No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Social Pressures in Informal Groups
... Empirical accounts of how social interactions in everyday life are facilitated or constrained by contextual factors date back to early ecological psychology (Barker, 1975;Festinger et al., 1950). One environmental characteristic that has been found to be crucial for social interactions is social density (Festinger et al., 1950;Sng et al., 2017;Stokols, 1972). ...
... Empirical accounts of how social interactions in everyday life are facilitated or constrained by contextual factors date back to early ecological psychology (Barker, 1975;Festinger et al., 1950). One environmental characteristic that has been found to be crucial for social interactions is social density (Festinger et al., 1950;Sng et al., 2017;Stokols, 1972). Social density refers to the ratio between the number of people occupying a space and the size of the space (Altman, 1975;Stokols, 1972). ...
... Overall, higher household and higher neighborhood density both seem to promote social interactions in daily life. For example, neighbors who lived closer together met more often and were more likely to develop friendships (Festinger et al., 1950). Similarly, women living in high-rise buildings in Israel reported that this form of housing promotes social interaction (Churchman & Ginsberg, 1984). ...
Current psychological theories on daily social interactions emphasize individual differences yet are underspecified regarding contextual factors. We aim to extend this research by examining how two context factors shape social interactions in daily life: how many relationships people maintain and how densely people live together. In Study 1, 307 German participants (Mage = 39.44 years, SDage = 14.14) answered up to 20 experience sampling questionnaires regarding their social interactions over 2 days. In Study 2, 313 German participants (Mage = 48.96 years, SDage = 15.54) summarized their daily interactions in daily diaries for 14 days. Participants reported on their social network size and the social density (i.e., household and neighborhood density) of their living situations. Mobile sensing provided additional measures of social interactions and network size. The results showed that participants living in densely populated households transitioned faster from solitude to social interactions but slower from social interactions to solitude. Participants living in dwellings with more homes also transitioned slower from solitude to social interactions. Contrary to the hypothesis, social network size was inconsistently linked with transitions from solitude to social interactions and vice versa. Furthermore, current social desires predicted subsequent social interactions within days, but not across days—irrespective of individuals’ social network size or social density. Together the results point out that people live their daily life in social contexts, which contribute to how they engage in social interactions. The findings thus call for a greater integration of contextual factors in personality theories of social interactions.
... We draw on social interaction theory (e.g. Festinger, Schachter, and Back 1950;Turner 1988) to investigate the effects of technology-infused frontline service encounters on customer response. This theory assumes that interactions between people have a significant impact on their behavior, attitudes, and individual personalities. ...
... It emphasizes that an individual's behavior and perceptions are shaped by their social relationships and interactions with others. Social interaction theory explains the interactive behaviors between employees and customers, such as communication, feelings, and similarities between the two parties (Festinger, Schachter, and Back 1950). It implies a motivational process followed by an interactional process (Turner 1988). ...
In technology-infused frontline service encounters, human-based service represents a high degree of uncertainty. However, understanding how technology can meet customer demands without undermining the importance of human interaction is crucial for retailers to remain competitive. However, empirical evidence comparing different types of service encounters (technology-facilitated vs. technology-assisted vs. technology-free) is lacking. Building on existing approaches to technology-enabled services, this study aims to extend the understanding of the optimal type of technology infusion and human interaction in the context of customer trust and willingness to pay. Drawing on social interaction theory, emphasizing that technology can influence the nature and quality of interactions between customers and frontline employees, this paper empirically examines different types of service encounters. A quasi-experimental online study (N = 944) was conducted.General results show that technology infusion within the service encounter has a negative impact on customers' trust in the frontline employee, but a positive impact on customers' willingness to pay. Furthermore, a mediating influence of customers' perceptions of the competence of frontline employees can be demonstrated. The results show that customers place more value on a technology-facilitated encounter than on a technology-assisted service. Based on the findings, this paper derives implications for retail managers at various levels. Since the customer's perception of the competence of front-line employees in using a technology is of high relevance to the customer, the retailer should pay more attention to training employees in the use of these technologies in their interactions with customers because of the perception of service competence and other relationship-building criteria such as trust. In addition, the competent use of these technologies and the custo-mer's perception of them can also affect the customer's willingness to pay and thus the success of the business. ARTICLE HISTORY KEYWORDS PoS Retailing; technology-infused service encounter; social interaction theor; customer touchpoint; service competence of the frontline employee CONTACT Tobias Röding roeding@marketing.uni-siegen.de THE INTERNATIONAL REVIEW OF RETAIL, DISTRIBUTION AND CONSUMER RESEARCH https://doi.
... Norms possess a social force which dispenses punishment for deviant behavior and reward for compliant behavior. L. Festinger, S. Schachter and K. Back state that this social force is "... a uniform set of directions which the group induces on the forces which act on the members of the group" [247]. Thus, norms are both abstract ideas and social forces constituting "... a pressure existing between a norm-sender and a norm-receiver's behavior in a category of recurrent situations" [248]. ...
Typology and Performance: In: Anthropology and Folklore ORCiD: https://orcid.org/0000-0002-1510-9805
History of “Folkloric Behavior” in the Folklore Dept.
For the first time in the discipline of Folklore, a professor of psychology agreed to be a member of El-Shamy’s Dissertation: “folkloric Behavior”. The dissertation which transformed folklore into a social science as well as a literary field. It provides the theoretical and applied bases for “Folkloric Behavior,” a term used now worldwide, though without attribution to El-Shamy, its originator.
It addresses views in anthropology and social psychology, such as attitude (sentiments versus emotion), role in the learning concepts and processes “Cognitive learning,” “Memory,” “Vicarious learning (Empathy/Sympathy, identification)," “Copying,” “Motivation,” “Cognitive dissonance,” “Ego involvement,” “Behavior Potential/[or Quantifi cation],” “nationalism,” and “Emotional components” in learning, etc. See “Emotionskomponente/[Emotional Components].” In: Enzyklopädie des Märchens (Göttingen) Vol. 3, nos. 4-5 (1981), pp. 1391-395.
