Social Inhibition

2016 ◽  
Author(s):  
Megan McCarty ◽  
Steven Karau
Keyword(s):  
Social Influence ◽  
Emotional Expression ◽  
Social Presence ◽  
Future Research ◽  
Pluralistic Ignorance ◽  
Social Inhibition ◽  
Evaluation Apprehension ◽  
And Behaviors ◽  
Capability Evaluation ◽  
Central Social

Social inhibition is the tendency for behaviors that are exhibited when one is alone to be minimized in the presence of others. Despite the long tradition of research investigating the effects of social presence on behavior, research on social inhibition does not constitute a cohesive literature. This chapter integrates social inhibition research from different traditions, focusing on helping behaviors, emotional expression, and behaviors that elicit social disapproval. We discuss moderators and processes that explain when and why social inhibition occurs: arousal, ambiguity, pluralistic ignorance, diffusion of responsibility, feelings of capability, evaluation apprehension, and confusion of responsibility. Key distinctions between social inhibition and related concepts are presented, helping to establish social inhibition as a central social influence concept. We conclude with an analysis of why social inhibition research has not formed a cohesive literature, and we hope that our review of social inhibition facilitates the integration of future research on the topic.

scholarly journals Social Presence, Web Videoconferencing and Learning in Virtual Teams

2009 ◽  
Vol 23 (4) ◽  
pp. 301-309 ◽  
Author(s):  
Bas Giesbers ◽  
Bart Rienties ◽  
Wim H. Gijselaers ◽  
Mien Segers ◽  
Dirk T. Tempelaar
Keyword(s):  
Virtual Teams ◽  
Emotional Expression ◽  
Social Presence ◽  
Discussion Board ◽  
Online Course ◽  
Future Research ◽  
Audiovisual Communication ◽  
Online Classroom ◽  
Social And Emotional ◽  
Learning Satisfaction

The potential of information technology to facilitate collaboration in education has grown considerably in recent years. The use of Web videoconferencing, whereby learners in an online classroom can simultaneously collaborate using audiovisual communication tools, increases the learner's ability in social and emotional expression, thus improving communication which may enhance learning satisfaction. This paper compares two cohorts of students who attended the same online course in economics. Both could communicate via a discussion board and one cohort had the additional opportunity to participate in Web conferences. Contrary to expectations, learning satisfaction did not seem to increase with the introduction of Web videoconferencing. This finding leads to several questions for future research.

Differences in Suicidal Thoughts and Behaviors Among Three Racial Groups

Crisis ◽  
2020 ◽  
Vol 41 (3) ◽  
pp. 172-178
Author(s):  
Brooke A. Ammerman ◽  
Martha K. Fahlgren ◽  
Kristen M. Sorgi ◽  
Michael S. McCloskey
Keyword(s):  
Suicide Attempts ◽  
Health Concern ◽  
Future Research ◽  
Racial Groups ◽  
Contributing Factors ◽  
Suicidal Thoughts ◽  
Final Sample ◽  
And Behaviors ◽  
Assessment Procedures ◽  
Suicidal Thoughts And Behaviors

Abstract. Background: Despite being a major public health concern, it is unclear how suicidal thoughts and behaviors differentially impact separate racial groups. Aims: The aim of the current study was to examine the occurrence of nonlethal suicide events, in addition to suicide attempt characteristics and factors contributing to suicide attempts. Method: A final sample of 7,094 undergraduates from a large northeastern university, identifying as members of three racial groups (White [67.30%], Black [17.30%], and Asian [15.40%]), completed online questionnaires. Results: White participants reported increased likelihood of endorsing lifetime suicidal ideation and plan, whereas Black participants reported decreased likelihood of these events; no differences were found in rates of lifetime suicide attempts. Black participants' suicidal behavior may involve greater ambivalence of intent. A higher proportion of Asian participants endorsed interpersonal factors as contributing to their suicide attempts, whereas a greater percentage of White participants reported internal contributing factors. Limitations: Findings are limited by the sample size and assessment of lifetime suicidal thoughts and behaviors. Conclusion: The findings present a more nuanced look at attitudes and actions related to suicidal thoughts and behaviors that may inform future research and risk assessment procedures.

scholarly journals Unpacking Plastic: Investigating Plastic Related Ambivalence

2021 ◽  
Vol 13 (4) ◽  
pp. 2186
Author(s):  
Lena Hahn ◽  
Benjamin Buttlar ◽  
Eva Walther
Keyword(s):  
Social Influence ◽  
Negative Information ◽  
Future Research ◽  
Negative Consequences ◽  
Simultaneous Existence

Many people are aware of the negative consequences of plastic use on the environment. Nevertheless, they use plastic due to its functionality. In the present paper, we hypothesized that this leads to the experience of ambivalence—the simultaneous existence of positive and negative evaluations of plastic. In two studies, we found that participants showed greater ambivalence toward plastic packed food than unpacked food. Moreover, they rated plastic packed food less favorably than unpacked food in response evaluations. In Study 2, we tested whether one-sided (only positive vs. only negative) information interventions could effectively influence ambivalence. Results showed that ambivalence is resistant to (social) influence. Directions for future research were discussed.

