The motivational value of listening during intimate and difficult conversations

The effects of listening on speaker and listener while talking about character strengths: an open science school-wide collaboration

Listening is understood to be a foundational element in practices that rely on effective conversations, but there is a gap in our understanding of what the effects of high-quality listening are on both the speaker and listener. This registered report addressed this gap by training one group of participants to listen well as speakers discuss their character strengths, allowing us to isolate the role relational listening plays in strengths-based conversations. Participants were paired and randomly assigned to a high-quality listening (experimental) or moderate-quality listening (comparison) condition manipulated through a validated video-based training. High-quality listening predicted a more constructive relational experience; specifically, positivity resonance. Intrapersonal experiences (perceived authenticity and state anxiety) were not affected. Those who engaged in high-quality listening expressed a behavioural intention to continue listening, but condition did not predict a behavioural intention for speakers to continue applying character strengths. This is the first evidence of positivity resonance as a shared outcome between both a speaker and listener when the listener conveys high-quality (as opposed to 'everyday') listening. These early findings merit further study with stronger listening manipulations to explore the potential role of listening within interpersonal communication, and inform the applied psychological sciences (counselling, psychotherapy, coaching, organizational, education).

Motivation Science Can Improve Diversity, Equity, and Inclusion (DEI) Trainings

Recent reviews of efforts to reduce prejudice and increase diversity, equity, and inclusion (DEI) in the workplace have converged on the conclusion that prejudice is resistant to change and that merely raising awareness of the problem is not enough. There is growing recognition that DEI efforts may fall short because they do not effectively motivate attitudinal and behavioral change, especially the type of change that translates to reducing disparities. Lasting change requires sustained effort and commitment, yet insights from motivation science about how to inspire this are missing from the scientific and practitioner literatures on DEI trainings. Herein, we leverage evidence from two complementary approaches to motivating change and reducing defensiveness: self-determination theory, a metatheory of human motivation, and motivational interviewing, a clinical approach for behavior change, to tackle the question of how to improve DEI efforts. We distill these insights for researchers, teachers, practitioners, and leaders wanting to apply motivational principles to their own DEI work. We highlight challenges of using this approach and recommend training takes place alongside larger structural and organizational changes. We conclude that motivation is a necessary (but insufficient) ingredient for effective DEI efforts that can energize personal commitment to DEI.

Listening and attitude change

We review research on the role of high-quality listening behavior in attitude change. We examine how listening behaviors can impact attitudes and the mechanisms underlying these effects. The article discusses research that explicitly examines high-quality listening, as well as research that examines behaviors that may indicate high-quality listening or that incorporates high-quality listening into larger interventions. The reviewed research suggests that receiving high-quality listening increases psychological safety and open-minded self-reflection, leading people to consider perspectives they otherwise would not. This in turn leads to less extreme, clearer, and more nuanced views on the topic of conversation. Finally, we highlight the need for further research to better understand the role of listening in attitude change, particularly in non-western cultures.

Responsiveness in romantic partners' interactions

Close relationships, such as romantic partner dyads, involve numerous social exchanges in myriad contexts. During these exchanges, when one of the interaction partners discloses information, the other partner typically communicates a response. The discloser then evaluates the extent to which that response conveys that the responder understood their thoughts, goals, and needs, validated their position, and cared for their well-being. The degree to which the discloser believes that the partner showed this understanding, validation, and caring to the disclosure is known as perceived responsiveness. Perceived responsiveness has long been viewed as a fundamental construct in the development and maintenance of intimacy in romantic relationships. Perceived responsiveness is a common currency that lies at the heart of interactions across multiple contexts, such as social support, gratitude, and capitalization interactions. Being a responsive interaction partner starts with understanding what the other is conveying and how they are viewing the information. Thus, a critical step in the ability to convey responsiveness to a partner is listening. While listening is the first step and indicator of the listening motivation of a responder, a responder must also have the ability and motivation to convey their understanding, validation, and caring to the discloser.