Also, for the first time, a psychology department offered a folklore course. Indiana offered folklore as a “Research tool” in lieu of the required foreign language (abt 1972). Regrettably, the chairman of the Folklore Dept. assumed teaching that course his way of literature and history That course enrolled about 26-
Keywords: Culture; Tradition; Anthropology; Super organic; Learning; Forgetting; Psychoanalysis; Psychology in the mother Folklore department; Cognitive behaviorism; Attitude; Sentiment; Experimental Folklore; Folk narratives; Motif; Status of MOE recent learning and memory study
Copyright License: © 2024 El-Shamy H. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. https://www.neuroscigroup.com
28 graduate psychology majors (according to Dorson). Finding nothing of what they expected of “Folkloric Behavior,” the course was canceled; (El-Shamy was never contacted to teach it). His published work (e.g., 1999, 2016. Also see, 2004, Types of the Folktale in the Arab World: A Demographically Oriented Tale-Type Index. (Bloomington: Indiana University Press,)., etc.) is secondarily termed “behavioral, cognitive, demographic, etc.”. [For the use of the symbol “$” (1a&b)] [1].
... Norms possess a social force which dispenses punishment for deviant behavior and reward for compliant behavior. L. Festinger, S. Schachter and K. Back state that this social force is "... a uniform set of directions which the group induces on the forces which act on the members of the group" [247]. Thus, norms are both abstract ideas and social forces constituting "... a pressure existing between a norm-sender and a norm-receiver's behavior in a category of recurrent situations" [248]. ...
... In fact, there is ample empirical evidence that demonstrates this claim. The earliest studies of which we are aware of date back to Festinger et al. [14] and Caplow and Forman [9] both on student housing communities. The results showed that in these rather homogeneous communities, spatial arrangement of student rooms/units was an important factor in predicting whether two dwellers have at least weak ties. ...
We study spatial embeddings of random graphs in which nodes are randomly distributed in geographical space. We let the edge probability between any two nodes to be dependent on the spatial distance between them and demonstrate that this model captures many generic properties of social networks, including the ``small-world'' properties, skewed degree distribution, and most distinctively the existence of community structures.
... and informal groups (Jennings, 1947). In this method, interpersonal relationships are measured by 119 asking group members to express their feeling about a particular situation or activity; For example, 120 "Who would you like to work with?" (Festinger et al., 1950, Moreno, 1941, Northway, 1940. The ...
Teams are the building blocks in project-oriented organizations. Although project teams’ effectiveness directly affects companies’ performance, team selection has long been a challenge. Many models have been developed so far to address this need. However, almost all these models solely focus on the individual competencies of candidates rather than the quality of interpersonal relationships between team members. Ignoring social and psychological criteria in selecting teams is one of the most significant shortcomings of the project team selection process. The difficulty in incorporating qualitative social issues and interpersonal relationships into quantitative models is recognized as the main obstacle. This article addresses this gap by developing a model based on the concepts of person-team fit and sociometry. The model considers social criteria in team selection with a practical approach using sociometric tests. It can be used as a complement to current procedures by providing supplementary fit within team members.
... However, network scholars have, for some time, acknowledged that networks change over time (e.g., new ties form and existing ties dissolve) and have identified several drivers of that change. First, research shows that physical and temporal proximity-in other words, being in the same place at the same time-can drive the formation of new network ties (e.g., Festinger et al., 1950) because it encourages chance encounters and opportunities for interaction and learning (Lee, 2019). Second, changes can be driven by actors' compatibility; specifically, a guiding phenomenon in the social networks literature is homophily-that individuals tend to interact with others who are similar on attributes such as gender, race, values, and education (for a review, see Lawrence & Shah, 2020). ...
A social network is a set of actors—that is, any discrete entity in a network, such as a person, team, organization, place, or collective social unit—and the ties connecting them—that is, some type of relationship, exchange, or interaction between actors that serves as a conduit through which resources such as information, trust, goodwill, advice, and support flow. Social network analysis (SNA) is the use of graph-theoretic and matrix algebraic techniques to study the social structure, interactions, and strategic positions of actors in social networks. As a methodological tool, SNA allows scholars to visualize and analyze webs of ties to pinpoint the composition, content, and structure of organizational networks, as well as to identify their origins and dynamics, and then link these features to actors’ attitudes and behaviors. Social network analysis is a valuable and unique lens for management research; there has been a marked shift toward the use of social network analysis to understand a host of organizational phenomena. To this end, organizational network analysis (ONA) is centered on how employees, groups, and organizations are connected and how these connections provide a quantifiable return on human capital investments. Although criticisms have traditionally been leveled against social network analysis, the foundations of network science have a rich history, and ONA has evolved into a well-established paradigm and a modern-day trend in management research and practice.
... With regard to the social aspect of stairways, Valenti (1989) has done a study on dyadic social walking, partially concerned with walking on stairs, which we will return to later. With respect to a more general social interaction aspect of stairways, Festinger et al. (1950) study how stairways create increased opportunities for contact between users and thus for the formation of social groupings. Skjaeveland and Garling (1997) also cite Festingers work, when they refer to stairways as possessing interaction-enhancing features. ...
In this paper, we offer arguments for the relevance and usefulness of applying a psychological affordance perspective to social interaction in the built environment. Our empirical focus is on building elements where the intention of the architectural design is better to foster social coordination and interaction between building users. We illustrate how the concept of social affordances relates to such social activities through scrutinizing a special designed central stairway architectural element in a building housing the Ørestad College in Copenhagen, Denmark. We take a qualitative approach using observational study techniques using video recordings of the everyday use the stairway at the college. Through our analysis we identify eight types of social interactions, which we distilled into four categories of social activities afforded by the lays-out of the stairway and its surroundings; social walking, social spotting, social waiting and social encountering. We discuss our findings both theoretically and in relation to architectural practice and we conclude that the concept of social affordances would be of great use and value for research and practice in architectural design. Moreover, the findings presented in this paper have potential theoretical implications related to the coupling between the concept of affordances on one hand and social interactions on the other, a coupling that is shown to be relevant not only theoretically, but also through its empirical application.