scholarly journals Integrating students’ perspectives about online learning: a hierarchy of factors

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Montgomery Van Wart ◽  
Anna Ni ◽  
Pamela Medina ◽  
Jesus Canelon ◽  
Melika Kordrostami ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Large Scale ◽  
Success Factors ◽  
Course Design ◽  
Instructional Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Comfort

AbstractThis article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

Pluralistic Ignorance Research in Psychology: A Scoping Review of Topic and Method Variation and Directions for Future Research

2021 ◽  
pp. 108926802199516
Author(s):  
Rikki H. Sargent ◽  
Leonard S. Newman
Keyword(s):  
Scoping Review ◽  
Future Research ◽  
Pluralistic Ignorance ◽  
Group Level ◽  
Conceptual Approach ◽  
Individual Level ◽  
Group Members

Pluralistic ignorance occurs when group members mistakenly believe others’ cognitions and/or behaviors are systematically different from their own. More than 20 years have passed since the last review of pluralistic ignorance from a psychological framework, with more than 60 empirical articles assessing pluralistic ignorance published since then. Previous reviews took an almost entirely conceptual approach with minimal review of methodology, making existing reviews outdated and limited in the extent to which they can provide guidelines for researchers. The goal of this review is to evaluate and integrate the literature on pluralistic ignorance, clarify important conceptual issues, identify inconsistencies in the literature, and provide guidance for future research. We provide a comprehensive definition for the phenomenon, with a focus on its status as a group-level phenomenon. We highlight three areas of variation in particular in the current scoping review: variation in topics assessed, variation in measurement, and (especially) variation in methods for assessing the implications of individual-level misperceptions that, in aggregate, lead to pluralistic ignorance. By filling these gaps in the literature, we ultimately hope to motivate further analysis of the phenomenon.

scholarly journals Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class

2021 ◽  
Author(s):  
Kasiyah Junus ◽  
Harry Budi Santoso ◽  
Mubarik Ahmad
Keyword(s):  
Undergraduate Students ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Role Playing ◽  
Future Research ◽  
Computer Aided Instruction ◽  
Online Discussion Forum ◽  
Computer Aided ◽  
Community Of Inquiry Framework ◽  
The Impact

AbstractThis current study investigates the use of online role-playing, in an online discussion forum, in learning the community of inquiry framework – an area of learning covered in the Computer-Aided Instruction (CAI) course, an elective course for Computer Science undergraduate students at Universitas Indonesia. The participants were divided into different roles. Each group was triggered to discuss the implementation of online collaborative learning. A mixed-methods approach was utilised to analyse the qualitative and quantitative data. The result of content analysis exhibited students implementing all the components of the CoI framework. Teaching presence was the rarest, as students were focused on delivering their ideas. Social presence appeared in almost all messages since it is the easiest, and students can feel the impact immediately. The discussion moved to the integration phase but did not proceed to resolution. This study suggested some recommendations and future research topics.

scholarly journals An RDoC-Based Approach to Adolescent Self-Injurious Thoughts and Behaviors: The Interactive Role of Social Affiliation and Cardiac Arousal

2021 ◽  
Author(s):  
Benjamin W Nelson
Keyword(s):  
Longitudinal Design ◽  
Sensitive Period ◽  
Future Research ◽  
Peer Conflict ◽  
Biological Stress ◽  
Increased Risk ◽  
Transition To Adolescence ◽  
And Behaviors ◽  
Prospective Longitudinal

Self-injurious thoughts and behaviors (SITB) increase dramatically across adolescence. Despite the prevalence and severity of these outcomes, remarkably little research has elucidated why adolescence represents a particularly high-risk period for the emergence of SITB. Recent theoretical models have posited that SITB may result from failures in biological stress regulation in the context of social stress. However, there is a lack of data examining these associations during the transition to adolescence, a sensitive period of development that is characterized by changes across socio-affective and psychophysiological domains that may interact to heighten risk for SITB. The present study used a prospective longitudinal design among 147 adolescents. We built on advantages offered by the RDoC framework to test the interaction of experiences of social conflict (i.e., parent and peer conflict) with cardiac arousal (i.e., resting heart rate) to predict adolescent non-suicidal self-injury (NSSI) and suicidal ideation (SI) across one year. Longitudinal analyses revealed that while neither greater peer conflict nor higher cardiac arousal at baseline were associated with SITB outcomes at follow-up, adolescents experiencing the combination of greater peer conflict and higher cardiac arousal at baseline showed significant longitudinal increases in NSSI at follow-up. In addition, there were null effects for family conflict and SI outcomes. Findings indicate that youth with greater peer conflict and heightened arousal during the transition to adolescence may be at increased risk for NSSI. Future research should examine these processes at finer timescales in order to elucidate whether these factors are proximal predictors of within-day SITB.

scholarly journals The Unified Theory Acceptance and Use of Technology in the Industrial Internet of Things Era: A Conceptual Framework

