Feeling torn and fearing rue: Attitude ambivalence and anticipated regret as antecedents of biased information seeking

Listening is essential in shaping social interactions, relationships and communication. While listening research has generated significant insights on how speakers benefit from good listening, one fundamental question has been largely overlooked: how do people perceive listeners? This gap is crucial for understanding how perceptions of listeners impact relational dynamics. In three studies (two preregistered; total N = 1509), we assessed the attributes and behaviours associated with good and bad listeners, and whether the favourability of these attributes and behaviours impact downstream consequences. In Study 1, participants identified an acquaintance they judged as a good or bad listener. Good listeners were rated higher in positive listening attributes and behaviours, which mediated their perceived warmth, competence and values. Study 2 replicated this using a reverse correlation technique: one sample generated faces of a good or bad listener, which were then evaluated by a second, naïve sample. Consistent with Study 1, good listener faces were rated higher in positive listening attributes and behaviours, mediating perceptions of warmth, competence, humility and values. Study 3 extended Study 2 by showing that the effects were not due to a general positivity bias, demonstrating the significant interpersonal consequences of being perceived as a good or bad listener.

Social-based learning and leadership (SBL) is an innovative pedagogical approach that centers on enhancing relationships within the educational system to address 21st-century challenges. At its core, SBL aims to help teachers transform into social architects who nurture positive social processes among pupils. Emphasizing prosocial education, SBL lays the foundation for cultivating pro-environmentalism and sustainable behavior by fostering a sense of care and responsibility toward others. SBL’s prosocial education program encompasses social and emotional skills, knowledge, and dispositions to empower pupils to actively engage in and contribute to a more democratic, reciprocal, just, and sustainable society. This approach underscores the importance of education in shaping students’ mindsets and life orientations. By nurturing a sense of interconnectedness and responsibility for the well-being of others, SBL provides a promising avenue to transform education by building more sustainable educational systems, thus contributing to creating a more sustainable future. A qualitative case study, which consisted of 18 in-depth interviews and nine observations, examined the impact of an SBL-based teacher training program at an elementary school from 2020 to 2023. The results point to changes in teachers’ perceptions of their roles as social architects and, more specifically, as facilitators of social, emotional, and cognitive processes. The teachers gained recognition as meaningful adults from their students and transitioned to hold integral positions as part of a supportive and connected school community, associating with colleagues and parents. This study thus showcases patterns of socio-organizational communication that can unfold in a school influenced by the SBL approach. SBL’s emphasis on positive social relationships and empowering teachers as facilitators of holistic student development thus further reinforces its potential to transform education for a sustainable and thriving future.