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Hostility and interpersonal conflict...

Taravella, Joseph R.

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Hostility and interpersonal conflict in elementary school teachers: A test of the transactional hypothesis in a naturalistic setting.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Hostility and interpersonal conflict in elementary school teachers: A test of the transactional hypothesis in a naturalistic setting./
Author:	Taravella, Joseph R.
Description:	207 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-01, Section: B, page: 0454.
Contained By:	Dissertation Abstracts International65-01B.
Subject:	Psychology, Clinical. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3120091

Hostility and interpersonal conflict in elementary school teachers: A test of the transactional hypothesis in a naturalistic setting.
Taravella, Joseph R.

Hostility and interpersonal conflict in elementary school teachers: A test of the transactional hypothesis in a naturalistic setting. - 207 p.

Source: Dissertation Abstracts International, Volume: 65-01, Section: B, page: 0454.

Thesis (Ph.D.)--St. John's University (New York), 2004.

The mechanisms linking psychological traits to health outcomes remain unclear. Thus, more data are needed on the expression of personality traits, such as hostility. The creators of the transactional model of hostility and health expand previous models by integrating social effects of hostility. In this model, the creators assume that hostile individuals, through their thoughts, feelings, and actions create a cycle of negative interpersonal interactions. The aim of this research was to examine aspects of the transactional model of hostility and health in a naturalistic "real-life" setting. Specifically, this research examined the relations among hostility and anger-related traits to the attitudinal, affective, and behavioral responses to interpersonal conflict in the classroom in New York City elementary school teachers.Subjects--Topical Terms:

524864
Psychology, Clinical.

Hostility and interpersonal conflict in elementary school teachers: A test of the transactional hypothesis in a naturalistic setting.
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008 130614s2004 eng d
035 $a (UnM)AAI3120091
035 $a AAI3120091
040 $a UnM $c UnM
100 1 $a Taravella, Joseph R. $3 1948310
245 1 0 $a Hostility and interpersonal conflict in elementary school teachers: A test of the transactional hypothesis in a naturalistic setting.
300 $a 207 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-01, Section: B, page: 0454.
500 $a Adviser: Elizabeth Brondolo.
502 $a Thesis (Ph.D.)--St. John's University (New York), 2004.
520 $a The mechanisms linking psychological traits to health outcomes remain unclear. Thus, more data are needed on the expression of personality traits, such as hostility. The creators of the transactional model of hostility and health expand previous models by integrating social effects of hostility. In this model, the creators assume that hostile individuals, through their thoughts, feelings, and actions create a cycle of negative interpersonal interactions. The aim of this research was to examine aspects of the transactional model of hostility and health in a naturalistic "real-life" setting. Specifically, this research examined the relations among hostility and anger-related traits to the attitudinal, affective, and behavioral responses to interpersonal conflict in the classroom in New York City elementary school teachers.
520 $a Participants included 137 teachers (124 females). Teachers completed the Cook-Medley Hostility Scale, State Trait Anger Expression Inventory, The Teacher Conflict Coping Questionnaire, The Teacher Work Life Survey, and a daily diary (i.e., EMA). Trait attitudinal, affective, and behavioral components of hostility and other anger-related traits were assessed through self-report surveys. The attitudinal, affective, and behavioral responses in the classroom were also obtained via retrospective survey reports. A daily diary (i.e., EMA) was used to evaluate teacher-student negative interactions during the workday as they occurred, as well as teacher's behavioral responses (i.e., anger management strategies and affect) during the workday.
520 $a Results of this research were that retrospective survey measures and EMA measures were positively correlated, with stronger predictions for retrospective survey. Taken together, the results support the transactional model and reveal that hostility and other anger-related traits influence real-life interpersonal behavior. This research highlights the importance of the individual contributions each tenet makes to the larger model, as well as emphasizing the different roles each dimension of hostility and other anger-related traits may play in predicting psychosocial responses during the workday.
590 $a School code: 0192.
650 4 $a Psychology, Clinical. $3 524864
650 4 $a Education, Elementary. $3 516171
650 4 $a Sociology, Industrial and Labor Relations. $3 1017858
650 4 $a Psychology, Personality. $3 1017585
650 4 $a Psychology, Industrial. $3 520063
690 $a 0622
690 $a 0524
690 $a 0629
690 $a 0625
690 $a 0624
710 2 0 $a St. John's University (New York). $3 1017750
773 0 $t Dissertation Abstracts International $g 65-01B.
790 1 0 $a Brondolo, Elizabeth, $e advisor
790 $a 0192
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3120091