Ample evidence suggests that the behaviour of people with low self-esteem (LSEs) can lead to problems in close relationships (Wood, Hogle, & McClellan, 2009). To my knowledge, however, no research has investigated the role that perceptions of close others’ self-esteem play in undermining beneficial relationship processes. In the current paper, I propose that capitalization, a process associated with greater relationship quality (Gable, Reis, Impett, & Asher, 2004), might be hindered by the friends, partners, or family members of LSEs. In studies 1 through 3 I obtain experimental and behavioural evidence that people are reluctant to disclose their positive experiences (i.e., capitalize) when they believe the recipient has low self-esteem. In Study 4, I show the external validity of my findings with couples having real discussions. In Studies 5a and b, I examine mechanism and find that although participants have both self- and other-focused concerns regarding capitalizing with LSEs, their self-focused concerns appear to drive their behaviour. Overall, my research suggests that the perception of others’ self-esteem is a variable that guides behaviour in important social situations.

Feeling that a partner is responsive to one’s needs is crucial to intimacy (Reis, Clark, & Holmes, 2004). Just as the well-known expression, “the squeaky wheel gets the grease,” suggests that people who voice the most complaints elicit the most support from others, existing theory and research suggest that the more one expresses one’s emotions, the more one’s partners should behave responsively—with caring, understanding, and validation (Reis et al., 2004; Reis & Shaver, 1988). However, I suspected that when a person frequently expresses negativity, individual negative disclosures seem less diagnostic of true distress, and thus elicit less responsiveness from partners. Building on Biernat, Manis, and Nelson’s (1991) shifting standards model, I predicted that people use person-specific standards—taking into account the expresser’s typical (baseline) level of negative expressivity—when interpreting a close other’s negative disclosures. Results of six studies employing both correlational and experimental methods supported the hypothesis that people who frequently express negativity may have the severity of their distress underestimated and elicit less concern and responsiveness from their partners when they make negative disclosures. These findings provide insight into why even close relationship partners may fail to behave responsively to each other’s negative disclosures.

Several researches asserts that as teachers are responsible for the content of teaching and by formulating teaching "Why, ""How" and "What", that will also give signals to students about what is important knowledge. This essay addresses the difficulties teachers may face in terms of self-disclosure student texts and awareness of this in the design of teaching and writing tasks. Research shows that self-disclosure and self-therapy student texts exist and that teachers are experiencing a difficulty with regard to assessment and treatment. Through qualitative interviews examined seven teachers' design of any, to the student, self-disclosure information from curriculum and policy documents. Another purpose of this paper is to examine the extent to which teachers, through the information they give to their pupils, may affect the texts students submit.   It turns out that the respondents are united in the belief that they, through their data, may affect the texts they receive from their students when they are the ones that control the content of teaching, and they agree that the curricula gives them a great choice for design data. The survey shows that the perception of the curriculum that will open up for self-disclosure texts differ as some of the respondents believe that the curriculum is very much about the students way to express feelings and opinions, while others believe that they may try to package this data in another purpose or exercise. This essay shows that there are different approaches on self-disclosure students texts, some encouraging these texts and others are trying to stay more neutral in the choice of writing topics.

Thesis (D. Min.)--Denver Seminary, 2006. / Includes bibliographical references (leaves 240-255).

Thesis (M.S.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains vi, 128 p. Includes abstract. Includes bibliographical references (p. 92-103).

Thesis (M.A.P.S.)--Catholic Theological Union at Chicago, 2002. / Vita. Includes bibliographical references (leaves 55-57).

Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-138). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.A.)--Eastern Illinois University. / Includes bibliographical references (leaves 53-58).

Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains v, 42 p. Includes abstract. Includes bibliographical references (p. 24-31).

Consumers watch what a brand does, listen to what a brand says, and expect to make a meaningful connection with a brand via social media. Thus, creating effective and persuasive content on behalf of a brand to attract consumers becomes an important task for today’s marketers in social media. In this dissertation, brand information disclosure is defined as any communication of a brand’s relevant information, thoughts, and feelings, which are generated and deliberately disclosed by marketers. Further, disclosing perceived backstage of a brand by showing various behind-the-scenes information is proposed as a unique type of brand information disclosure, which is interpreted as a higher degree of brand information disclosure. Motivated by the integral role of self-disclosure in interpersonal relationships, the purpose of this dissertation study is to investigate the influence of a brand’s disclosure of perceived backstage information through social media. Specifically, this study explored how the degree and the scarcity of information disclosure would influence on consumer’s intimacy, liking, and trust toward a brand as well as consumer-brand relationship quality. Further, the study attempts to investigate the moderating role of consumer’s advertising skepticism on consumer responses. The findings from this dissertation study illustrate that degree of brand information disclosure is a significant influence on consumers’ brand evaluations and consumer-brand relationship quality in a social media environment. In addition, findings highlighted the influential role of the scarcity of information disclosure, depending upon the degree of information disclosure. Moreover, the findings evidenced how the consumer’s general advertising skepticism can play a significant role when consumers are exposed to information from the brand via social media. / text