... Das merken auchEmmenegger et al. (2017) an, welche aber auf die Intensität und nicht auf die Qualität von Nachbarschaftsbeziehungen eingehen. 5 Siehe dazu auch die klassische Stude vonFestinger et al. (1950). Eine Zusammenfassung in Bezug zu Nachbarschaft findet sich beiFlade (2020: 173-175). ...
Während immer neue Spaltungslinien wie soziale Ungleichheit, politische Polarisierung oder der Umgang mit Krisen zu gesellschaftlicher Fragmentierung führen, wird übersehen, dass Nachbarschaft im Alltag ein Potenzial für Zusammenhalt birgt. Das Buch geht daher der Frage nach, was Nachbarschaft eigentlich ist, und präsentiert zahlreiche empirische Befunde. Sebastian Kurtenbach zeigt, wie Nachbarschaft heute verstanden werden kann, welche Rolle Organisationen oder die Digitalisierung für das nachbarschaftliche Zusammenleben spielen, und welche Unterschiede zwischen Nachbarschaft in der Stadt und auf dem Land bestehen.
... Across psychology, there are numerous examples of foundational and influential research that can be considered field social psychology. These include the Robbers Cave Experiment (Sherif et al., 1961), in which group dynamics were studied through running, observing, and manipulating variables in a boy's summer camp, and Festinger et al.'s (1950) Social Pressures in Informal Groups, which explored group formation with former military officers and their wives through naturalistic observation, multiple interview strategies, and field experimentation. While some graduate students may encounter this research during their studies, these classic examples can be framed as demonstrating the validity of field and integrative research programs. ...
A confluence of societal challenges and critiques of dominant modes of psychological science has created an opportunity to reassess how research in the discipline is taught to future generations of researchers. Given this context, psychology instructors must employ approaches and concrete strategies that provide students with research methods and methodologies focused on developing effective and ecologically valid insights about everyday life. In this article, we aim to offer a way to address this need through a review of field social psychology and an argument for incorporating this approach into the teaching of psychology across levels. Field social psychology is a conceptual approach to researching psychological phenomena at multiple levels of analysis with emphasis on people’s everyday sociocultural environments. Based on this framework, it requires an integration of qualitative methods used with a focus on capturing the complexity of psychosocial phenomena in the real world. We discuss what this framework entails and how different qualitative methods are integral to its mission, make an argument for why it should be taught, and how it integrates with an action-teaching orientation focused on giving students’ tools to be active, democratically engaged scientists, and present concrete applications in undergraduate and graduate instruction and mentoring. We argue this integration can promote the development and growth of students as psychologists prepared to engage with society and critical psychosocial questions of the contemporary world.
... There are two types of conformity emphasized in the literature: "normative influence" and "informational influence". The former is often used to refer to situations in which individuals are susceptible to social influence in order to conform to or identify with others (Festinger et al. 1950;Asch, 1953;Cai et al. 2009;Fatas at al. 2018). Alternatively, informational influence (also known as "social proof") is used to describe social influence in a context in which the behavior of others is useful in order to infer inaccessible information about an objective state of the world (Banerjee 1992;Anderson and Holt, 1997;Goeree and Yariv, 2015;Muchnik et al. 2013). ...
... Having attitudes that are discrepant from a valued group creates an internal pressure to change oneself to fit the group's attitudes. Festinger, Schachter, and Back (1950) wrote, "If a person wants to stay in a group he [sic] will be susceptible to influence coming from the group, and he will be willing to conform to the rules which the group sets up" (p. 91). ...
The authors studied social norms and prejudice using M. Sherif and C. W. Sherif's (1953) group norm theory of attitudes. In 7 studies (N = 1, 504), social norms were measured and manipulated to examine their effects on prejudice; both normatively proscribed and normatively prescribed forms of prejudice were included. The public expression of prejudice toward 105 social groups was very highly correlated with social approval of that expression. Participants closely adhere to social norms when expressing prejudice, evaluating scenarios of discrimination, and reacting to hostile jokes. The authors reconceptualized the source of motivation to suppress prejudice in terms of identifying with new reference groups and adapting oneself to fit new norms. Suppression scales seem to measure patterns of concern about group norms rather than personal commitments to reducing prejudice; high suppressors are strong norm followers. Compared with low suppressors, high suppressors follow normative rules more closely and are more strongly influenced by shifts in local social norms. There is much value in continuing the study of normative influence and self-adaptation to social norms, particularly in terms of the group norm theory of attitudes.
... Jackson & Harkins, 1985) or through social influence processes. Prior research has shown that coworkers' attitudes and work-related statements frequently influence one's own attitudes (for a review, see Zalesny & Ford, 1990) and that social influences on attitudes are typically magnified in cohesive groups (e.g., Festinger, Schachter, & Back, 1950;Lott & Lott, 1965). Therefore, coworker statements might produce a matching tendency that may be enhanced in cohesive groups. ...
Individuals often engage in social loafing, exerting less effort on collective rather than individual tasks. Two experiments tested the hypothesis that social loafing can be reduced or eliminated when individuals work in cohesive rather than noncohesive groups. In Experiment 1, secretarial students typed both individually and collectively in simulated word-processing pools composed of either friends or strangers. In Experiment 2, dyads composed of either friends or strangers worked either coactively or collectively on an idea-generation task. Both studies supported the group cohesiveness hypothesis. Experiment 2 also suggested that individuals tend to engage in social compensation when working with coworkers who are low in ability. These findings are discussed in relation to S. J. Karau and K. D. Williams's (1993) Collective Effort Model.
... If groups can be brought together in settings that foster the exchange of personal information, then liking among group members may be increased (Brewer & Miller, 1984). It may be enough to simply bring groups into contact, because proximity alone may lead to disclosure (Festinger, Schachter, & Back, 1950;Segal, 1974). In addition, once groups are brought together in an environment that provides opportunities for disclosure, other disclosure-liking effects may serve to increase positive feelings as well. ...
