scholarly journals Effects of Performance Goals and Social Norms on Academic Dishonesty in a Test

2019 ◽  
Author(s):  
Martin Daumiller ◽  
Stefan Janke
Keyword(s):  
Social Norms ◽  
Academic Dishonesty ◽  
Achievement Goals ◽  
Future Research ◽  
Performance Goals ◽  
First Year ◽  
Manipulation Check ◽  
Self Presentation ◽  
Cheating Behavior ◽  
The Social

BackgroundPrevious research has shown that achievement goals affect the frequency of academic dishonesty. However, mixed findings suggest that especially the effect of performance goals might depend on contextual factors. AimsWe wanted to investigate whether crucial aspects of the achievement situation influence the magnitude of the effect of performance goals (here: focused on appearance) on dishonesty. Specifically, we propose that social norms regarding the acceptance of dishonesty moderate the positive effect of performance goals on academic dishonesty. SampleWe sampled 105 German university students. They were in their first year at university and on average 20.6 (SD = 3.6) years old (72.4% female).MethodWe conducted a 2 (induced appearance goals versus no goal induction) x 2 (cheating confederate versus no observable cheating behavior by this person) experiment. A manipulation check confirmed that the manipulation of appearance goals was successful. Cheating behavior was observed by a confederate student and subsequently classified by two raters. Additionally, participants’ dishonesty in self-presentation questions was measured using deviations from baseline measures.Results The induction of appearance goals only led to increased cheating when the social norm suggested that cheating behavior was an acceptable way to increase performance (i.e., cheating confederate condition). For deceiving, we found a positive main effect of appearance goals and a negative interaction effect.ConclusionsTaken together, our results highlight that the mixed findings on the effect of performance goals on academic dishonesty might be due to uninvestigated moderators such as social norms. Future research should build on these findings to identify additional moderators.

The Development of Moral Self-Presentation

2020 ◽  
pp. 91-109
Author(s):  
Robin Banerjee ◽  
Gail D. Heyman ◽  
Kang Lee
Keyword(s):  
Social Groups ◽  
Future Research ◽  
Truth Telling ◽  
Moral Self ◽  
Self Presentation ◽  
Emotional Processes ◽  
The Social ◽  
Moral Context

Children come to recognize that the impressions one makes on other people can be controlled and managed. In this chapter, the authors situate the development of such “self-presentation” in the moral context, with attention to a range of relevant social, cultural, cognitive, motivational, and emotional processes. Children’s appreciation of self-presentational tactics such as self-promotion, modesty, and ingratiation is reviewed before turning specifically to the factors involved in deception and truth-telling. The authors analyze the emergence of children’s self-presentational competencies in shaping both their own individual reputations and the reputations of the social groups with which they identify, especially in contexts where moral and social-conventional rules have been transgressed. Key goals for future research that illuminates the nature and implications of children’s moral self-presentation are identified.

scholarly journals The Social Origins of Human Prosociality

2019 ◽  
Vol 28 (3) ◽  
pp. 274-279 ◽  
Author(s):  
Audun Dahl ◽  
Celia A. Brownell
Keyword(s):  
Prosocial Behavior ◽  
Social Interactions ◽  
Early Development ◽  
Future Research ◽  
First Year ◽  
Social And Emotional ◽  
Caregiver Behavior ◽  
The Social ◽  
Second Year ◽  
First Year Of Life

From early in life, children help, comfort, and share with other people. Recent research has deepened scientific understanding of the development of prosociality—efforts to promote the welfare of others. In this article, we discuss two key insights about the emergence and early development of prosocial behavior, focusing on the development of helping. First, children’s motivations and capabilities for helping change in quality as well as quantity over the opening years of life. Specifically, helping begins in participatory activities without prosocial intent in the first year of life, becoming increasingly autonomous and motivated by prosocial intent over the second year. Second, helping emerges through bidirectional social interactions starting at birth: Caregivers and other individuals support the development of helping in a variety of ways, and young children play active roles that often influence caregiver behavior. The question now is not whether but how social interactions contribute to the development of prosocial behavior. Recent methodological and theoretical advances provide exciting avenues for future research on the social and emotional origins of human prosociality.

scholarly journals Effects of performance goals and social norms on academic dishonesty in a test

2019 ◽  
Vol 90 (2) ◽  
pp. 537-559 ◽  
Author(s):  
Martin Daumiller ◽  
Stefan Janke
Keyword(s):  
Social Norms ◽  
Academic Dishonesty ◽  
Performance Goals

scholarly journals Perceptions and Misperceptions of Smartphone Use: Applying the Social Norms Approach

