Different Groups, Different Motives

2012 ◽  
Vol 38 (8) ◽  
pp. 1066-1080 ◽  
Author(s):  
Matt Easterbrook ◽  
Vivian L. Vignoles

Social identification is known to have wide-reaching implications, but theorists disagree about the underlying motives. Integrating motivated identity construction theory with recent social identity research, the authors predicted which motives underlie identification with two types of groups: interpersonal networks and social categories. In a five-wave longitudinal study of social identity processes among 268 new university residents, multilevel analyses showed that motives involved in identity enactment processes—self-esteem, belonging, and efficacy—significantly predicted within-person changes in identification with flatmates (an interpersonal network group), whereas motives involved in identity definition processes—meaning, self-esteem, and distinctiveness—significantly predicted within-person changes in identification with halls of residence (an abstract social category). This article discusses implications for research into identity motives and social identity.

2017 ◽  
Vol 43 (4) ◽  
pp. 508-523 ◽  
Author(s):  
William E. Thomas ◽  
Rupert Brown ◽  
Matthew J. Easterbrook ◽  
Vivian L. Vignoles ◽  
Claudia Manzi ◽  
...  

Based on motivated identity construction theory (MICT; Vignoles, 2011), we offer an integrative approach examining the combined roles of six identity motives (self-esteem, distinctiveness, belonging, meaning, continuity, and efficacy) instantiated at three different motivational levels (personal, social, and collective identity) as predictors of group identification. These identity processes were investigated among 369 members of 45 sports teams from England and Italy in a longitudinal study over 6 months with four time points. Multilevel change modeling and cross-lagged analyses showed that satisfaction of four personal identity motives (individuals’ personal feelings of self-esteem, distinctiveness, meaning, and efficacy derived from team membership), three social identity motives (individuals’ feelings that the team identity carries a sense of belonging, meaning, and continuity), and one collective identity motive (a shared belief in group distinctiveness) significantly predicted group identification. Motivational processes underlying group identification are complex, multilayered, and not reducible to personal needs.


2021 ◽  
Author(s):  
Raymond Boateng

Previous research outlined that historical representations of different groups underlie stereotypes and prejudice. Considering the gap in the literature on historical representations and their potential impact on the well-being of Africans, we hypothesised that historical representations of Africans and perceptions of these representations among Africans (N = 225 in Europe relate to well-being outcomes in that population. Furthermore, we predicted that the relationship between historical representations and well-being is mediated by stereotype confirmation concerns and social identification. Consistent with our predictions, historical representations were associated with poorer well-being. Particularly, historical representations were related to increased anxiety and low self-esteem through their relationship with stereotype confirmation concerns. Social identity mitigated the harmful effects of historical representations on self-esteem. However, social identity did not mediate the association between historical representations and anxiety. Our findings highlight the effects of historical representations on well-being.


2017 ◽  
Vol 9 (3) ◽  
pp. 328-337 ◽  
Author(s):  
Nader H. Hakim ◽  
Ludwin E. Molina ◽  
Nyla R. Branscombe

The increasingly xenophobic U.S. climate warrants a close investigation of Arab American responses to discrimination. We conducted secondary analyses of two large data sets to examine social identity processes and their relationship to well-being. In a representative sample of Muslim Arab Americans (Study 1, n = 228), discrimination was related to decreased American identification, which in turn predicted lower well-being. Another large sample of Arab Americans (Study 2, n = 1,001) revealed how social identity processes differ by religious group. For Christian Arab Americans, discrimination predicted an indirect negative effect on well-being through decreased American identification. Muslim Arab Americans showed the same pattern, but also stronger religious and ethnic identification the more they experienced discrimination, which partially buffered the harmful effects on well-being. These data present a social cohesion challenge where the maintenance of national identity necessitates less discrimination and injustice against minorities.


2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S126-S127
Author(s):  
Amad Amedy ◽  
Manel Monsonet ◽  
Thomas R Kwapil ◽  
Neus Barrantes-Vidal

Abstract Background As theorized by Abraham Maslow, a fundamental need of all humans is to seek a sense of belonging through meaningful social relationships. This universal process drives social identification, the incorporation of these important relationships into one’s own identity. Over the past several decades, social identity has been implicated in various studies of mental health for the protective role that it plays (Haslam et al. 2015). Paranoia is a core symptom of the schizotypy spectrum, a dynamic continuum that ranges from healthy personality traits to chronic schizophrenia. Paranoia is related to social identity in that it is thought to disrupt the ability to establish trusting social relationships. Over time, the association between social identification and paranoia has been indirectly investigated through various psychosocial factors such as self-esteem, which is thought to be directly influenced by social identity. Previous research has shown that a decrease in self-esteem precedes an immediate increase in paranoia (Myin-Germeys et al., 2008). Despite these findings, few studies have investigated whether social identification is associated with paranoia and the mechanisms by which this effect may emerge. The primary goal of this study was to investigate whether self-esteem mediates the effect of social identity on paranoia in a nonclinical sample. Based on scant previous studies (Bentall et al., 2017), this study hypothesized that self-esteem would mediate the pathway from social identity to paranoia. Methods The sample consisted of 168 Spanish nonclinical youngsters (mean age=28.01), belonging to the ongoing Barcelona Longitudinal Investigation of Schizotypy Study (BLISS). From a large pool of unselected college students, a selected subsample oversampled for schizotypy scores continues regular follow-up assessments. Social identity was measured using the Multidimensional Scale of Perceived Social Support (MSPSS; Landeta & Calvete, 2002), self-esteem was measured using the Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965), and paranoia was measured using the “suspiciousness” subscale of the Schizotypal Personality Questionnaire (SPQ; Raine, 1991). A simple mediation analysis of social identity and paranoia via self-esteem was conducted to examine the indirect effect of social identity on paranoia via self-esteem. Results Pearson’s correlations showed that social identity was correlated to self-esteem (r=0.311; p<0.001) and paranoia (r=-0.323; p<0.001). Likewise, self-esteem and paranoia were also correlated (r=-0.344; p<0.001). Mediation analyses showed that there was a significant indirect effect of social identity on paranoia via self-esteem (estimated IE=-0.0117, SE=0.0045, LLCI=-0.0230, ULCI=-0.0047). Discussion The finding that self-esteem mediates the pathway from social identity to paranoia provides an important connection between previous literature that has studied these relationships indirectly. This study concludes that meaningful social relationships may protect against paranoia and it highlights the relevance of tanking into account self-esteem in explaining the association between social identity and paranoia. Thus, it may provide a framework in which various forms of social interventions can be used to prevent and treat paranoid ideation. However, further steps are being taken to further establish this finding. It will be useful to look at various samples, both clinical and nonclinical, along the schizotypy spectrum in order to further investigate the mechanism of action underlying this environmental and psychological interaction.


