“If you want to understand something, try to change it”: Social-psychological interventions to cultivate resilience

2015 ◽  
Vol 38 ◽  
Author(s):  
Eddie Brummelman ◽  
Gregory M. Walton
Keyword(s):  
Social Psychology ◽  
Positive Change ◽  
Psychological Interventions ◽  
Social Psychological ◽  
Resilience Mechanisms ◽  
Exciting Development ◽  
Unique Potential

AbstractWe argue that social psychology has unique potential for advancing understanding of resilience. An exciting development that illustrates this is the emergence of social-psychological interventions – brief, stealthy, and psychologically precise interventions – that can yield broad and lasting benefits by targeting key resilience mechanisms. Such interventions provide a causal test of resilience mechanisms and bring about positive change in people's lives.

scholarly journals Educational Theory, Practice, and Policy and the Wisdom of Social Psychology

2014 ◽  
Vol 1 (1) ◽  
pp. 13-20 ◽  
Author(s):  
Geoffrey L. Cohen ◽  
Julio Garcia
Keyword(s):  
Social Sciences ◽  
Social Psychology ◽  
Educational Practice ◽  
Psychological Interventions ◽  
Special Importance ◽  
Social Psychological ◽  
Double Blind ◽  
Academic Trajectories ◽  
The Social ◽  
Perceptions Of School

The power of psychologically based interventions has garnered much interest in the general public and in the social sciences, especially in social psychology. Among the lessons that such social-psychological interventions provide are two of special importance for educational practice and social policy. The first is that different students can perceive the same classroom differently and that these perceptions can lead to substantial differences in outcomes. The second is that timely and well-placed interventions, almost irrespective of their duration, can change students’ perceptions of school and the classroom for the better. Randomized double-blind experiments show that such change is possible and can trigger lasting improvements in students’ academic trajectories. In the context of closing achievement gaps, these insights offer practical solutions and a better understanding of motivation. This article focuses on how wise interventions and insights from social psychology can further apply to improve human affairs, both inside and outside the classroom.

Language—AND—Social Psychology: Epilogue

2020 ◽  
Vol 40 (1) ◽  
pp. 172-178
Author(s):  
Jake Harwood ◽  
Karen Tracy
Keyword(s):  
Social Psychology ◽  
Psychology Research ◽  
Psychological Processes ◽  
Special Issue ◽  
Social Psychological ◽  
40Th Anniversary ◽  
Key Terms

This Epilogue discusses the papers in the Special Issue ( JLSP 40th Anniversary) in terms of the broader field of language and social psychology. It reflects on the key terms (“language” and “social psychology”) in terms of how they intersect and the relative emphasis on each in work published in JLSP. We also present an argument for increasing the consideration of context in language and social psychology research, and we distinguish between a desire to generalize versus universalize our knowledge about language and social psychological processes.

Changing Students’ Beliefs About Learning Can Unveil Their Potential

2021 ◽  
Vol 8 (1) ◽  
pp. 84-91
Author(s):  
Paul A. O’Keefe ◽  
Hae Yeon Lee ◽  
Patricia Chen
Keyword(s):  
Student Motivation ◽  
Cognitive Factors ◽  
Psychological Interventions ◽  
Social Psychological ◽  
Maladaptive Beliefs ◽  
Beliefs About Learning

Too often, students fall short of their potential. Although structural and cognitive factors can contribute to this underperformance, how students subjectively construe themselves and their educational contexts can also play significant roles. Social-psychological interventions can increase student motivation, resilience, and achievement by altering these construals. To provide general recommendations for their implementation, we focus on interventions that address common student concerns, which stem from maladaptive beliefs that (a) intelligence cannot be improved; (b) some academic topics are uninteresting and personally irrelevant; (c) learning is an unplanned, passive activity; and (d) others think that “people like me” do not have the potential for success. These interventions tend to be relatively brief, easily implemented, highly scalable, and low in cost, time, and labor. Through a partnership of psychological scientists and practitioners, these carefully contextualized, theory-driven interventions can help students achieve their potential.

scholarly journals Educating to Tolerance: Effects of Communicating Social Psychology Research Findings

2015 ◽  
Vol 11 (3) ◽  
pp. 476-483 ◽  
Author(s):  
Francesco La Barbera
Keyword(s):  
Social Psychology ◽  
High School Students ◽  
Ingroup Bias ◽  
Future Research ◽  
Psychology Research ◽  
Social Psychological ◽  
School Students ◽  
Research Findings ◽  
High Motivation ◽  
Level Of Motivation

The effect of communicating social psychology research findings on ingroup bias in a classroom setting has been investigated. Two hundred and twenty one high school students either read or did not read a brief report about three classical social psychological studies, then completed evaluation scales for the ingroup and the outgroup. Participants’ motivation was manipulated, and the messages were different as regards the congruency between the content and participants’ actual intergroup experience. Results showed that communication exerted a significant effect in reducing ingroup bias for participants in the high motivation/high congruency condition, that is, the communication effect was moderated by the individual’s level of motivation and the content of the arguments proposed in the report. Practical implications of results for education work and stereotype change, limitations of the study, as well as possible directions for future research are discussed.