Listening as a positive communication process

Communication scholarship is inherently interdisciplinary, and the study of listening by those claiming Communication Studies as their home is no different. This article traces the study of listening as a positive communication process from its roots in understanding how students comprehend lecture-based discourse to current explorations of its constitutive potential. In particular, it traces three strands of communication-focused listening scholarship: the study of what listening is, the study of what listeners do, and the study of how listening creates the very contexts that allow its operation.

Listen to resonate: Better listening as a gateway to interpersonal positivity resonance through enhanced sensory connection and perceived safety

Although often experienced individually, emotions are at times co-experienced with others, collectively. One type of collective emotion, termed positivity resonance, refers to coexperienced positive affect accompanied by caring non-verbal behavioral synchrony and biological synchrony across persons. Growing evidence illustrates the contributions of positivity resonance to individual, relational, and community well-being. Two conditions theorized as conducive for the emergence of positivity resonance are real-time sensory connection and perceived safety. Here, we explore listening as an interpersonal process that can serve to enhance real-time sensory connection and perceived safety and thereby increase positivity resonance among conversation partners. Specifically, we present evidence that connects listening to direct gaze (i.e., real-time sensory connection) and psychological safety (i.e., perceived safety). We close by offering a framework to guide future research that can test whether and how conversational listening functions to create more moments of positivity resonance in interpersonal contexts.

Balancing listening and action is key to supportive parenting

Parents convey high-quality listening when they pay close attention and show acceptance and comprehension of what their child expresses. These behaviors are fundamental to supporting closeness and autonomy, increasing well-being, and fostering future self-disclosures. Whether and how parental listening is balanced with action may depend on the domain of interaction. When children and parents are exploring each other's perspectives or sharing, and when children are seeking comfort for worries or sadness (attachment), listening dominates. When parents are called to discipline or keep safe, listening helps inform parents' actions, but may need to be curtailed to ensure effective action. Models of parental listening and action represent a next step in the literature and inform research in self-determination theory and perceived parent responsiveness.

Listening and responsiveness in getting-acquainted processes

Listening and being responsive to another's turns at disclosure are essential processes that occur at all stages of a relationship, including and perhaps particularly at the formation stage. This article discusses research on the role of responsiveness and listening in contributing to positive outcomes from getting-acquainted interactions. Integral to listening and responsiveness in the getting-acquainted process is asking questions, which is also discussed in this article. Because getting-acquainted interactions can occur in different communication modalities and also with artificial intelligence (AI), variation in the degree to which listening and responsiveness occur as a function of the context will be considered. Although listening skills and responsiveness are desired in a romantic partner, these skills are difficult to assess in online profiles and dating apps, which have become common ways for meeting partners.

The Good Talk! A Serious Game to Boost People's Competence to Have Open Conversations About COVID-19: Protocol for a Randomized Controlled Trial

BACKGROUND

Vaccine hesitancy is one of the many factors impeding efforts to control the COVID-19 pandemic. Exacerbated by the COVID-19 infodemic, misinformation has undermined public trust in vaccination, led to greater polarization, and resulted in a high social cost where close social relationships have experienced conflict or disagreements about the public health response.

OBJECTIVE

The purpose of this paper is to describe the theory behind the development of a digital behavioral science intervention-The Good Talk!-designed to target vaccine-hesitant individuals through their close contacts (eg, family, friends, and colleagues) and to describe the methodology of a research study to evaluate its efficacy.

METHODS

The Good Talk! uses an educational serious game approach to boost the skills and competences of vaccine advocates to have open conversations about COVID-19 with their close contacts who are vaccine hesitant. The game teaches vaccine advocates evidence-based open conversation skills to help them speak with individuals who have opposing points of view or who may ascribe to nonscientifically supported beliefs while retaining trust, identifying common ground, and fostering acceptance and respect of divergent views. The game is currently under development and will be available on the web, free to access for participants worldwide, and accompanied by a promotional campaign to recruit participants through social media channels. This protocol describes the methodology for a randomized controlled trial that will compare participants who play The Good Talk! game with a control group that plays the widely known noneducational game Tetris. The study will evaluate a participant's open conversation skills, self-efficacy, and behavioral intentions to have an open conversation with a vaccine-hesitant individual both before and after game play.

