

Forty-three male and 53 female college seniors maintained the Rochester Interaction Record for 2 weeks, providing information about every social interaction of 10 minutes or more. Subjects then completed the revised UCLA (University of California, Los Angeles) Loneliness Scale and the Personal Attributes Questionnaire, measuring sex-role orientation. For both sexes, loneliness was negatively related to the amount of time spent with females and to the meaningfulness of interaction with males and females. However, meaningfulness with males was more important than meaningfulness with females. Femininity was negatively related to loneliness for both sexes and partially mediated the above relationships. There were sex differences, however, in the extent to which variables overlapped in predicting loneliness. For example, a large group of nonlonely males was characterized both by having meaningful relationships with males and by spending time with females, whereas a second group of nonlonely males was characterized simply by having meaningful relationships with males. The largest group of nonlonely females was characterized simply by having meaningful relationships with males, but another sizable group was characterized simply by spending time with females. Females doing both accounted for very little of the variance.

Sex Differences in Social Participation

Twenty female and 38 male first-year college students maintained a daily record of their social interactions for 2 weeks early in the fall semester and for 2 weeks late in the spring semester. Over all interactions, females decreased time per day in interaction more than males did, primarily by reducing the length of interactions, and reported decreased satisfaction with these interactions. In interactions with three best same-sex friends, females also decreased length more than males did but maintained a higher level of satisfaction Number of interactions with same-sex best friend decreased markedly for females but not for males. The results were interpreted as showing that females socialize more intensely in the new environment than males and make use of the same-sex best friend to deal with the social stimulation. Differences between the sexes on interaction measures in the spring were minimal. Social psychology is often denned as the study of social interaction, and social psychologists do indeed study social interaction in a variety of ways. Strangely enough, however, social scientists in general are hard pressed to answer some of the most basic questions about social interaction: questions such as how much time during a day do people spend in social interaction? With how many different people do they interact? How long is the average interaction? How many people are involved in the typical social encounter, and what is its sexual composition? What differences exist among people in their reactions to their social lives? For each of these questions and the many others that could be asked, a second question immediately follows: In what ways, if any, do males and females differ in their social behavior? Using sex-based characteristics is a nearly universal way of describing

Implicit and Explicit Ethnocentrism: Revisiting the Ideologies of Prejudice

Two studies investigated relationships among individual differences in implicit and explicit prejudice, right-wing ideology, and rigidity in thinking. The first study examined these relationships focusing on White Americans’ prejudice toward Black Americans. The second study provided the first test of implicit ethnocentrism and its relationship to explicit ethnocentrism by studying the relationship between attitudes toward five social groups. Factor analyses found support for both implicit and explicit ethnocentrism. In both studies, mean explicit attitudes toward out groups were positive, whereas implicit attitudes were negative, suggesting that implicit and explicit prejudices are distinct; however, in both studies, implicit and explicit attitudes were related (r = .37, .47). Latent variable modeling indicates a simple structure within this ethnocentric system, with variables organized in order of specificity. These results lead to the conclusion that (a) implicit ethnocentrism exists and (b) it is related to and distinct from explicit ethnocentrism.

Day-to-Day Relationships among Self-Concept Clarity, Self-Esteem, Daily Events, and Mood

Twice a week for up to 10 weeks, 103 participants provided measures of their daily self-concept clarity (SCC), mood (negative affect [NA] and positive affect [PA]), and self-esteem (SE), and they described the events that occurred each day. Multilevel random coefficient modeling analyses found that daily SCC covaried with daily positive and negative events, with daily NA, and with daily SE. None of these relationships was moderated by trait levels of SE, SCC, PA, NA, or measures of depressogenic self-concept, anxiety, or depressive symptoms. Analyses that simultaneously included SE, mood, and events suggested that relationships between daily SCC and daily events were mediated by daily NA and daily SE. Such mediation suggests that daily events lead to changes in mood and SE, which in turn lead to changes in SCC. Additional analyses found that temporal variability of SE, PA, NA, and SCC was negatively correlated with trait SCC.

Regulating positive and negative emotions in daily life

The present study examined how people regulate their emotions in daily life and how such regulation is related to their daily affective experience and psychological adjustment. Each day for an average of 3 weeks, participants described how they had regulated their emotions in terms of the reappraisal and suppression (inhibiting the expression) of positive and negative emotions, and they described their emotional experience, self-esteem, and psychological adjustment in terms of Becks triadic model of depression. Reappraisal was used more often than suppression, and suppressing positive emotions was used less than the other three strategies. In general, regulation through reappraisal was found to be beneficial, whereas regulation by suppression was not. Reappraisal of positive emotions was associated with increases in positive affect, self-esteem, and psychological adjustment, whereas suppressing positive emotions was associated with decreased positive emotion, self-esteem, and psychological adjustment, and increased negative emotions. Moreover, relationships between reappraisal and psychological adjustment and self-esteem were mediated by experienced positive affect, whereas relationships between suppression of positive emotions and self-esteem adjustment were mediated by negative affect.

Depression as a moderator of relationships between positive daily events and day-to-day psychological adjustment.

For 21 days, 123 participants provided measures of their daily depressogenic adjustment, including Beck’s cognitive triad, causal uncertainty, control over the environment, self-esteem, and anxiety, and they described the positive and negative events that occurred. Daily adjustment negatively covaried with the number of negative events occurring each day and, except as measured by anxiety, positively covaried with positive events. The covariance between negative events and adjustment was stronger than the covariance between positive events and adjustment. Participants also provided measures of depressive symptoms. For the self-esteem and cognitive triad measures, adjustment covaried more strongly with negative and positive events for the depressed than they did for the nondepressed.

Using Multilevel Random Coefficient Modeling to Analyze Social Interaction Diary Data

This article provides a rationale for using multilevel random coefficient modeling (MRCM) to analyze social interaction diary data, and describes how to conduct such analyses. This description includes how to examine relationships between individual differences in social interaction and other trait-level individual differences such as personality scales. Analyzing relationships among different ratings of interactions and analyzing differences among types of interactions are also described, including techniques to examine how relationships between trait-level individual differences and reactions to interaction vary across different types of interactions (e.g., interactions with different relational partners). Different types of analyses are illustrated using data from actual studies. Although this article focuses on the analysis of data collected using variants of the Rochester Interaction Record, the techniques described can be used to analyze data collected using other methods and protocols.