Self-disclosure plays a central role in the development and maintenance of relationships. One way that researchers have explored these processes is by studying the links between self-disclosure and liking. Using meta-analytic procedures, the present work sought to clarify and review this literature by evaluating the evidence for 3 distinct disclosure–liking effects. Significant disclosure–liking relations were found for each effect: (a) People who engage in intimate disclosures tend to be liked more than people who disclose at lower levels, (b) people disclose more to those whom they initially like, and (c) people like others as a result of having disclosed to them. In addition, the relation between disclosure and liking was moderated by a number of variables, including study paradigm, type of disclosure, and gender of the discloser. Taken together, these results suggest that various disclosure–liking effects can be integrated and viewed as operating together within a dynamic interpersonal system. Implications for theory development are discussed, and avenues for future research are suggested.
This research study aims to analyze the differences existing between teacher-assigned seating and free seating in classrooms in terms of their impact on students’ friendship formation across a semester. The goal is to bridge the literature on seating arrangements, spatial propinquity, and friendship networks for teenagers. Through a social network analysis of friendships in a classroom at the beginning and end of a semester in addition to the seating maps at play, it is possible to test how different seating influences adolescent social structure. This innovative way of tackling spatial propinquity in schools not only has the potential to improve our understanding of high school friendship structures and how they relate to classrooms but also to increase our knowledge of the effects of seating assignments in high schools, a practice that is widespread in the United States. This study analyzes 410 student respondents in 24 American high school classrooms longitudinally across a semester. The results were unexpected: when students choose their seats, the formation of friendships tends to be more influenced by seating proximity, and these friendships tend to be less racially homophilous than when teachers choose seats.
This study examined differences in interpersonal attraction between starters and nonstarters of elite male volleyball teams and the correlation between interpersonal attraction and teams' final place. 106 players from 10 teams of the A1 Greek National Volleyball League completed by a sociometric method an especially developed questionnaire. Subjects were classified as starters and nonstarters by means of a protocol of players' starting status administered to teams' coaches. Analysis showed that the task and the social dimension of interpersonal attraction differed significantly between starters and nonstarters. Starters scored higher than nonstarters on both dimensions of interpersonal attraction. Starters' task dimension of interpersonal attraction was positively correlated with the team's task dimension. Also, the teams' task dimension was positively correlated with teams' final placing, suggesting that, when starters are attracted to each other with regard to the common competitive goal, the team's performance is enhanced and leads to higher scoring.
I extend the theoretical domain of sociology into an area of social psychology that heretofore has been the exclusive domain of psychologists. Specifically, I develop a social structural perspective on the choice shifts that individuals make within groups. During interpersonal discussions of issues, choice shifts occur when there is a difference between group members’ mean final opinion and their mean initial opinion. Explanations of choice shifts have emphasized group-level conditions (e.g., a norm, a decision rule, a pool of persuasive arguments, a distribution of initial opinions). I argue that choice shifts are a ubiquitous product of the inequalities of interpersonal influence that emerge during discussions of issues. Hence, I bring choice shifts squarely into the domain of a structural social psychology that attends to the composition of networks of interpersonal influence and into broader sociological perspectives concerned with the formation of status structures.
Background
For growing healthcare organisations, anchored resources—assets that are not easily movable—may complicate expansion and distort workflow patterns. We examine work patterns at a radiation oncology department of a major Canadian hospital. As this department doubled its size, healthcare providers remained bound to treatment planning rooms and radiation machines at the original site. This study examines workplace communication and interactions before and after the expansion.
Methods
We conducted regression analyses using a unique dataset merging email communications, badge swipes, office locations and organisation charts for individuals that routinely use the treatment planning room (n=232). We use a difference-in-differences framework to compare individuals’ behaviours before and after the expansion. Our dependent variables were how often individuals accessed the treatment planning room and email volumes between two individuals.
Findings
We find an overall decrease in the use of the treatment planning room, though the effect was larger for those that moved away from it. Further, we find an increase in email communication for dyads of individuals separated in the move, but only if they belonged to different departments.
Practical implications
Our research points to complex interdependencies among healthcare providers, shedding light on how hospital expansion may have unintended consequences. Healthcare leaders should acknowledge that interaction patterns will be affected when healthcare providers are separated from each other or from anchored resources. Shifting to remote interactions may be adequate in some instances; in others, it may negatively affect work outcomes as well as the engagement and satisfaction of providers and patients.
How will racial divisions in student friendship networks change as U.S. schools incorporate a growing Asian and Hispanic population? Drawing on theories of race in assimilation processes and the effects of relative group size on intergroup relations, several hypotheses are developed to address this question. These hypotheses are tested using data on friendships among students in grades 7 to 12 from the National Longitudinal Study of Adolescent Health. Key findings are that (1) cross-race friendships including Asian and Hispanic students are more common than those between white and black students, but race and Hispanic background have significant influences on student friendships that persist over immigrant generations; (2) black or white racial identifications are strongly associated with the friendship choices of Hispanic students; (3) cross-race friendships increase with school racial diversity; and (4) own-group friend selection intensifies for students in small racial minorities in a school. The results support theories of racially segmented patterns of assimilation in primary group relations and suggest that students in small racial minorities seek to maintain a friendship network including several own-race friends. Implications are discussed.
While artificial intelligence has the potential to process vast amounts of data, generate new insights, and unlock greater productivity, its widespread adoption may entail unforeseen consequences. We identify conditions under which AI, by reducing the cost of access to certain modes of knowledge, can paradoxically harm public understanding. While large language models are trained on vast amounts of diverse data, they naturally generate output towards the ‘center’ of the distribution. This is generally useful, but widespread reliance on recursive AI systems could lead to a process we define as “knowledge collapse”, and argue this could harm innovation and the richness of human understanding and culture. However, unlike AI models that cannot choose what data they are trained on, humans may strategically seek out diverse forms of knowledge if they perceive them to be worthwhile. To investigate this, we provide a simple model in which a community of learners or innovators choose to use traditional methods or to rely on a discounted AI-assisted process and identify conditions under which knowledge collapse occurs. In our default model, a 20% discount on AI-generated content generates public beliefs 2.3 times further from the truth than when there is no discount. An empirical approach to measuring the distribution of LLM outputs is provided in theoretical terms and illustrated through a specific example comparing the diversity of outputs across different models and prompting styles. Finally, we consider further research directions to counteract harmful outcomes.
