How Demographic Faultlines and Impression Management Behaviors Influence Group Affective Tone

2021 ◽  
pp. 104649642199391
Author(s):  
Nai-Wen Chi ◽  
Wei-Chi Tsai
Keyword(s):  
Impression Management ◽  
Group Identification ◽  
Social Categorization ◽  
Affective Tone ◽  
Student Teams ◽  
The Social ◽  
Positive Impression Management ◽  
Reduced Group ◽  
Group Affective Tone ◽  
Management Behaviors

Drawing on the social categorization perspective, we theorized that team demographic faultlines increase negative group affective tone (NGAT) through reduced group identification, while team member positive impression management behaviors enhance positive group affective tone (PGAT) via enhanced group identification. Data were collected from 523 members of 101 newly formed student teams. Consistent with our hypotheses, team demographic faultlines were positively predicted NGAT via reduced group identification, while team self-promotion and ingratiation behaviors were positively associated with PGAT through group identification. Importantly, team self-promotion and ingratiation behaviors also mitigated the social categorization processes triggered by team demographic faultlines.

scholarly journals Vertical position can affect categorization of the rich and the poor in Chinese culture

2021 ◽  
Vol 15 ◽  
pp. 183449092110257
Author(s):  
Qiong Li ◽  
Chen Deng ◽  
Bin Zuo ◽  
Xiaobin Zhang
Keyword(s):  
Low Income ◽  
Chinese Culture ◽  
Social Categorization ◽  
High Income ◽  
Vertical Position ◽  
The Poor ◽  
The Social ◽  
The Rich

This study explored whether vertical position affects social categorization of the rich and the poor. Experiment 1 used high- and low-income occupations as stimuli, and found participants categorized high-income occupations faster when they were presented in the top vertical position compared to the bottom vertical position. In Experiment 2, participants responded using either the “up” or “down” key to categorize high- and low-income occupations, and responded faster to high-income occupations with the “up” key and low-income occupations with the “down” key. In Experiment 3, names identified as belonging to either rich or poor individuals were presented at the top or bottom of a screen, and the results were the same as in Experiments 1 and 2. These findings suggest that social categorization based on wealth involved perceptual simulations of vertical position, and that vertical position affects the social categorization of the rich and the poor.

scholarly journals Detecting faking-good response style in personality questionnaires with four choice alternatives

2021 ◽  
Author(s):  
Merylin Monaro ◽  
Cristina Mazza ◽  
Marco Colasanti ◽  
Stefano Ferracuti ◽  
Graziella Orrù ◽  
...  
Keyword(s):  
Impression Management ◽  
Time Pressure ◽  
Response Style ◽  
Mixed Design ◽  
Faking Good ◽  
Personality Inventories ◽  
Validity Scale ◽  
Computer Mouse ◽  
Positive Impression Management ◽  
Personality Questionnaires

AbstractDeliberate attempts to portray oneself in an unrealistic manner are commonly encountered in the administration of personality questionnaires. The main aim of the present study was to explore whether mouse tracking temporal indicators and machine learning models could improve the detection of subjects implementing a faking-good response style when answering personality inventories with four choice alternatives, with and without time pressure. A total of 120 volunteers were randomly assigned to one of four experimental groups and asked to respond to the Virtuous Responding (VR) validity scale of the PPI-R and the Positive Impression Management (PIM) validity scale of the PAI via a computer mouse. A mixed design was implemented, and predictive models were calculated. The results showed that, on the PIM scale, faking-good participants were significantly slower in responding than honest respondents. Relative to VR items, PIM items are shorter in length and feature no negations. Accordingly, the PIM scale was found to be more sensitive in distinguishing between honest and faking-good respondents, demonstrating high classification accuracy (80–83%).

Development of spatial size representation of the social categorization of rich and poor

2021 ◽  
Vol 59 ◽  
pp. 101086
Author(s):  
Xiaobin Zhang ◽  
Zhe Zhang ◽  
Shan Sun ◽  
Bin Zuo
Keyword(s):  
Social Categorization ◽  
The Social ◽  
Spatial Size

Spontaneous Involvement and Social Life

1996 ◽  
Vol 39 (3) ◽  
pp. 341-351 ◽  
Author(s):  
James M. Ostrow
Keyword(s):  
Social Environment ◽  
Impression Management ◽  
Social Life ◽  
Sociological Analysis ◽  
Social Situations ◽  
Erving Goffman ◽  
The Social

