TY - JOUR
T1 - Influence, appraisals, and emotions in close relationships
AU - Dillard, James Price
AU - Kinney, Terry A.
AU - Cruz, Michael G.
N1 - Funding Information:
Work reported here was conducted in the National Center for Research on Teacher Education, College of Education, Michigan State University. The NCRTL is funded primarily by the Office of Educational Research and Improvement, US Department of Education. The opinions expressed in this paper do not necessarily reflect the position, policy, or endorsement of the Office or Department. The authors gratefully acknowledge Curtis Maine's contributions to data collection and project management. We also are indebted to colleagues in the teacher education program that was the site of the study: Phyllis Blumenfeld, Joe Krajcik, Annemarie Palincsar, Carla Zembal, and Mary Starr. Their insights and suggestions about the research as well as their wisdom about teacher education greatly enriched the study and paper.
PY - 1996/6
Y1 - 1996/6
N2 - Influence messages can be characterized along two dimensions: explicitness and dominance. These dimensions were cast as causally antecedent to cognitive appraisals which, in turn, were expected to shape emotional response. Two studies were conducted in which participants were asked to assume the role of message target and then view a video of an influence message. The first study made use of a gain-assistance goal, and the second was constructed around a give-advice goal. Whereas both studies show strong support for the appraisal-emotion link, the effect of message form on appraisals was weaker and more complex than expected. The results imply that only a subset of the appraisals are relevant to influence attempts in close relationships. Furthermore, dominance and explicitness showed unique and nonparallel effects on appraisals. Implications for appraisal theory, politeness theory, and interpersonal influence are discussed.
AB - Influence messages can be characterized along two dimensions: explicitness and dominance. These dimensions were cast as causally antecedent to cognitive appraisals which, in turn, were expected to shape emotional response. Two studies were conducted in which participants were asked to assume the role of message target and then view a video of an influence message. The first study made use of a gain-assistance goal, and the second was constructed around a give-advice goal. Whereas both studies show strong support for the appraisal-emotion link, the effect of message form on appraisals was weaker and more complex than expected. The results imply that only a subset of the appraisals are relevant to influence attempts in close relationships. Furthermore, dominance and explicitness showed unique and nonparallel effects on appraisals. Implications for appraisal theory, politeness theory, and interpersonal influence are discussed.
UR - https://www.scopus.com/pages/publications/0040304839
UR - https://www.scopus.com/pages/publications/0040304839#tab=citedBy
U2 - 10.1080/03637759609376382
DO - 10.1080/03637759609376382
M3 - Article
AN - SCOPUS:0040304839
SN - 0363-7751
VL - 63
SP - 105
EP - 130
JO - Communication Monographs
JF - Communication Monographs
IS - 2
ER -