Without a question, one of the most profitable sectors of the global economy is the oil and gas sector. Its significant role in advancing industrialization and economic expansion (Edmund et al., 2023) A nation can generate large amounts of foreign cash through the export of gas and oil, which aids in the development of its infrastructure (Khdair et al., 2011).
This paper examines how the collaboration network structure of an innovation site influences the adoption and future use of its innovations. We explore the effects of tie strength and network cohesion, with a particular focus on the moderating role of innovation radicalness. While prior research emphasizes the benefits of strong ties and network cohesion for idea transfer—due to increased trust, information exchange, and reciprocity—we argue that these effects are contingent on the innovation’s radicalness. Specifically, we suggest that these effects hold for incremental innovations but may become negative for radical innovations, as the impact of radical innovations may not align with reciprocity norms and could be sanctioned by the network. Additionally, the lack of information diversity may hinder the identification of new applications for radical innovations. Our empirical analysis is based on a dataset of 93 of the most innovative U.S. pharmaceutical and biotechnology companies, with 16,011 unique sites observed from 2001 to 2013. This results in a panel dataset with 19,343 site-time observations, using 3-year rolling windows. Our findings support our hypotheses, contributing to the literature on social networks, creativity, and innovation. We show that different types of innovations require different network conditions for diffusion, and that reciprocity norms can be burdensome, particularly for radical innovations. We also demonstrate that non-redundant information is crucial not only for generating novel ideas but also for identifying new applications for radical innovations. The findings have implications for innovation management, particularly at geographically dispersed sites.
Group cohesion is a prominent feature of sport involvement and small group work. Despite long-standing research interest and varied conceptualizations across fields, studies have primarily focused on sports. Research in educational contexts, particularly in physical education (PE), has been limited, even though PE offers an environment conducive to fostering diverse opportunities that promote group cohesion. This study sought to adapt and validate the Portuguese version of the Youth Sport Environment Questionnaire (YSEQ) using confirmatory factor analysis. The participants were 460 Portuguese-speaking PE students (58.9% girls, aged 14–19) who completed the YSEQ. After removing four items, the confirmatory factor analysis validated the two-factor structure of the YSEQ, supporting its appropriateness for the Portuguese context. This adapted 14-item YSEQ showed metric invariance across gender, and its two dimensions exhibited good internal consistency and convergent and discriminant validity. Significant correlations between the YSEQ and social affiliation scores confirmed the YSEQ’s concurrent validity. These findings suggest that the adapted Portuguese YSEQ is a reliable and valid instrument for measuring group cohesion in physical education. This instrument allows teachers, researchers, and sports psychologists to better understand group dynamics, assess task and social cohesion in middle and secondary PE classes, and identify potential difficulties in this area.
In this study, we investigated the relationships among perceived social support, perceived available support in sport, team cohesion, grit, sport engagement, and life satisfaction among disability sport athletes. Twenty-four athletes from Israel and Belgium, aged 22 to 65, 87.5% male (n = 24) and 12.5% female (n = 3), with physical disabilities participated. The results showed significant positive correlations between team cohesion and sport engagement (r = 0.44, p < 0.05) and life satisfaction (r = 0.57, p < 0.01). Team cohesion was also linked to perceived social support (r = 0.55, p < 0.01). Finally, grit and sport engagement (r = 0.50, p < 0.01) and perceived social support and sport engagement (r = 0.50, p < 0.05) were correlated. These findings underscore the importance of supportive social environments inside and outside of sport in potentially enhancing athlete well-being.
Based on current research, it is evident that the way people see themselves is shaped by their conversation partners. Historically, this literature focuses on how one individual’s expectations can shape another person’s self-views. Given the reciprocal nature of conversation, we wondered whether conversation partners’ self-views may mutually evolve. Using four-person round-robin conversation networks, we found that participants tended to have more similar self-views post-conversation than pre-conversation, an effect we term “inter-self alignment.” Further, the more two partners’ self-views aligned, the more they enjoyed their conversation and were inclined to interact again. This effect depended on both conversation partners becoming aligned. These findings suggest that the way we see ourselves is coauthored in the act of dialogue and that as shared self-views develop, the desire to continue the conversation increases.
What processes determine the allocation of state subsidies to a selection of cultural and artistic organizations? In the case of the Dutch cultural basic infrastructure (BIS) two main criteria are issued, namely quality and reputation. In this article, no attempt is made to define measures for artistic quality and reputation. Instead, it is observed by which criteria decision makers, public media, and artistic leaders refer to these concepts. The way in which the selection and granting are performed shows striking similarity with processes described in the literature. First, the theory of social comparison asserts that people in a shared activity compare opinions and abilities in a strife for growth. When technical constraints and limits impede the progress in ability, effort and attention shift to opinions on abilities of the members. In this social dimension, growth is more easily attained. This decoupling results into stagnation and inferior learning processes. Second, in an implicit elaboration of the social comparison theory, a model is proposed in which perceived quality and prominence determine which organization will receive price premiums. Perceived quality is indicated by the quality of the inputs and productivity assets. Prominence origins from media rankings and elicited preferences of intermediary organizations and affiliation with high-status actors. Prominence has more bearing in social processes in the institutional field than on quality indicators. This model provides a base for reputation bias among stakeholders of organizations. The theoretical approaches have been operationalized into an analytical framework. The framework appears to offer a powerful and accurate instrument to describe and explain courses of action and outcomes in Dutch cultural sectors. In discussion, it is questioned if it is wise to base a subsidization policy on social comparison. The strive for prominence in the institutional fields tends to overrule the search for quality and eminence. It is recommended to reconsider social comparison processes by reduction of the arbitrariness in the performance assessment and evaluation. In this respect, promising and high-quality performers are supported in their access to large audiences. It is proposed that the framework can be applied in all situations where resources and performance opportunities are allocated to a selection of executing actors. Choices will be based on a mix of past and future performances. The situations suited for application may vary from philanthropy to hard core and non-profit sectors to private business industries.
