Effects of rejection intensity and rejection sensitivity on social approach behavior in women

Effects of two different social exclusion paradigms on ambiguous facial emotion recognition

Social exclusion is an emotionally painful experience that leads to various alterations in socio-emotional processing. The perceptual and emotional consequences that may arise from experiencing social exclusion can vary depending on the paradigm used to manipulate it. Exclusion paradigms can vary in terms of the severity and duration of the leading exclusion experience, thereby classifying it as either a short-term or long-term experience. The present study aimed to study the impact of exclusion on socio-emotional processing using different paradigms that caused experiencing short-term and imagining long-term exclusion. Ambiguous facial emotions were used as socio-emotional cues. In study 1, the Ostracism Online paradigm was used to manipulate short-term exclusion. In study 2, a new sample of participants imagined long-term exclusion through the future life alone paradigm. Participants of both studies then completed a facial emotion recognition task consisting of morphed ambiguous facial emotions. By means of Point of Subjective Equivalence analyses, our results indicate that the experience of short-term exclusion hinders recognising happy facial expressions. In contrast, imagining long-term exclusion causes difficulties in recognising sad facial expressions. These findings extend the current literature, suggesting that not all social exclusion paradigms affect socio-emotional processing similarly.

Being close or being alone: How Social ostracism affects solitude preference

Social ostracism refers to the phenomenon of being excluded from social interactions and not being accepted by society. While previous research has examined its impact on prosocial and antisocial behaviour, few studies have investigated how individuals respond to ostracism by seeking solitude. Therefore, our study aims to explore the association between social ostracism and solitude seeking as well as the potential psychological mechanisms involved. We conducted three studies involving 488 Chinese students (59% female) and found that (a) long-term ostracism experiences positively correlated with preference for solitude, (b) short-term ostracism did not immediately lead to solitude seeking but increased the desire to establish new connections with others and (c) hostile assessment and negative emotions played a chain mediation role in the relationship between social ostracism and solitude seeking. These findings provide new insights and empirical evidence for understanding the relationship between social ostracism and solitude-seeking.

Assessing the relationship between early maladaptive schemas and interpersonal problems using interpersonal scenarios depicting rejection

BACKGROUND

Early maladaptive schemas (EMSs) have been theorised to contribute to reoccurring interpersonal problems. This study developed a novel experimental paradigm that aimed to assess if EMSs moderate the impact of interpersonal situations on interpersonal responses by manipulating the degree of rejection in a series of interpersonal vignettes depicting acceptance, ambiguous rejection and rejection.

METHOD

In a sample of 158 first-year psychology students (27.2% male; 72.2% female; 0.6% other) participant responses to interpersonal scenarios were measured including degree of perceived rejection, emotional distress, conviction in varying cognitive appraisals consistent with attribution theory and behavioural responses to scenarios. Qualitative data was analysed using inductive content analysis and statistical analyses were conducted using multi-level mixed effect linear and logistic regression models using the software Jamovi.

RESULTS

People reporting higher EMSs reported increased emotional distress (F(1, 156) = 24.85, p < .001), perceptions of rejection (F(1, 156) = 34.33, p < .001), self-blame (F(1, 156) = 53.25, p < .001), other-blame (F(1, 156) = 13.16, p < .001) and more intentional (F(1, 156) = 9.24, p = .003), stable (F(1, 156) = 25.22, p < .001) and global (F(1, 156) = 19.55, p < .001) attributions but no differences in reported behavioural responses. The results also supported that EMSs moderate the relationship between interpersonal rejection and perceptions of rejection (F(2, 1252) = 18.43, p < .001), emotional distress (F(2, 1252) = 12.64, p < .001) and self-blame (F(2, 1252) = 14.00, p < .001).

CONCLUSION

Together these findings suggest that people with EMSs experience increased distress and select negative cognitions in situations where there are higher levels of rejection but that distress and negative cognitions are generally higher in people with EMSs irrespective of the situation.

Construction and validation of Rejection Sensitive Expectation, Perception, and Reaction Questionnaire-Partner (RSEPR-P)

The Rejection Sensitive Expectation, Perception, and Reaction Questionnaire-Partner (RSEPR-P) was developed to assess rejection expectation, perception of rejection, and reactions to perceived rejection among intimate partners. This article details the construction and validation procedures, including item pool generation, factor analysis, and the estimation of reliability and validity. The researchers examined the psychometric properties of RSEPR-P in a community sample of 151 participants. Confirmatory factor analysis (CFA) with the final 24 items suggested four-factor loading with each subscale loading on a separate factor. The subscales had good to excellent internal consistency. In support of the convergent validity, RSEPR-P exhibited robust correlations with rejection sensitivity-personal, mindfulness, marital adjustment, and self-esteem measures. A 6-month test-retest reliability was established. RSEPR-P is proposed to have potential therapeutic and research utility.