scholarly journals Current Approach to the Study of Status Relations in Student Groups within the Framework of the School of Thought of the Department of Social Psychology at MSUPE

2016 ◽  
Vol 7 (1) ◽  
pp. 59-71 ◽  
Author(s):  
M.Ye. Sachkova
Keyword(s):  
Social Psychology ◽  
Interpersonal Relationships ◽  
Empirical Studies ◽  
Well Being ◽  
Current Approach ◽  
Moscow Oblast ◽  
Social Psychological ◽  
Emotional Climate ◽  
Student Groups ◽  
Middle Status

The paper presents results of the verification of a new approach to the study of status relationships through the position of a middle status group member — the approach developed within the framework of A.V. Petrovsky’s theory of activity-mediated interpersonal relationships in groups and M.Yu. Kondratyev’s school of thought at the Department of Social Psychology (MSUPE). A series of empirical studies were carried out in educational organizations of various types in Moscow and Moscow oblast, with more than 1200 students participating as subjects. The paper reveals how the character of intragroup interactions, well-being and emotional climate, as well as the level of social psychological development in the group in general, are shaped by the system of relationships between the middle status students with their groupmates. The paper concludes with some considerations on the specifics of the role that the middle status student plays in his group’s activity and outlines further perspectives of the presented social psychological approach to the study of status relationships.

scholarly journals Preprint of "Response Surface Analysis in Personality and Social Psychology: Checklist and Clarifications for the Case of Congruence Hypotheses"

2018 ◽  
Author(s):  
Sarah Humberg ◽  
Steffen Nestler ◽  
Mitja Back
Keyword(s):  
Social Psychology ◽  
Response Surface ◽  
Surface Analysis ◽  
Empirical Studies ◽  
Response Surface Analysis ◽  
Psychological Effects ◽  
Outcome Variable ◽  
Congruence Effect ◽  
Social Psychological ◽  
Psychological Constructs

Response Surface Analysis (RSA) enables researchers to test complex psychological effects, for example, whether the congruence of two psychological constructs is associated with higher values in an outcome variable. RSA is increasingly applied in the personality and social psychological literature, but the validity of published results has been challenged by some persistent oversimplifications and misconceptions. Here, we describe the mathematical fundamentals required to interpret RSA results, and we provide a checklist for correctly identifying congruence effects. We clarify two prominent fallacies by showing that the test of a single RSA parameter cannot indicate a congruence effect, and when there is a congruence effect, RSA cannot indicate whether a predictor mismatch in one direction (e.g., overestimation of one’s intelligence) is better or worse than a mismatch in the other direction (underestimation). We hope that this contribution will further enhance the validity and strength of empirical studies that apply this powerful approach.Humberg, S., Nestler, S., & Back, M. D. (2019). Response Surface Analysis in Personality and Social Psychology: Checklist and Clarifications for the Case of Congruence Hypotheses. Social Psychological and Personality Science, 10(3), 409–419. doi:10.1177/1948550618757600The journal version of this article can be found at: http://journals.sagepub.com/doi/full/10.1177/1948550618757600

Social reflection, performed role-conformant and role-discrepant responsibility, and the unity of responsibility: a social psychological perspective

2015 ◽  
Vol 19 (2) ◽  
Author(s):  
Harald A. Mieg
Keyword(s):  
Social Psychology ◽  
Psychological Perspective ◽  
Social Psychological ◽  
Social Situations ◽  
Social Fact ◽  
Complexity Hypothesis ◽  
Social Psychological Perspective

AbstractThis paper contributes to the study of responsibility as a social fact (Durkheim), combining research from social psychology, philosophy, and sociology. The pivotal concept is social reflection that serves to better understand how responsibility is performed in different social situations. The paper presents an experiment, providing evidence for, inter alia, the central complexity hypothesis: Under a complex perspective (implying increased social reflection) more responsibility is performed than under a less complex perspective (implying less social reflection). The paper concludes with considerations on the principle and unity of responsibility.

Leadership

2012 ◽  
pp. 672-700 ◽  
Author(s):  
Daan van Knippenberg
Keyword(s):  
Social Psychology ◽  
Research Agenda ◽  
Leadership Effectiveness ◽  
Integrated Approach ◽  
Integrated Treatment ◽  
Social Psychological ◽  
Psychological Behavior ◽  
Leadership Research ◽  
Further Development ◽  
Context Characteristics

Leadership research has a long history from both personality psychological and social psychological perspectives, but integrated treatment of these person-situation influences is surprisingly scarce. To sketch the contours of such an integrated approach, I first outline the personality approach to leadership effectiveness and then move on to an alternative to straightforward conceptualizations of leader personality-leadership effectiveness linkages: a person-in-situation perspective that sees leadership effectiveness as a function of the interaction between leader personality and situation (task, follower, and context characteristics) and that incorporates insights form social psychological, behavior-in-situation research in leadership. Although the person-in-situation perspective is far less developed than probably it should be, there are indicators that it holds more promise for our understanding of leadership effectiveness than more one-sided approaches. I aim to capture what can be concluded on the basis of the evidence so far as well as present an associated research agenda for the further development of this perspective on the interface of the personality and social psychology of leadership.

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