2020 ◽  
Author(s):  
Nugroho Ridhwan ◽  
Edi Purwanto
Keyword(s):  
Internet Of Things ◽  
Literature Review ◽  
Social Influence ◽  
Conceptual Framework ◽  
Behavioral Intention ◽  
Cultural Dimensions ◽  
Future Research ◽  
Industrial Internet Of Things ◽  
Industrial Internet ◽  
Hofstede’S Cultural Dimensions

The purpose of this article is to build a conceptual framework based on literature review that will be tested in future research related to Digital Business. The results of the literature review allow for the construction of hypotheses into a conceptual framework. Furthermore, the study assesses the influence of performance expectations, efforts expectations and social influence on behavioral intention and usage behavior by modifying Hofstede’s cultural dimensions. The conceptual framework will be tested among Industrial Internet of Things (IIoT) users for future research in Indonesia. Keywords: performance expectancy, effort expectancy, social influence, behavioral intention, use behavior, UTAUT, Hofstede’s cultural dimensions, Industrial IoT

scholarly journals Teacher Presence and Social Presence in Virtual and Blended Courses

10.28945/3965 ◽  
2018 ◽  
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Social Presence ◽  
Learning Process ◽  
Self Efficacy ◽  
The Other ◽  
Future Research ◽  
Blended Courses ◽  
Challenge And Threat ◽  
Teacher Presence

[This Proceedings paper was revised and published in the 2018 issue of Journal of Information Technology Education: Research, Volume 17] Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Physical separation between teacher and learners may lead to transactional distance, which should be reduced through teacher presence (TP) and social presence (SP). Methodology: This is a mixed-method study. Participants completed a threat/challenge questionnaire, a motivation questionnaire, a self-efficacy questionnaire, and answered open-ended questions. The sample included 484 students from two academic institutions in the Israel. Contribution: The study highlights the connection between critical factors involved in learning and teaching in VCs and BCs (teacher presence, social presence, feelings of challenge and threat, self-efficacy, and motivation) from the point of view of students studying in VCs and BCs. Findings: We found a link between teacher presence and social presence on one hand and feelings of challenge and threat, self-efficacy, and motivation of students in VCs and BCs on the other. At the same time, we found that the perceptions of motivation, challenge, and threat associated with VCs and BCs are interrelated, that is, students have similar perceptions in relation to both types of courses. Recommendations for Practitioners : It is preferable to create a learning environment that supports the learners and is attentive to their needs and to the creation of an active learning community. It has been found that these factors greatly influence the process and the quality of learning in the course. Recommendation for Researchers: The study examined the subjective feelings of the students about the learning process in virtual and blended environments. We recommend continuing to explore the characteristics of the virtual environment and of teaching methods in these environments. Impact on Society: The combination of virtual and blended learning environments in the learning process may lead to the realization of the educational vision of creating a learning environment that supports students and responds to their needs, enabling autonomous and collaborative learning while creating a learning community. Future Research: It is advisable to examine the issue from the perspective of the teachers in VCs and BCs to elucidate the topic from other angles.

scholarly journals Customer experience challenges: bringing together digital, physical and social realms

2018 ◽  
Vol 29 (5) ◽  
pp. 776-808 ◽  
Author(s):  
Ruth N. Bolton ◽  
Janet R. McColl-Kennedy ◽  
Lilliemay Cheung ◽  
Andrew Gallan ◽  
Chiara Orsingher ◽  
...  
Keyword(s):  
Conceptual Framework ◽  
Social Presence ◽  
Dimensional Space ◽  
New Technology ◽  
Three Dimensional ◽  
Customer Experience ◽  
Service Robots ◽  
Service Research ◽  
Future Research ◽  
Content Type

PurposeThe purpose of this paper is to explore innovations in customer experience at the intersection of the digital, physical and social realms. It explicitly considers experiences involving new technology-enabled services, such as digital twins and automated social presence (i.e. virtual assistants and service robots).Design/methodology/approachFuture customer experiences are conceptualized within a three-dimensional space – low to high digital density, low to high physical complexity and low to high social presence – yielding eight octants.FindingsThe conceptual framework identifies eight “dualities,” or specific challenges connected with integrating digital, physical and social realms that challenge organizations to create superior customer experiences in both business-to-business and business-to-consumer markets. The eight dualities are opposing strategic options that organizations must reconcile when co-creating customer experiences under different conditions.Research limitations/implicationsA review of theory demonstrates that little research has been conducted at the intersection of the digital, physical and social realms. Most studies focus on one realm, with occasional reference to another. This paper suggests an agenda for future research and gives examples of fruitful ways to study connections among the three realms rather than in a single realm.Practical implicationsThis paper provides guidance for managers in designing and managing customer experiences that the authors believe will need to be addressed by the year 2050.Social implicationsThis paper discusses important societal issues, such as individual and societal needs for privacy, security and transparency. It sets out potential avenues for service innovation in these areas.Originality/valueThe conceptual framework integrates knowledge about customer experiences in digital, physical and social realms in a new way, with insights for future service research, managers and public policy makers.

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