Throughout his writings, Erving Goffman develops the principle that successful impression management requires an appearance of “spontaneous involvement” as evidence of individuals' sincerity. Goffman never articulates this principle in terms of how persons are actually—indeed, as he sometimes recognizes, necessarily involved spontaneously in the social environment. This paper asks: What does it mean for our reading of Goffman and of social situations generally if we move the proposition of the experiential necessity of spontaneous involvement to the center of sociological analysis? I discuss why it never moved to the center of Goffman's inquiries, and then argue that a theory of habit facilitates an elaborate of its sociological significance.

scholarly journals APPLICATION OF THE COOPERATIVE LEARNING TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) LEARNING MODEL TO IMPROVE IPS LEARNING OUTCOMES CLASS IV STUDENTS OF SDN 006 SENCANO JAYA

JURNAL RANDAI ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 37-52
Author(s):  
Yusrizal
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Initial Data ◽  
Learning Outcomes ◽  
Learning Model ◽  
Student Activity ◽  
Student Teams ◽  
The Social ◽  
Fourth Grade Students ◽  
Class Iv

The problem in this research is the low social studies learning outcomes. The purpose of this study was to improve the social studies learning outcomes of the fourth grade students of SDN 006 Sencano Jaya, by applying the Student Teams Achievement Division (STAD) type of cooperative learning model. The hypothesis in this study is that if the cooperative learning model (STAD) is applied, it can improve the social studies learning outcomes of students of SDN 006 Sencano Jaya class. The results showed that the teacher activity in the first cycle of the first meeting showed an average of 70.83%, in the first cycle of the second meeting an average of 83.33%. In the second cycle, the first meeting was 87.50%, in the second cycle the second meeting had an average of 95.83%. Teacher activity in this study increased. Student activity in the first cycle of the first meeting with an average of 58.33% in the first cycle of the second meeting was 70.83%, in the second cycle of the first meeting an average of 75.00% in the second cycle of the second meeting with an average of 91.66%. Student activity in this study also increased. The initial data of social studies learning results showed that only 11 students completed with a percentage of 40.74% who did not complete 16 people or 59.25% of students who obtained a basic score above the minimum completeness criteria standard (KKM). In the UH I who completed 15 people or the percentage of 55.55% who did not complete 12 people with a percentage of 44.41%. At UH II, 24 people or 88.88% who did not complete were only 3 students or with a percentage of 11.11%. Social studies learning outcomes in this study are increasing, so with the application of the Cooperative learning model type Students Teams Achievement Division (STAD).

scholarly journals Penerapan Model Student Teams Achievement Divission Untuk Meningkatkan Hasil Belajar IPS Pada Siswa Kelas V SD Inpres 4/82 Walian

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Silvani Montol
Keyword(s):  
Student Achievement ◽  
Social Studies ◽  
Learning Outcomes ◽  
Research Method ◽  
Mastery Learning ◽  
Student Learning Outcomes ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Student Teams ◽  
The Social

This study aims to improve social studies learning outcomes in fifth grade students of Inpres 4/82 elementary school Walian through the Implementation of the Student Teams Achievement Divission Model. This study uses a classroom action research method consisting of 4 stages: planning, implementing / acting, observing and reflecting. Then to determine student learning outcomes can be calculated using the mastery learning formula. The results obtained in the first cycle reached 65.4% while in the second cycle the results obtained reached 87.8%. Thus it can be concluded that by applying the Student Achievement Achievement Divission model can improve the social learning outcomes of fifth grade students of SD Inpres 4/82 Walian..

Atmospheres of Protest

2021 ◽  
pp. 664-678
Author(s):  
Illan rua Wall
Keyword(s):  
Social Movement ◽  
Spatial Dynamics ◽  
Social Conditions ◽  
Atmospheric Conditions ◽  
Affective Tone ◽  
Capacity To Act ◽  
The Social ◽  
Ways Of Thinking

Commentators often remark upon the “festive” or “tense” atmosphere of major protests. This seems to signify the general outlook of the protestors or the relations between them and the police. It signals the potential of the protests to unfold in a peaceful, joyous manner or with violence. While “festive” and “tense” are useful ways of thinking about protest atmospheres, they are often used in a highly reductive manner. The literature on atmosphere from social movement studies also tends to reproduce this reductive idea of atmosphere, whereby it can be understood through unidimensional metrics. This chapter discusses the social movement literature and opens the debate about atmospheres of protest more widely. Ultimately there is a much greater variety of atmospheric conditions in moments of protest. These nestle together, changing and interacting as the conditions shift. Atmospheres are the affective tone of space. They are produced by those gathered in that space, by the spatial dynamics and the affective social conditions. Atmospheres affect those present, changing their capacity to act. Thus it is important that we understand their potential.

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