Burgers protesteren geregeld tegen de aanleg van ongewenste voorzieningen bij hen in de buurt. Welke factoren spelen een rol in het verzet tegen locatiebeslissingen? Aan de hand van een gevalsstudie over de omstreden aanleg van een skatebaan onderzoeken Van Goor, Koers en Mulder welke rol gevoelens van bedreiging, mobilisering van medestanders en buurtintegratie spelen bij ontstaan en verloop van het collectieve protest onder de omwonenden.
Social goals are increasingly seen as motivational factors for youth sports participation and can strongly motivate participation and engagement, not only in structured sports contexts but also in physical education (PE), given the opportunities for social interaction with peers and the presence of skills like communication, cooperation, and competition within groups. The Social Motivational Orientations in Sport Scale (SMOSS) measures three types of social goals in sports participation: affiliation, status, and recognition. The current study aimed to adapt and validate the SMOSS for the Portuguese context, using a sample of 460 PE students (14–19 years old, 58.9% female). The confirmatory factor analysis results supported the three-factor model (affiliation, recognition, and status), after excluding two items. This adapted 13-item SMOSS demonstrated invariance across genders and showed good internal consistency across its three dimensions. It also exhibited convergent, discriminant, and concurrent validity. These findings indicate that the Portuguese version of the SMOSS is a valid and reliable instrument. It is now well suited for use by schools, teachers, and psychologists to effectively assess PE students’ social goals. Additionally, the SMOSS can assist in evaluating intervention programs aimed at enhancing students’ social motivation, thus contributing to more effective educational and developmental strategies in PE settings.
Amid rapid urbanization in the developing world, there is growing interest in the effects of urban context on political behavior. An underexplored element of urban context is the built environment itself—the physical architecture and design of urban space—which can structure how residents interact both with each other and with the state. Drawing on street network data and an original survey from urban Ghana, I suggest that more gridded, orderly neighborhoods reduce the social interactions residents have with neighbors, lower embeddedness in political problem‐solving networks, and depress electoral turnout. Rather than making residents more legible to state officials, gridded streets make the local state and political realm less legible to residents by reducing opportunities to forge politically valuable social ties in a context of clientelist politics. The paper demonstrates that greater focus is needed on built environments to understand the social structures undergirding grassroots urban politics.
Despite significant knowledge on the demographic composition of workgroups, the literature lacks group-level theory that addresses the tendency of work groups with token levels of diversity to maintain their demographic imbalance over time. We explain this phenomenon by extending moral licensing theory to the group level, arguing that a token level of racial or gender diversity leads to the development of a collective moral credential. This credential provides psychological permission for groups to relax their moral strivings, such that they are less likely to question the influence of bias in group member selection decisions, and thus more likely to make subsequent homogenous group member additions. Additionally, we argue that the diversity climates within which groups are embedded can either magnify (i.e., in fairness-focused diversity climates) or mitigate (i.e., in synergy-focused diversity climates) the development of a collective moral credential. Further, we suggest that the effect of token levels of diversity on the development of a collective moral credential can be affected by the prevailing social norms for diversity. Finally, we theorize that the effects of this process can be accentuated by group use of a majority decision rule and attenuated by group use of a unanimous decision rule.
Tanulmányomban az iskola hálózatként való működésére fókuszálok. Az iskola az első olyan társadalmi intézmény, ahol a gyerekek a mássággal találkoznak, ahol lehetőséget kaphatnak azon heterogén gyenge kötések kialakításához, amelyek hosszú távon is segíthetik a hátrányos helyzetű és roma fiatalok sikeresebb életpályáját. Kutatásomban három kutatási kérdésre kerestem a választ: 1. Mennyiben befolyásolja az integrált oktatás és összetartó osztályközösség kialakulását a pedagógusok, osztályfőnökök vélekedése, nevelési céljaik, oktatási módszereik a mindennapokban? 2. A hátrányos helyzetű és roma gyerekek osztályban elfoglalt helye, társaikkal való kapcsolatuk mutat-e elkülönült csoportalkotást vagy diszkriminációt az osztályon belül? 3. Jelen vannak-e rejtett szegregációs mechanizmusok az osztályokban az integráció mellett? Dolgozatom kvalitatív (interjú) és kvantitatív (kapcsolatháló-elemzés) kutatási módszerek vegyítésével, erősségeik felhasználásával új megközelítéssel vizsgálja a hátrányos helyzetű és roma fiatalok helyzetét, kortárskapcsolatait a társadalmi integráció szempontjából. Munkámban egy nagyvárosi szakgimnázium és szakközépiskola két osztályának mély elemzésével összehasonlító vizsgálattal kimutattam, hogy egy integráció mellett elhivatott középiskolában is vannak még megoldásra váró feladatok, illetve, hogy a pedagógusoknak nagy szerepük van az összetartó osztályközösség kialakításában, továbbá, hogy a közösség rejtett hálózatát az alapvető kapcsolatháló-elemzés módszereivel könnyen, gyorsan és a szociometriához képest pontosabban lehet vizsgálni.
Friendships are a key element of mental health, yet modern life increasingly involves "enforced online regimes," which can inhibit friendship formation. One example is provided by residential university students under COVID-19. Through interviews with 17 graduate students at a U.S. university, we investigate how new friendships were made and maintained under the pandemic. While some of our individual findings echo previous work with online social interaction, our analysis reveals a novel 7-phase friendship formation process that extends Levinger & Snoek's classic pair-relatedness theory. The model enables pinpoint diagnoses. For our participants, three specific phases were blocked -- Physical Awareness (apprehension of another's physical characteristics); Personal Contact (exchange of personal information); and Ongoing Mutuality (repeat interactions to build friendship). The model also explains divergent results under similar but different situations (e.g., residential students under COVID eventually made friends, but students of purely online courses do not), and enables targeted recommendations.