RESULTS

Recruitment will commence in early 2023 and will cease once 450 participants complete the study (225 per group). The primary outcome is improvement in open conversation skills. Secondary outcomes are self-efficacy and behavioral intentions to have an open conversation with a vaccine-hesitant individual. Exploratory analyses will examine the effect of the game on implementation intentions as well as potential covariates or subgroup differences based on sociodemographic information or previous experiences with COVID-19 vaccination conversations.

CONCLUSIONS

The outcome of the project is to promote more open conversations regarding COVID-19 vaccination. We hope that our approach will encourage more governments and public health experts to engage in their mission to reach their citizens directly with digital health solutions and to consider such interventions as an important tool in infodemic management.

INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID)

PRR1-10.2196/40753.

How to get through hard times: Principals' listening buffers teachers' stress on turnover intention and promotes organizational citizenship behavior

When principals listen to their teachers, they may foster an open and receptive work environment that helps teachers adapt during stressful times. Two studies examined the role of perceived principals' listening to teachers on workplace outcomes. Study 1 (N = 218) was conducted during the first nationwide lockdown in Israel. Study 2 (N = 247) was conducted during a later lockdown and controlled for social support to test the independent effects of the two distinct interpersonal experiences. Findings supported our hypothesis that principals' listening would relate to lower teacher turnover intention. In addition, in line with our hypothesis, teachers high on perceived stress generally reported higher turnover intentions. However, the detrimental effect of perceived stress was not observed when teachers evaluated their principals as good listeners. Finally, we anticipated and found that principal listening is associated with organizational citizenship behavior. Specifically, teachers were more likely to help one another when feeling listened to by their principals.

Attitudes in an interpersonal context: Psychological safety as a route to attitude change

Interpersonal contexts can be complex because they can involve two or more people who are interdependent, each of whom is pursuing both individual and shared goals. Interactions consist of individual and joint behaviors that evolve dynamically over time. Interactions are likely to affect people’s attitudes because the interpersonal context gives conversation partners a great deal of opportunity to intentionally or unintentionally influence each other. However, despite the importance of attitudes and attitude change in interpersonal interactions, this topic remains understudied. To shed light on the importance of this topic. We briefly review the features of interpersonal contexts and build a case that understanding people’s sense of psychological safety is key to understanding interpersonal influences on people’s attitudes. Specifically, feeling psychologically safe can make individuals more open-minded, increase reflective introspection, and decrease defensive processing. Psychological safety impacts how individuals think, make sense of their social world, and process attitude-relevant information. These processes can result in attitude change, even without any attempt at persuasion. We review the literature on interpersonal threats, receiving psychological safety, providing psychological safety, and interpersonal dynamics. We then detail the shortcomings of current approaches, highlight unanswered questions, and suggest avenues for future research that can contribute in developing this field.

Connection Heals Wounds: Feeling Listened to Reduces Speakers' Loneliness Following a Social Rejection Disclosure

Memories of rejection contribute to feeling lonely. However, high-quality listening that conveys well-meaning attention and understanding when speakers discuss social rejection may help them to reconnect. Speakers may experience less loneliness because they feel close and connected (relatedness) to the listener and because listening supports self-congruent expression (autonomy). Five experiments (total N = 1,643) manipulated listening during visualized (Studies 1, 4, 5) and actual (Studies 2, 3) conversations. We used different methods (video vignettes; in-person; computer-mediated; recall; written scenarios) to compare high-quality with regular (all studies) and poor (Study 1) listening. Findings across studies showed that high-quality listening reduced speakers' state loneliness after they shared past experiences of social rejection. Parallel mediation analyses indicated that both feeling related to the listener and autonomy satisfaction (particularly its self-congruence component; Study 5) mediated the effect of listening on loneliness. These results provide novel insights into the hitherto unexplored effect of listening on state loneliness.