How Workplace Gossip Shapes Interpersonal Relationships: A Qualitative Study from the Gossip Recipient’s Perspective
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Although preliminary research implies a tantalizing association between workplace gossip and interpersonal relationships, little is known about how gossip shapes relationships at work. Given that relationships are integral to employee wellbeing and to the development of social capital, it appears vital to develop a more comprehensive understanding of the psychological processes linking gossip and workplace relationships. To this end, we induce theory from qualitative evidence regarding the processes whereby workplace gossip shapes relationships in the workplace. Taking the under-researched perspective of the gossip recipient, our study draws on multi-source data to explore how recipients’ experiences of gossip incidents affect their dyadic relationships with gossipers and gossip targets. We find that recipients’ interpretations of gossipers’ intentions—prosocial, self-serving, or genuine—initiate three distinct processes that engender a range of relational outcomes, from decreased trust to the development of close interpersonal connections. In describing these nuanced processes and their associated relational outcomes, we provide insights that extend and enrich theory and challenge conventional assumptions about workplace gossip.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it