We examine how employees’ short-term visits between research and development (R&D) centers across different countries can enhance a firm’s invention outcomes through enhancing intraorganizational knowledge flows and mutual trust between scientists. We utilize the staggered introduction of the U.S. visa waiver program (VWP) to 41 countries in 1988–2023, which substantially increased short-term visits to the United States. Following the introduction of the VWP, global pharmaceutical companies with R&D centers in VWP countries showed a significant increase in invention quantity and scope compared with those without R&D centers in VWP countries. Notably, we find that the benefits of short-term visits are greater when there is an intermediate knowledge distance between firms’ R&D centers in the United States and VWP countries. If R&D centers have similar knowledge bases, efficient knowledge flows can occur even without visits. For centers with very different knowledge bases, short-term visits do not provide enough time for sufficient knowledge flows. Benefits of short-term visits are also magnified when the cultural distance is greater between firms’ R&D centers. Our findings highlight that even short-term face-to-face interactions can enhance the sharing of tacit knowledge and subsequent invention, thereby offering important managerial and policy implications.
Supplemental Material: The online appendix is available at https://doi.org/10.1287/orsc.2021.16081 .
We complete a meta‐analytic investigation across two phases to increase understanding about team learning, an important process that is a challenge for teams to enact. In the first phase, we create a meta‐analytic database of 198 independent samples (N = 15,536 teams) to summarize the strength of the relationships between learning and team antecedents and outcomes. Motivational emergent states (e.g., potency) exhibited the strongest relationship with learning, followed by affective (e.g., psychological safety) and cognitive (e.g., trust) emergent states. Our results also highlight the positive relationship between learning and various antecedents, including team structure, supportive organizational context, environmental uncertainty, cognitive diversity, and gender diversity. In the second phase, we create an additional meta‐analytic database with 53 independent samples (N = 4,468 teams) to test a serial mediation model, demonstrating that psychological safety and learning serially mediate the relationships between team learning orientation and salient team outcomes (i.e., performance and innovation).
Social influence processes can induce desired or undesired behavior change in individual members of a group. Empirical modeling of group processes and the design of network-based interventions meant to promote desired behavior change is somewhat limited because the models often assume that the social influence is assimilative only and that the networks are not fully connected. We introduce a Boolean network method that addresses these two limitations. In line with dynamical systems principles, temporal changes in group members’ behavior are modeled as a Boolean network that also allows for application of control theory design of group management strategies that might direct the groups towards desired behavior. To illustrate the utility of the method for psychology, we apply the Boolean network method to empirical data of individuals’ self-disclosure behavior in multi-week therapy groups (N = 135, 18 groups, T = 10 ∼ 16 weeks). Empirical results provide description of each group member’s pattern of self-disclosure and social influence and identification of group-specific network control strategies that would elicit self-disclosure from the majority of the group. Of the 18 group models, 16 included both assimilative and repulsive social influence. Useful control strategies were not needed for 10 already well-functioning groups, were identified for 6 groups, and were not available for 2 groups. The findings illustrate the utility of the Boolean network method for modeling the simultaneous existence of assimilative and repulsive social influence processes in small groups, and developing strategies that may direct groups toward desired states without manipulating social ties.
Drawing on a 2.5-year ethnography of first-time founders in a coworking facility, I shed light on the process by which founders ascribe self-referential meaning to entrepreneurship—that is, how they develop an entrepreneurial identity in situ. I discovered that founders’ use of the coworking space occasioned distinct interaction patterns. Over time, varying interactions played a central role in whether the workspace became a community or remained a mere office space to these founders. Such emergent spatial meanings were coupled with whether founders themselves developed as entrepreneurs or not within their workspace. Founders’ perceptions of the workspace as a community were generally associated with their identifying more as entrepreneurs, while their perceptions of the workspace as an office were usually linked with their identifying less, and even disidentifying, as entrepreneurs. In explaining these dynamics, I contribute to research on identity and space, research on entrepreneurial identity, and broader scholarship on space and interactions in organizations. For first-time founders, the meanings associated with being an entrepreneur can be equivocal, and where they work helps to shape their answers to the questions ‘‘What is entrepreneurship to me?’’ and ‘‘Who am I?’’
Background:
Drug addiction can lead to suicidal ideation or suicide attempt so that half of those who attempt suicide have a history of substance abuse. The purpose of this study was to investigate the effect of educational intervention based on Theory of Planned Behavior (TPB) on reducing suicidal ideation and suicide attempt of addicts.
Methods:
A longitudinal quasi-experimental educational intervention was conducted on 200 methadone-treated addicts with suicidal ideation under the auspices of government addiction centers of Shiraz city from 2021 to 2022. Baseline data on demographic characteristics, suicidal ideation, and TPB questionnaire were collected from two groups at the beginning of the study and then three months after the intervention. The experiment group received educational intervention including sessions of individual and group counseling, training and organizational supports. The questionnaire was completed by both the experimental and control groups before the educational intervention and three months after the educational intervention. Data were analyzed using SPSS 22 software through independent t-test, Chi-square and paired t-test (p = 0.05).
Results:
The mean age of addicts in the experimental and control groups was 38.80 ± 11.64 and 39.41 ± 11.18 years, respectively (p = 0.206). 22% of the experimental group and 18% of the control group had a history of suicide. According to the results, there was no significant difference between the experimental and control groups in terms of knowledge, attitude, subjective norms and perceived behavioral control before the educational intervention, however, the mentioned variables increased significantly in the experimental group three months after the educational intervention. There was no significant difference in suicide attempt and suicidal ideation between the experimental and control groups before the educational intervention, however, there was a significant change in the experimental group after the educational intervention.
