Perceived sibling use of functional communication skills

Myers, Scott A.; Knox, Ronda L.

doi:10.1080/08824099809362139

Cited by 12 publications

(3 citation statements)

References 21 publications

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“…Subsequent studies have replicated this pattern of findings with populations such as mature adults (MacGeorge, 1998) and with several other personal relationships, including cross-sex friendship (Griffiths & Burleson, 1995), sibling relationships (Myers & Knox, 1998), and friendships of varying degrees of intimacy (Westmyer & Myers, 1996). In all of these studies, both men and women indicated that the expressive (affectively oriented) skills of their partners were more important than the interactional or instrumental skills.…”

Section: Gender Differences In Communication Valuesmentioning

confidence: 83%

The experience and effects of emotional support: What the study of cultural and gender differences can tell us about close relationships, emotion, and interpersonal communication

Burleson¹

2003

Personal Relationships

270

225

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Theorists claim that emotional support is one of the most significant provisions of close relationships, and studies suggest that the receipt of sensitive emotional support is associated with diverse indices of well-being. Research highlighting the beneficial outcomes of emotional support raises several important questions: Does emotional Brant R. Burleson (Ph.D., University of Illinois at Urbana-Champaign, 1982 ) is a professor of communication at Purdue University, West Lafayette, Indiana. Brant's research, featured in numerous journals and edited volumes, centers on communication skill acquisition and development, the effects of communication skills on relationship outcomes, the role of emotion in communication and relationships, and supportive forms of communication such as comforting.

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Section: Gender Differences In Communication Valuesmentioning

confidence: 83%

The experience and effects of emotional support: What the study of cultural and gender differences can tell us about close relationships, emotion, and interpersonal communication

Burleson¹

2003

Personal Relationships

270

225

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“…We asked those participants with more than one sibling to select one of their siblings when completing the questionnaire. Researchers have successfully used this method in previous studies (e.g., Martin, Anderson, & Rocca, 2005;Myers, 2001;Myers & Goodboy, 2006;Myers & Knox, 1998;Rocca & Martin, 1998). The mean age of the sample was 19.69 years (SD = 3.08 years).…”

Section: Birth Ordermentioning

confidence: 96%

Siblings' Motives for Talking to Each Other

Rocca¹,

Martin

Dunleavy

2010

The Journal of Psychology

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The sibling relationship is an involuntary one that individuals often maintain throughout life (V. G. Cicirelli, 1995; M. A. Fitzpatrick & D. M. Badzinski, 1994; P. Noller & M. A. Fitzpatrick, 1993). The authors investigated interpersonal communication motives in sibling relationships to examine the way in which siblings voluntarily maintain their relationships with one another over time. R. B. Rubin, E. M. Perse, and C. A. Barbato (1988) identified 6 primary motives that people have for communicating: affection, control, escape, inclusion, pleasure, and relaxation. Participants were 323 individuals who reported on why they communicated with 1 of their siblings. The authors found differences between male and females participants and between intact and nonintact families. The number of siblings and the birth order of siblings also appeared to affect motives for communicating. The authors discuss the implications and limitations.

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“…Moreover, contrary to the prediction by the DCT, both men and women value the expressive skills of their partners much more than the instrumental skills of these partners. This pattern has been found to hold for same-sex friendships, opposite-sex friendships, acquaintanceships, best friendships, romantic relationships, sibling relationships, and both younger and older adults (Burleson, Kunkel, Samter, & Werking, 1996;Finn & Powers, 2002;Griffiths & Burleson, 1995;MacGeorge, Feng, & Butler, 2003;Myers & Knox, 1998;Samter & Burleson, 2005;Westmyer & Myers, 1996). Thus, contrary to the DCT, the results of these studies suggest that American men and women have substantially similar communication values.…”

Section: Empirical Assessments Of the Dct With American Samples: Findings And Limitationsmentioning

confidence: 71%

Chinese Evaluations of Emotional Support Skills, Goals, and Behaviors

Burleson

Liu

et al. 2006

Communication Research

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The present study assessed how people residing in China evaluate the emotional support they receive and provide, as well as whether gender-related influences on emotional support exhibited in American samples are also present among Chinese. Participants (253 native Chinese) responded to a questionnaire that assessed the value placed on emotional support skills, the importance of goals typically pursued in emotional support situations, the appropriateness of distinct coping strategies for providing emotional support, and the sensitivity of varied messages intended to provide comfort. Results indicated that whereas Chinese women rated emotional support skills as more important than Chinese men, women and men differed only slightly in their evaluations of the importance of different support goals, the appropriateness of different coping strategies, and the sensitivity of different messages. These results are compared to those obtained in previous research with samples of Americans and sojourning Chinese.

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Perceived sibling use of functional communication skills

Cited by 12 publications

References 21 publications

The experience and effects of emotional support: What the study of cultural and gender differences can tell us about close relationships, emotion, and interpersonal communication

The experience and effects of emotional support: What the study of cultural and gender differences can tell us about close relationships, emotion, and interpersonal communication

Siblings' Motives for Talking to Each Other

Chinese Evaluations of Emotional Support Skills, Goals, and Behaviors

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