Abstract/Summary

Previous research designed to understand listening has been heavily focused on factors other than human connection (for example, focusing instead on learning, comprehension). More recently, researchers have begun to explore listening as a relational behaviour, but there is scant research into listening in naturalistic contexts with more diverse groups of participants, and under less optimal circumstances, such as between strangers and while discussing disagreements – gaps that this thesis aimed to investigate. Evidence suggests that conversations can facilitate intrapersonal change, such as reshaping attitudes and behaviour, yet more needs to be understood regarding how these changes come about through listening, and in particular, considered alongside the relational effects of high-quality listening. The three studies within this thesis (presented as a collection rather than a linear progression from the other) employed both qualitative and quantitative methods to develop theory, but also to determine causal effects of high-quality listening in the context of change and growth-focused conversations. I propose a theory of tensions, termed dialectical listening theory, which are experienced while learning to listen well. Dialectical listening theory describes a tension between explicit (factual) and implicit (holistic) dual processes of thinking while listening. When people received high-quality listening by another person whom they did not know, they experienced optimal relational experiences which occurred during conversations about a constructive topic (character strengths), as well as while discussing more contentious topics (opposing social/political views). Importantly, these relational effects created circumstances which supported further downstream benefits, including a behavioural intention to continue listening, increased clarity about previously unexplored aspects of the self (self-insight) and attitude change. Results also suggested a direct relationship exists between high-quality listening and intrapersonal effects such as self-insight and to a degree, authenticity, suggesting a more complex dynamic exists between high-quality listening and interpersonal or intrapersonal listening effects. Further research directions and methodological improvements for listening research have been suggested. Suggestions include research which investigates the “dual-process” (explicit and implicit thinking systems) nature of listening, whether the positive relational effects of listening can buffer against the negative impacts of listening to stressful content, and extending beyond listening to explore outcomes when high-quality listening is combined with other conversational strategies such as questioning and challenging viewpoints.