2021 ◽  
Author(s):  
Raymond Boateng

Previous research outlined that historical representations of different groups underlie stereotypes and prejudice. Considering the gap in the literature on historical representations and their potential impact on well-being, this study tested hypotheses concerning historical representations of Africans (N = 225) in Europe in relation to well-being outcomes in that population. Furthermore, the study tested the mediational role of stereotype confirmation concerns and social identification in the relationship between historical representations and well-being. Consistent with the predictions, historical representations were associated with poorer well-being. Particularly, historical representations were related to increased anxiety and low self-esteem through their relationship with stereotype confirmation concerns. Social identity mitigated the harmful effects of historical representations on self-esteem. However social identity did not mediate the relationship between historical representations and anxiety. The findings highlight the effects of historical representations on well-being.


2017 ◽  
Vol 38 (1) ◽  
pp. 78-97 ◽  
Author(s):  
Katherine J. Reynolds ◽  
Eunro Lee ◽  
Isobel Turner ◽  
David Bromhead ◽  
Emina Subasic

In explaining academic achievement, school climate and social belonging (connectedness, identification) emerge as important variables. However, both constructs are rarely explored in one model. In the current study, a social psychological framework based on the social identity perspective (Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is introduced that provides a way to integrate these two areas of enquiry. Using this framework, the current study ( N = 340 grade 7 and 9 students) investigates: (a) school climate and social identification as distinct predictors of academic achievement; and (b) social identification as a mediator of the school climate and achievement relationship. Achievement in reading, numeracy and writing was assessed by a national standardized test. The three variables most significantly associated with achievement were parental education, socio-economic status, and school identification. In line with predictions, school identification fully mediated the relationship between school climate and academic achievement in numeracy and writing, but not reading. The research highlights the importance of feeling psychologically connected to the school as a group for academic success.


2021 ◽  
pp. 1356336X2110028
Author(s):  
Anette Bentholm ◽  
Charlotte Pawlowski ◽  
Sine Agergaard

Polarisation between the least and most active pupils is increasing both in Denmark and worldwide, and the least active pupils often have poorer mental health and low physical self-esteem. However, the least active pupils’ perspectives on physical activity in school are underrepresented in the research. This study explores how the least active pupils describe the purpose of physical activity at school and how active they consider themselves to be in relation to their classmates. To establish the above, we draw on Jenkins’ theory of social identity, which points to the dialectics between internal identification and external categorisation. Three schools were selected for a qualitative multiple-case study, focusing on the least active Year 3 pupils (aged 9–10). Thirty individual semi-structured interviews with these pupils were conducted, combined with 15 days of participant observations, at each school in 2018. Data were analysed using an abductive approach. The findings showed that the least active pupils’ descriptions of why they were active mainly referred to narrow understandings of physical health in line with broader societal explanations. Further, the pupils depicted a stigmatic categorisation of overweight and inactive pupils and described them as a group they did not belong to. Instead, they identified themselves with the active pupils, for example, in stating that they were almost as active as the ‘football boys’. To change pupils’ narrow identifications and stigmatic categorisations, school professionals should focus less on health as an argument for physical activity.


2013 ◽  
Vol 44 (6) ◽  
pp. 361-372 ◽  
Author(s):  
Natascha de Hoog

The underlying process of reactions to social identity threat was examined from a defense motivation perspective. Two studies measured respondents’ social identification, after which they read threatening group information. Study 1 compared positive and negative group information, attributed to an ingroup or outgroup source. Study 2 compared negative and neutral group information to general negative information. It was expected that negative group information would induce defense motivation, which reveals itself in biased information processing and in turn affects the evaluation of the information. High identifiers should pay more attention to, have higher threat perceptions of, more defensive thoughts of, and more negative evaluations of negative group information than positive or neutral group information. Findings generally supported these predictions.


2012 ◽  
Vol 43 (3) ◽  
pp. 115-126 ◽  
Author(s):  
Christina Matschke ◽  
Kai Sassenberg

Entering a new group provides the potential of forming a new social identity. Starting from self-regulation models, we propose that goals (e.g., internal motivation to enter the group), strategies (e.g., approach and avoidance strategies), and events (e.g., the group’s response) affect the development of the social self. In two studies we manipulated the group’s response (acceptance vs. rejection) and assessed internal motivation as well as approach and avoidance strategies. It was expected, and we found, that when newcomers are accepted, their use of approach strategies (but not avoidance strategies) facilitates social identification. In line with self-completion theory, for highly internally motivated individuals approach strategies facilitated social identification even upon rejection. The results underline the active role of newcomers in their social identity development.


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