Sean M. Horan

Investing in Affection: An Investigation of Human Affection Exchange Theory and Relational Qualities

Affection exchange theory (AET; Floyd, 2001) argues that affectionate communication fosters long-term survival. AET specifically argues that part of this process occurs through the enhancement of close relational bonds. This study tests this proposition, specifically examining how affectionate messages relate to relational investment (satisfaction, commitment, quality of alternatives, and investment size). Analysis of 72 couples (N = 144; M = 35.58 years old) revealed that giving and receiving affection positively related to commitment and satisfaction. Receiving affection strongly predicted perceptions of satisfaction, and communicating affection better predicted commitment. Affection accounted for between 17% and 35% of the variance in perceptions of commitment and satisfaction.

Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages

Emotional Response Theory (Mottet, Frymier, & Beebe, 2006) predicts that instructor communication stimulates student emotional responses that direct their approach–avoidance behaviors. To test this theory, students reported their perceptions of instructor communication (power and justice), student emotional responses (pleasure, arousal, and dominance), and indicators of their approach–avoidance (cognitive learning, affective learning, and state motivation). Emotional responses were superior predictors of cognitive learning and state motivation compared to instructor communication. However, instructor communication was a better predictor of affective learning compared to emotional responses. To test the causal nature of this theory, path analyses were employed. The models were not supported. Collectively, the theory was partially supported. Implications, limitations, future directions, and an assessment of the theory are discussed.

Dating in the fast lane: How communication predicts speed-dating success

Speed-dating has become a popular way to initiate relationships; however, little scholarly research has focused on these events. This research is designed to investigate positive and negative predictors of possible relationships by focusing on decisions to engage in future dates. Interpersonal attraction, homophily, and nonverbal immediacy have been linked to the predicted outcome value (POV) of relationships during initial encounters. This study investigates how these variables influence date decisions in a six minute speed-dating experience. Results indicate interpersonal attraction and nonverbal immediacy significantly predict POV but not future date decisions. Moreover, men reported higher levels of homophily and interpersonal attraction than women. Differential elements of speed-dating as an initial interaction context and the relevance of demographics are discussed.

Affection Exchange Theory and Perceptions of Relational Transgressions

Affection Exchange Theory (AET; Floyd, 2006a) argues that affectionate messages enhance relational bonds. In order to test this postulate, the present study explored the relationships among affectionate communication, both given and received, and perceptions of relational transgressions (e.g., severity, hurt, and rumination) in established romantic relationships. Results revealed that the amount of received affection negatively related to perceptions of severity, thoughts of rumination, and feelings of hurt. Expressed affection was unrelated to transgression perceptions. Regressions further informed how these factors relate. Results, theoretical implications, and limitations are discussed.

Testing Leader–Member Exchange Theory as a Lens to Understand Students’ Classroom Justice Perceptions and Antisocial Communication

The purpose of this study was to test whether leader–member exchange theory (LMX) offers an explanatory lens for the program of classroom justice research. To that end, relationships among justice, LMX, and antisocial communication were explored. Findings indicated that perceptions of justice and LMX were positively related. Likewise, perceptions of interactional and procedural justice negatively predicted indirect interpersonal aggression, hostility, and revenge. Similarly, LMX perceptions were negatively related to students’ hostility and revenge and mediated the relationships between students’ perceptions of distributive justice and these outcomes. LMX also moderated the relationships between students’ perceptions of classroom justice and indirect interpersonal aggression and deception. Implications, limitations, and future research are discussed.

Understanding the Routine Expression of Deceptive Affection in Romantic Relationships

Studies suggest that individuals regularly communicate inauthentic affectionate messages to their romantic partners. Yet, most studies do not describe this process, what constitutes deceptive affection, or the functions involved. The study involved a 7-day diary in which participants recorded what they lied about, why they lied, and how they used affection to deceive their romantic partners. Results indicate that participants lied about their own feelings, feelings about their partners, or feelings about the situation. They communicated deceptive affection using verbal messages of confirmation or avoidance, and incorporated nonverbal cues of haptics, proxemics, and kinesics. Motives for the deception included face-saving, conflict management/avoidance, and emotion management. This study provides a clearer picture of how deceptive communication may support and maintain romantic relationships.

Understanding Work-Life Blending: Credibility Implications For Those Who Date at Work

This study examined the credibility implications of employees who date at work. A 2 (status dynamic of the romance) × 2 (sex of the peer) design was used to examine effects of workplace romance on perceptions of credibility. One hundred and forty full-time working adults assessed the credibility of a hypothetical coworker who was involved in a workplace romance. Results indicate that peers who date superiors are viewed as less caring and less trustworthy than are peers who date equal status employees. Sex and status interacted such that women dating superiors versus peers were perceived as less caring and less trustworthy, whereas perceptions of men did not differ based on the status of their relational partners. Limitations and future research are discussed.

Fair and Square? An Examination of Classroom Justice and Relational Teaching Messages

Students and instructors acknowledge the importance of the instructor–student relationship in the classroom. Despite the importance of the instructor–student interpersonal relationship, there can also be unexpected or undesirable outcomes associated with relational teaching. Using the theoretical framework of leader–member exchange, we explored relational teaching messages to understand how they may relate positively or negatively to student perceptions of classroom justice. Participants (N = 124) completed measures about relational communication strategies (i.e., rapport, confirmation, and affinity-seeking) and classroom justice (i.e., procedural, interactional, and distributive). Results indicate the enjoyable interaction dimension of rapport positively predicted perceptions of all three types of justice. The response to questions dimension of confirmation positively predicted perceptions of procedural and interactional justice.

Predicted Outcome Value of Organizational Commitment

This study represents an application of predicted outcome value (POV) theory in the organizational context. The goal was to examine the extent to which newcomer POV judgments served as predictors of organizational commitment and if the three forms of newcomer socialization would lead to POV judgments that, in turn, would lead to forecasted organizational commitment. Participants included 204 adults working full time, who had been at their current job for one month or less. The findings suggest that POV is applicable to the organizational setting and an influential outcome of newcomer socialization.

Deceivers and Emotion: The Relationships Among Deceptive Message Type, Relational Qualities, and Guilt and Shame

Research has identified emotions as key components of the deception process (Buller & Burgoon, 1996). Yet, examining emotions in conjunction with deception has been branded an under-researched area (Seiter & Bruschke, 2007). The goal of this study was to discover if relational qualities (commitment and satisfaction) and the type of deceptive message communicated (lie, evasion, overstatement, concealment, or collusion) related to feelings of guilt and shame following deception. Participants were asked to recall the most recent time they deceived their romantic partner, describe the lie, and complete relational quality and emotional response measures. Results indicate that the type of deceptive message communicated was not related to relational qualities. Further, feelings of guilt and shame did not differ based on type of deception. However, results indicate positive relationships between the emotional experiences of guilt and shame and relational qualities of commitment and satisfaction. Implications, limitations, and future research are discussed.