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The attitude behavior relation: Moving toward a third generation of research
... The prior studies addressed first (i.e., descriptive) and third generation (i.e., explanatory/mediating) research questions (Zanna & Fazio, 1982) related to the socialization tactics and cohesion link, which assumed that the tactics employed by a team are the sole socializing factors for newcomers and existing members. However, there may be conditions under which socialization tactics are more or less productive for individuals within sport teams (i.e., moderating variables; second-generation research question). ...
The effects of having new individuals join a team introduce competitive and cooperative actions that are challenging to groups. Employing socialization tactics that provide tailored role information and cultivate opportunities for social connection is positively related to perceptions of cohesion. However, the socialization process likely relies on the specific actions undertaken by members of the group on their own behalf (i.e., proactivity behaviors). The purpose of the present study was to examine how individual proactive behaviors interact with the group’s socialization tactics to predict group cohesion. Athletes’ ( N = 398) responses to surveys were analyzed via polynomial regressions and response surface analyses to examine the independent and interactive effects of the predictor variables on cohesion. The results pointed to the importance of employing socialization tactics that can work in tandem with proactive behaviors, such that both approaches contributed uniquely to the integration of new and existing members on sport teams.
... The overarching point is that the field has synthesized data prompting the effectiveness of flipped learning in L2 contexts, especially English L2 ones. This means that applied linguists and second language acquisition researchers can start to question how and under what conditions L2 flipped learning is effective, i.e., 2nd and 3rd generation research questions (Zanna & Fazio, 1982). Research into 'if' flipped learning is effective, i.e., 1st generation research questions, should probably be reserved for under-researched target languages and situations where findings to date have been inconclusive. ...
This chapter explores flipped learning in second/foreign language (L2) contexts, where students study new content before class independently, and engage in higher-order thinking activities referencing the content during class time. This chapter provides a definition for L2 flipped learning and discusses its implementation, emphasizing the role of technology and varying effectiveness based on context. The chapter unpacks the existing evidence for flipped learning's effectiveness in L2 settings while highlighting biases in existing research. Remedies for such biases are also discussed. Finally, future directions at the researcher-and practitioner-levels are considered.
... The investigation into flipped classrooms has evolved from theoretical explorations and model constructions to a stage characterized by abundant empirical research, encompassing various disciplines. In terms of research trends, mirroring Zanna and Fazio's [1] classification of research problem progression, studies on flipped classrooms have progressively shifted from the firstgeneration to second-and even third-generation questions, transitioning from examining "whether flipped classrooms are effective" to inquiries such as "under what conditions are they more effective?" and "how can they be made even more effective?" ...
The evolution of theoretical research on flipped classrooms has ushered in the 2.0 era, in which the inaugural iteration, narrowly focused on process inversion, has proven inadequate in fostering enhanced interaction within flipped classrooms. This shortcoming stems from its disregard for nurturing an efficacious collaborative environment, which has emerged as a pivotal roadblock impeding the sustainable development of the flipped classroom concept. To confront this challenge, this paper advocates for the seamless integration of flipped classrooms with learning communities, underscoring the essence of knowledge construction theory and the imperative of creating a collaborative environment. Furthermore, it introduces the groundbreaking “Tai Chi Pillar” flipped classroom + learning community model and meticulously scrutinizes its effectiveness in the context of college German courses through a case study lens, examining both student learning performance and perception development. A comparative analysis with the standalone flipped classroom model reveals that the proposed model boosts academic performance for 72.6% of students and notably enhances perception development for 72% of learners, albeit with limited success among underperforming students. This underscores the model’s strengths while also highlighting the necessity for continued research and improvement. This study serves as a reference point for sustainable Flipped Classroom 2.0 research and points to future directions for investigation.
... should produce faster responses to relevant inputs (see Higgins, 1996a). Using this operationalization, researchers have shown that attitude strength moderates the relation between attitudes and attitude-related behaviors (see Zanna & Fazio, 1982;Zanna, Higgins, & Herman, 1982). For instance, Fazio has shown that greater chronic accessibility of an association between an attitude object and its evaluation increases the likelihood that behaviors will be consistent with the attitude (see Fazio, 1986Fazio, , 1995. ...
