Role Distance, Sociological Ambivalence, and Transitional Status Systems

Coser, Rose Laub

doi:10.1086/224276

Cited by 127 publications

(73 citation statements)

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“…Selon cette perspective, l'ambivalence naît des demandes, attentes et normes contradictoires assignées à un statut de la société ou à l'intérieur d'un même rôle lié à un statut donné (Merton et Barber, 1967). L'ambivalence sociologique serait « construite dans la structure même des statuts et des rôles sociaux » (Coser, 1966: 175, dans Lüscher et Pillemer, 1998 5 . Elle peut aussi émerger de « l'organisation dynamique de normes et contre-normes » (Lüscher et Pillemer, 1998 : 415) 6 intégrées à un même rôle ou statut, puisque ces contradictions demandent à l'individu de mettre en place des attitudes ou des comportements contradictoires.…”

Section: L'ambivalence Sociologiqueunclassified

J’arrête ou tu continues? L’ambivalence intergénérationnelle lors du passage des 16-25 ans à la formation générale des adultes

Baril

Bourdon

2014

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Cet article étudie les relations entre les jeunes adultes non diplômés de passage en formation générale des adultes (FGA) et leurs parents en mobilisant le concept d’ambivalence intergénérationnelle. L’analyse s’appuie sur des entretiens semi-dirigés menés auprès de 30 jeunes adultes, âgés de 16 à 25 ans au moment de leur fréquentation à la FGA. Les analyses montrent que les parents demeurent bien souvent impliqués affectivement dans la scolarisation de leur enfant. Sauf exception, ils ne sont jamais loin derrière, que ce soit pour les soutenir et les encourager scolairement ou pour leur rappeler, voire leur imposer, directement ou non, leurs attentes scolaires. Aussi, les relations avec les parents des jeunes adultes étant passés directement du secteur des jeunes à la FGA présentent peu d’ambivalence comparativement à celles des jeunes adultes ayant interrompu leurs études secondaires avant de passer à la FGA. Dans l’ensemble, on observe la mise en oeuvre des quatre grandes stratégies de gestion de l’ambivalence de Lüscher, mais la nature de celles-ci semble en grande partie dépendre du fait que le passage à la FGA se fait en continuité à la suite des études au secteur des jeunes ou après une interruption significative de la scolarité.This article is focused on the relationships between unqualified young adults moving into liberal adult education (LAE) and their parents, by bringing out the concept of intergenerational ambivalence. This analysis is based on semi-structured interviews carried out with some 30 young adults, aged between 16 and 30, when they were taking part in LAE level studies. Our analyses bring out the fact that parents are often emotionally involved in the schooling of their children. As a rule, they are never far behind them, whether supporting them and encouraging their learning activities, or with a view to reminding them, or enjoining them, directly or indirectly, to meet their scholarly expectations. Additionally, the relationship between parents and young adults who went directly from the youth sector to LAE shows little ambivalence, compared with that between parents and young adults who have broken off their secondary level studies before moving on to LAE. Overall, one may note the implementation of Kurt Lüscher’s four major strategies of ambivalence management, but their nature appears to be mainly dependent on whether the move to LAE is continuous, following on directly from the youth sector studies, or subsequent to a significant break in their schooling

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Section: L'ambivalence Sociologiqueunclassified

J’arrête ou tu continues? L’ambivalence intergénérationnelle lors du passage des 16-25 ans à la formation générale des adultes

Baril

Bourdon

2014

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“…Close relationships research has found that many relationships are comprised of a certain degree of both love and hate (e.g., Coser, 1966;Fincham & Linfield, 1997). A more comprehensive view of relational quality should take into account relationships that are both positive and negative in addition to those that are positive or negative.…”

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confidence: 99%

Always on my mind: The impact of relational ambivalence on rumination upon supervisor mistreatment

Ingram

2015

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1Always on my mind: The impact of relational ambivalence on rumination upon supervisor mistreatment ABSTRACTOften viewed as a self-regulatory impairment (Thau & Mitchell, 2010), rumination describes the repeated pondering of an offense (Caprara, 1986). The current study predicts that employees high in relational ambivalence with supervisors, or who "maintain both a positive and negative attitude toward their supervisor," are more likely than those in positive or negative relationships to ruminate over a supervisor-induced psychological contract violation (S-I PCV). By use of a 10-day diary study, this study reveals differences in the moderating role of relationship quality with supervisors (i.e., positive, negative, or ambivalent) on S-I PCV and rumination. More specifically, relational ambivalence with supervisors positively moderated the relationship between S-I PCV and rumination, whereas positive and negative relationships with supervisors both negatively moderated this relationship.

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“…However, the strategies older people used depend greatly on their structural opportunities (Coser, 1966). Individuals who had fewer options or resources may choose acceptance over confrontation (Coser, 1966).…”

Section: Adaptation To the Changes In The Intergenerational Relationsmentioning

confidence: 99%

“…Individuals who had fewer options or resources may choose acceptance over confrontation (Coser, 1966). In the case of Ms Yee, for example, she encountered severe conflicts with her son and her daughter-in-law.…”

Section: Adaptation To the Changes In The Intergenerational Relationsmentioning

confidence: 99%

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Older mothers' expectations of intergenerational relationships : the intergenerational ambivalence perspective

Yan¹

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Role Distance, Sociological Ambivalence, and Transitional Status Systems

Cited by 127 publications

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J’arrête ou tu continues? L’ambivalence intergénérationnelle lors du passage des 16-25 ans à la formation générale des adultes

J’arrête ou tu continues? L’ambivalence intergénérationnelle lors du passage des 16-25 ans à la formation générale des adultes

Always on my mind: The impact of relational ambivalence on rumination upon supervisor mistreatment

Older mothers' expectations of intergenerational relationships : the intergenerational ambivalence perspective

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