scholarly journals Peer norm guesses and self-reported attitudes towards performance-related pay

PLoS ONE ◽  
2017 ◽  
Vol 12 (4) ◽  
pp. e0174724 ◽  
Author(s):  
Nikolaos Georgantzis ◽  
Efi Vasileiou ◽  
Iordanis Kotzaivazoglou
Keyword(s):  
Peer Norm

scholarly journals The Trajectory of Popularity Goal During the Transition to Middle School

2016 ◽  
Vol 37 (6) ◽  
pp. 852-883 ◽  
Author(s):  
Molly Dawes ◽  
Hongling Xie
Keyword(s):  
Middle School ◽  
Ethnic Differences ◽  
Rate Of Change ◽  
Fifth Grade ◽  
Peer Norms ◽  
Seventh Grade ◽  
Spring Semester ◽  
Transition To Middle School ◽  
Peer Norm ◽  
Popularity Goal

The trajectory of early adolescents’ popularity goal during the transition to middle school was examined in a diverse sample of 401 students. Popularity goal was assessed at five time points from the spring semester of fifth grade through the spring semester of seventh grade with the transition to middle school occurring between the fifth and sixth grades. Results showed a significant increase in youth’s endorsement of popularity goal after the transition to middle school followed by a significant decrease in popularity goal over the course of the sixth and seventh grade years. The rate of change for popularity goal during the transition was significantly different depending on youth’s popularity and their perceptions of the popularity peer norm: youth with low popularity significantly increased their popularity goal during the transition, and youth who perceived high peer norms for popularity also significantly increased their popularity goal during the transition to middle school. No gender differences but significant ethnic differences were found in the popularity goal trajectories.

School Adjustment in Sixth Graders: Parenting Transitions, Family Climate, and Peer Norm Effects

1995 ◽  
Vol 66 (2) ◽  
pp. 430 ◽  
Author(s):  
Lawrence A. Kurdek ◽  
Mark A. Fine ◽  
Ronald J. Sinclair
Keyword(s):  
School Adjustment ◽  
Sixth Graders ◽  
Family Climate ◽  
Peer Norm

Mitigating Teen Driver Distraction: In-Vehicle Feedback Based on Peer Social Norms

2019 ◽  
pp. 001872081989128
Author(s):  
Birsen Donmez ◽  
Maryam Merrikhpour ◽  
Mehdi Hoseinzadeh Nooshabadi
Keyword(s):  
Social Norms ◽  
Real World ◽  
Secondary Task ◽  
Driving Simulator ◽  
Driver Distraction ◽  
Significant Problem ◽  
Peer Norms ◽  
Vehicle Technologies ◽  
Opposite Gender ◽  
Peer Norm

Objective To investigate the efficacy of in-vehicle feedback based on peer social norms in mitigating teen driver distraction. Background Distraction is a significant problem among teen drivers. Research into the use of in-vehicle technologies to mitigate this issue has been limited. In particular, there is a need to study whether social norms interventions provided through in-vehicle feedback can be effective. Peers are important social referents for teens; thus, normative intervention based on this group is promising. Socially proximal referents have a greater influence on behavior; thus, tailoring peer norm feedback based on gender may provide additional benefits. Method In this study, 57 teens completed a driving simulator experiment while performing a secondary task in three between-subject conditions: (a) postdrive feedback incorporating same-gender peer norms, (b) postdrive feedback incorporating opposite-gender peer norms, and (c) no feedback. Feedback involved information based on descriptive norms (what others do). Results Teens’ self-reported frequency of distraction engagement was positively correlated with their perceptions of their peers’ engagement in and approval of distractions. Feedback based on peer norms was effective in reducing distraction engagement and improving driving performance, with no difference between same- and opposite-gender feedback. Conclusion/Application Feedback based on peer norms can help mitigate driver distraction among teens. Tailoring social norms feedback to teen gender appears to not provide any additional benefits. Longer-term effectiveness in real-world settings should be investigated.

Students See, Students Do?: Inducing a Peer Norm Effect for Oral Source Citations

2017 ◽  
Vol 34 (2) ◽  
pp. 115-123
Author(s):  
C. Wesley Buerkle ◽  
Christopher C. Gearhart
Keyword(s):  
Peer Norm

Peer Group Norms among Jewish and Arab Juveniles in Israel

1991 ◽  
Vol 18 (3) ◽  
pp. 267-286 ◽  
Author(s):  
MOSHE SHERER
Keyword(s):  
High School Students ◽  
Justice System ◽  
Peer Group ◽  
Group Norms ◽  
School Students ◽  
Youth Groups ◽  
Helping Others ◽  
Street Corner ◽  
Peer Norm ◽  
Senior High School Students

Peer group norms of Jewish and Arab street-corner youth groups in Israel were studied using a peer norm indicator that measures two clusters of norms: three positive (motivation, respect for authority, helping others) and three negative (aggression, manipulation, criminality; Grissom, 1977). The norms of these groups were compared with those of two control groups (one Jewish and the other Arab) consisting of junior and senior high school students. The results indicated higher negative norms among the Arab street-corner youngsters than among their Jewish counterparts. The findings may provide an explanation for the occurrence of high levels of crime among Arab youth. An alternative explanation is discussed as well, taking into consideration possible discrimination against Arab youth by the criminal justice system in Israel.

scholarly journals Cyberbullying through the lens of social influence: Predicting cyberbullying perpetration from perceived peer-norm, cyberspace regulations and ingroup processes

2020 ◽  
Vol 102 ◽  
pp. 260-273 ◽  
Author(s):  
Valentina Piccoli ◽  
Andrea Carnaghi ◽  
Michele Grassi ◽  
Marta Stragà ◽  
Mauro Bianchi
Keyword(s):  
Social Influence ◽  
Peer Norm

scholarly journals The imaginary friends of my friends: Imagined contact interventions which highlight supportive social norms reduce children’s antirefugee bias

2021 ◽  
pp. 136843022110028
Author(s):  
Elaine M. Smith ◽  
Anca Minescu
Keyword(s):  
Cognitive Bias ◽  
Intergroup Contact ◽  
Prejudice Reduction ◽  
Refugee Children ◽  
Control Potential ◽  
Contact Conditions ◽  
The Family ◽  
Affective Bias ◽  
Imagined Contact ◽  
Peer Norm

Fostering inclusive attitudes among children in host classrooms is key to integrating refugee children. A field experiment tests the prejudice reduction effects of a teacher-led activity integrating imagined intergroup contact and normative influence. To enhance the effectiveness of imagined contact, scenarios include supportive ingroup norms. In 29 classes, 545 children ( Mage = 10.88, SD = 0.96) were randomly assigned to one of five conditions: standard imagined contact, imagined contact encouraged by family, class peers, or religious ingroups, or a control. Children in all norm-framed imagined contact conditions had significantly less antirefugee bias compared with the control. The class-peer norm frame significantly reduced affective and cognitive facets of bias. The family norm frame reduced affective bias, and the religious norm frame reduced cognitive bias. Standard imagined contact did not differ from the control. Potential mediating pathways are explored. These findings illustrate the utility of incorporating norms into imagined contact interventions to reduce antirefugee bias among schoolchildren.

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