Andrew High

ABSTRACT This study examined how supportive messages that varied in their levels of person-centeredness or conveyed the notion that bullies can change influenced people’s cognitions about bullying. The sample included 304 adults who were facing ongoing bullying, and they provided their appraisals and attributions of the situation before and after receiving experimentally manipulated messages.

Advice is defined as “a message that makes a recommendation about what to do, think, or feel in response to a problem” (MacGeorge & Van Swol, 2018, p. 5). Guided by previous research on advice from a variety of fields, advice response theory (ART) was proposed to understand factors that influence the way people react to advice messages (MacGeorge & Van Swol, 2018).

ABSTRACT This project investigated a dyadic account of supportive conversations among friends across different communication modalities. An affordance-based framework explored whether and how different communication channels shaped support receivers’ or providers’ perceptions of supportive conversations. Friends (N = 246 dyads) participated in an experiment by engaging in a supportive conversation that occurred either face-to-face, via text messaging, or via video chat.