The influence of students' sense of social connectedness on prosocial behavior in higher education institutions in Guangxi, China: A perspective of perceived teachers' character teaching behavior and social support

The objective of this study is to examine the sense of social connectedness (SSC) and prosocial behavior (PB) of students in Guangxi higher education institutions in China and to further understand the factors influencing PB of higher education students. In this study, a total of 1,007 students were sampled from 8 Guangxi higher vocational schools through purposive sampling using questionnaires, of which 676 (67.1%) were male students and 331 (32.9%) were female students. This study further enriches self-determination theory by exploring the effects of teachers' character teaching behaviors and social support on PB, using the SSC as an intrinsic motivation. In addition, the results of the study revealed that SSC, perceived teacher character teaching behaviors and perceived social support (PSS) were positively related to students' PB. SSC affects PB not only directly, but also indirectly through the mediating role of perceived teacher character teaching behavior and perceived teacher support. Teacher character teaching behaviors and PSS also play a chain mediating role in the relationship between SSC and PB. Finally, this study provides strategies to optimize school character management for higher education students in order to meet their basic psychological needs and thus promote the production of PB.

Testing effects of social rejection on aggressive and prosocial behavior: A meta-analysis

Social rejection elicits profound feelings of distress. From an evolutionary perspective, the best way to alleviate this distress is to behave prosocially, minimizing the likelihood of further exclusion. Yet, examples ranging from the playground to the pub suggest rejection commonly elicits aggression. Opposing theoretical perspectives and discordant empirical results have left a basic question unanswered: does rejection more commonly elicit prosocial or aggressive behavior? We conducted three meta-analyses (one with studies measuring aggressive behavior; one with studies measuring prosocial behavior; and one with studies measuring both aggressive and prosocial behavior; N = 3864) to quantify: (1) the extent to which social rejection elicits prosocial or aggressive behavior and (2) potential moderating effects on these relations. Random-effects models revealed medium effects such that social rejection potentiated aggressive behavior (k = 19; d = 0.41, p < .0001) and attenuated prosocial behavior (k = 7; d = 0.59, p < .0001), an effect that remained consistent even when participants were given the option to behave prosocially or aggressively (k =  15; d = 0.71, p < .0001). These results cast doubt on the theory that rejection triggers prosocial behavior, and instead suggest it is a robust elicitor of aggression. Statement of Relevance: To our knowledge, these meta-analyses are the first to directly test whether social rejection elicits aggressive or prosocial behavior. By including a comprehensive collection of both published and unpublished research studies, and examining a wide variety of previously untested moderators, we show that social rejection robustly elicits aggressive behavior and inhibits prosocial behavior. Additionally, we demonstrate that aggressive behavior following social rejection is not simply a function of limited choices in response options. In fact, aggressive behavior was evoked even when the option to engage in prosocial behavior was provided. Furthermore, we conducted a comprehensive narrative review of the neural mechanisms underlying social rejection-elicited aggressive and prosocial behavior to supplement primary analyses. Overall, we believe that our work makes a critical theoretical contribution to the field.

It takes a virtual village: Childbearing women's experience of a closed Facebook support group for mothers

BACKGROUND

Childbearing women engage in large public pregnancy and parenting forums, primarily for the purpose of seeking information and advice. There is an absence of research related to women's engagement in closed and private online mothers' groups.

AIM

The aim of this study was to explore the experiences of participation and support for members within a closed online mothers' group.

METHOD

A qualitative study using in-depth interviews. Reflexive thematic analysis was used to analyse the data.

FINDINGS

This study demonstrated that a closed online mothers' group enabled a group of childbearing women to overcome isolation and form sustained, evolving and supportive friendships within a small, private and trusted group. The technology allowed women to engage and share at a level much deeper than what they would in "real life". The depth of sharing was enhanced in a closed online mothers' group due to a smaller, private audience of trusted friends. Virtual support felt safer than face-to-face support as information could not impact one's real world reputation, and communication was able to be controlled. This was particularly helpful to women experiencing social difficulties or isolation.

CONCLUSION

This study has provided a unique and rare insight into the private world of closed online mothers' groups. As a virtual village, this closed group enabled childbearing women to form a small community with members sharing responsibility and working for the wellbeing and benefit of all. By encouraging, locating and establishing similar groups, maternity health professionals may assist women to access their own 'virtual village'.