Study 1 demonstrated that as individuals’ promotion-related ideal strength increases, performance on an anagram task is greater for a monetary task incentive framed in terms of gains and nongains (i.e., promotion framed) than one framed in terms of losses and nonlosses (i.e., prevention framed), whereas the reverse is true as individuals’ prevention-related ought strength increases. Study 2 further demonstrated that with promotion-framed task incentives, individuals’ ideal strength increases motivation for promotion-related goal attainment means (gaining points), whereas with prevention-framed task incentives, individuals’ ought strength increases motivation for prevention-related means (avoiding losing points). These results suggest that motivation and performance are greater when the regulatory focus of task incentives and means match (vs. mismatch) the chronic regulatory focus of the performers.
... For instance, while virtue signaling and virtuous victim signaling have been found to be associated with dark personalities (Ok et al., 2021), how such instrumental social signaling could function as a potential ego-focused motivator for some forms of activism has not yet been examined. At the moment, we consider ourselves to be engaged in the first generation of our research question: Does X relate to Y (Zanna & Fazio, 1982)? Concretely, are higher levels of ideological engagement and political activism of certain kinds associated with higher dark personality scores? ...
In this preregistered study, we tested the dark-ego-vehicle principle. This principle states that individuals with dark personalities, such as high narcissistic traits, are inclined to become involved in certain kinds of ideologies and political activism. We argue that narcissistic individuals can be attracted to anti-sexual assault activism because this form of activism may provide them with opportunities to obtain positive self-presentation (e.g., virtue signaling), gain status, dominate others, and engage in social conflicts to get their thrills. A diverse US sample (N = 313) completed online measures of narcissistic traits and involvement in anti-sexual assault activism. In addition, relevant covariates were assessed (i.e., age, gender, adult sexual assault history, sexual harassment myth acceptance, and altruism), and the interaction between narcissistic traits and gender was considered. The results of the multiple regression analysis showed that higher narcissistic traits predicted an individual’s higher involvement in anti-sexual assault activism over and above the covariates. However, this relationship was evident only for the women in this sample. Notably, a higher level of altruism in an individual was also substantially associated with higher involvement in anti-sexual assault activism. We discuss how the narcissism-by-gender interaction may be in line with the dark-ego-vehicle principle.
To capitalise on the growing body of evidence on the effects of ‘procedural justice training’ for police officers, a systematic review is conducted to trace, evaluate, and synthesise all the results of published police procedural justice training tests. Nine rigorous experiments have met the eligibility criteria. Overall, the results suggest that police officers exposed to training programmes on procedural justice perform better than unexposed officers on multiple outcomes.
The systematic review highlighted several other key findings. First, training seems to significantly affect a broad range of outcomes. This result is not to say that procedural justice training works universally, as training was found to work differently and unevenly depending on the police officer population type and for distinct policing jobs. For example, the training positively affects specialist policing, such as crime scene investigation and traffic policing, but, in some instances, it has a non-significant effect on experienced frontline field officers. As importantly—and surprisingly—limited effects are found on police recruits, which is where most of the training occurs. These findings are informative, not least because they suggest that a bespoke training package may be needed to cause an effect (however such an effect is measured) but also because there are instances where training does not lead to favourable outcomes: similar scores on procedural justice measures across treatment and control conditions. Areas that are presently short on evidence are highlighted as a guide for future studies in this area.
Female Navy recruits (N = 5,226) completed surveys assessing history of childhood sexual abuse (CSA), childhood strategies for coping with CSA, childhood parental support, and current psychological adjustment. Both CSA and parental support independently predicted later adjustment. In analyses examining whether CSA victims' functioning was associated with CSA severity (indexed by 5 variables), parental support (indexed by 3 variables), and coping (constructive, self-destructive, and avoidant), the negative coping variables were the strongest predictors. A structural equation model revealed that the effect of abuse severity on later functioning was partially mediated by coping strategies. However, contrary to predictions, the model revealed that childhood parental support had little direct or indirect impact on adult adjustment.
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