Conclusion:
The results of the present study showed the effect of educational intervention on the knowledge, attitude, subjective norms, perceived behavioral control, suicidal ideation and suicidal attempt of addicts, thus confirming the effectiveness of the TPB-based intervention on reducing suicide of addicts.
Marketers use augmented reality (AR) to place virtual brand‐related information into a consumer's physical context. Grounded in the literature on AR, brand love, metaphor theory, and closeness as interpreted by the neural theory of language, the authors theorize that branded AR content can reduce the perceived physical, spatial distance between a consumer and a brand. This perceived closeness subsequently drives the closeness of the emotional relationship in the form of brand love. Two empirical studies validate this framework. Study 1 shows that using an AR app (vs. non‐AR) increases the perceived physical closeness of the brand, which in turn drives brand love (i.e., relationship closeness). Study 2 replicates this finding in a pre‐/post‐use design. Here, high levels of local presence (i.e., the extent to which consumers perceive a brand as actually being present in their physical environment) drive perceived physical closeness, which leads to brand love. We also find that AR's power to generate brand love increases when the consumer is already familiar with the brand. We discuss managerial implications for AR marketing today and in a metaverse future in which AR content might be prevalent in consumers' everyday perceptions of the real world.
Purpose: The purpose of this study was to develop an empirical investigation and discover quantitative evidence for the relationship between authentic leadership, group cohesion, and work engagement. Theoretical framework: Authentic leadership has caught researchers’ attention, and it has gained recognition and position within leadership studies. The authentic leadership construct includes four dimensions: (a) self-awareness, which refers to how leaders understand their strengths and weaknesses and the motives they exposure to others; (b) balance processing, which refers to how leaders analyze all relevant data before coming to a decision; (c) internalized moral perspective, which refers to how leaders make decisions based on values and high internal ethical standards; and (d) relational transparency, which refers to how leaders are open in presenting one’s true self to others. Methods: Utilizing previously validated instruments, the Authentic Leadership Questionnaire (ALQ; Walumbwa et al., 2008), the Perceived Cohesion Scale (PCS; Bollen & Hoyle, 1990), and the Utrecht Work Engagement Scale (UWES; Schaufeli & Bakker, 2004). This study explored whether or not a relationship exists between authentic leadership behaviors of the leader (as perceived by the group members) and group cohesion and work engagement (as reported by the group members) within the Mexican context. Results and conclusions: Using a sample of 226 participants who are members of student organizations (N = 226), it was clearly demonstrated that there is a positive relationship between the authentic leadership behaviors of the leader and the members’ group cohesion (r = .56, β = .54, p = .000) and that there is a positive relationship between the authentic leadership behaviors of the leader and the members’ work engagement (r = .54, β = .54, p = .000). The study’s findings demonstrate the need to advance the research of authentic leadership in Mexico and Latin America. Findings implication: Authentic leadership’s predictive capacity it is still in the developmental phase. The study’s findings offer more evidence and new data to scholars in the leadership field that will help them better analyze the relationship that exists between authentic leadership, group cohesion, and work engagement. Uniqueness/ value: This study represents one of the first investigations of authentic leadership in Mexico and Latin America, and it has some leadership implications within teams and small groups.
Aims
Three factors converge to underscore the heightened importance of evaluating the potential health/well-being effects of friendships in older adulthood. First, policymakers, scientists, and the public alike are recognizing the importance of social relationships for health/well-being and creating national policies to promote social connection. Second, many populations are rapidly aging throughout the world. Third, we currently face what some call a ‘friendship recession’. Although, growing research documents associations between friendship with better health and well-being, friendship can also have a ‘dark side’ and can potentially promote negative outcomes. To better capture friendship’s potential heterogeneous effects, we took an outcome-wide analytic approach.
Methods
We analysed data from 12,998 participants in the Health and Retirement Study (HRS) – a prospective and nationally representative cohort of U.S. adults aged >50, and, evaluated if increases in friendship strength (between t 0 ; 2006/2008 and t 1 ; 2010/2012) were associated with better health/well-being across 35 outcomes (in t 2 ; 2014/2016). To assess friendship strength, we leveraged all available friendship items in HRS and created a composite ‘friendship score’ that assessed the following three domains: (1) friendship network size, (2) friendship network contact frequency and (3) friendship network quality.
Results
Stronger friendships were associated with better outcomes on some indicators of physical health (e.g. reduced risk of mortality), health behaviours (e.g. increased physical activity) and nearly all psychosocial indicators (e.g. higher positive affect and mastery, as well as lower negative affect and risk of depression). Friendship was also associated with increased likelihood of smoking and heavy drinking (although the latter association with heavy drinking did not reach conventional levels of statistical significance).
Conclusions
Our findings indicate that stronger friendships can have a dual impact on health and well-being. While stronger friendships appear to mainly promote a range of health and well-being outcomes, stronger friendships might also promote negative outcomes. Additional research is needed, and any future friendship interventions and policies that aim to enhance outcomes should focus on how to amplify positive outcomes while mitigating harmful ones.
Scholars have long been intrigued by the relationship between intrateam conflict and team creativity, though findings to date have been mixed. Recent research suggests that traditional conceptualizations of intrateam conflict as a property that is shared uniformly by team members (e.g., averaging members' overall conflict perceptions), rather than a more nuanced phenomenon between individual members with unique network positions, have limited our understanding of its influences. These advances, however, have yet to be substantively applied to the intrateam conflict‐creativity literature. Accordingly, we integrate network views of conflict with creativity theory and group motivated processing models to explore how task and relationship conflicts involving critical members' (i.e., members central to a team's workflow network) influence team creative functioning beyond overall conflict perceptions. We theorize that critical member task conflict is positively associated with team creativity by way of team reflexivity, and this positive indirect effect is accentuated by team shared goals. Further, we posit that critical member relationship conflict is negatively associated with team creativity by way of reduced team cohesion, though this effect is mitigated by critical member emotional intelligence. Analyses of 70 new product development teams support most hypotheses while also highlighting interesting nuance and future research opportunities.
ResearchGate has not been able to resolve any references for this publication.