Information ◽  
2020 ◽  
Vol 11 (11) ◽  
pp. 513
Author(s):  
John McAlaney ◽  
Mohamed Basel Almourad ◽  
Georgina Powell ◽  
Raian Ali
Keyword(s):  
Social Norms ◽  
Target Population ◽  
Self Report ◽  
Future Research ◽  
Digital Devices ◽  
The Social ◽  
Smartphone Use ◽  
Digital Addiction ◽  
Peer Use ◽  
Established Technique

The social norms approach is an established technique to bring about behaviour change through challenging misperceptions of peer behaviour. This approach is limited by a reliance on self-report and a lack of interactivity with the target population. At the same time, excessive use of digital devices, known as digital addiction, has been recognized as an emergent issue. There is potential to apply the social norms approach to digital addiction and, in doing so, address some of the limitations of the social norms field. In this study, we trialled a social norms intervention with a sample of smartphone users (n = 94) recruited from the users of a commercial app designed to empower individuals to reduce their device usage. Our results indicate that most of the sample overestimated peer use of smartphone apps, demonstrating the existence of misperceptions relating to smartphone use. Such misperceptions are the basis for the social norms approach. We also document the discrepancy between self-report and smartphone usage data as recorded through data collected directly from the device. The potential for the application of the social norms approach and directions for future research are discussed.

scholarly journals WHO STRIVES AND WHO GIVES UP? THE ROLE OF SOCIAL COMPARISON DISTANCE AND ACHIEVEMENT GOALS ON STUDENTS’ LEARNING INVESTMENT

2012 ◽  
Vol 48 (1) ◽  
pp. 107-116
Author(s):  
Aneta Mechi ◽  
Margarita Sanchez-Mazas
Keyword(s):  
Social Comparison ◽  
Key Words ◽  
Achievement Goals ◽  
Performance Goals ◽  
Great Effort ◽  
Mastery Goals ◽  
The Social ◽  
Current Survey ◽  
Distance Conditions

The current survey tests the effects of social comparison distance on investment in learning. The social comparison is known to have two directions: upward and downward. It is hypothesized that, apart from these two directions, there are two distances: moderate and extreme. These distances are supposed to have an impact on the learning investment (when students will strive) or the disinvestment (when they will not make a great effort). Globally, students seem to put more effort in the case of moderate-distance conditions than in the case of extreme-distance conditions. However, the effect of distance is different according to the achievement goals reported by participants (interaction between comparison distance and achievement goals): the participants with performance goals strive more in the moderate-distance condition, whereas those with mastery goals seem to put a quite stable effort regardless of the distance. Implications in educational settings are discussed. Key words: achievement goals, learning investment, social comparison distance.

scholarly journals Resetting Integrity Through Communication on Plagiarism: University Classrooms Weaving Values into the Social Fabric

2021 ◽  
Vol 20 (12) ◽  
pp. 212-231
Author(s):  
Arniza Ghazali ◽  
Azniwati Abdul Aziz
Keyword(s):  
Academic Dishonesty ◽  
Academic Integrity ◽  
Role Model ◽  
First Year ◽  
Source Attribution ◽  
First Year Students ◽  
Social Fabric ◽  
The Social ◽  
Quasi Experimental ◽  
University Classrooms

Academic dishonesty manifested in the proliferating acts of plagiarism can be eradicated by returning to value teaching. In a study involving 37 first-year students in one academic year, a single-group quasi-experimental procedure with mixed qualitative and quantitative analyses of students’ assignments was performed. The procedure involved diagnosing plagiarism by strategic manual detection and classification of occurrences and recording the frequency of occurrence. The objective was to examine the effects of communicating about plagiarism by the designed plagiarism integrity narratives (PIN) intervention on students’ integrity based on their source-attribution practices. In the first semester, an assignment was administered without any word on plagiarism as the baseline data for students’ academic integrity at pre-test. In the second semester, the post-PIN-intervention assignment set with similar cognitive demand as the first was administered. The post-PIN intervention showed 76% of students taking steps to not succumb to plagiarism, far outweighing the 5% not taking heed. Of those who acknowledged information sources, 14% showed excellent referencing skills, capturing the potential first-year role model. In terms of outsourcing and attribution combined, the PIN intervention offered a 95% transformation of moral values, hinting at the possibility of resetting academic integrity via communication and clear directives. Lifting plagiarism rules as a “litmus test” (third assignment) revealed 28% integrity-ready students applying the fundamental attribution rules. Outstanding referencing skills and honesty were portrayed by a self-regulated student who had internalized academic integrity. The findings signal the possibility of curbing plagiarism in university classrooms and nurturing students to start weaving values into the social fabric.

Social Norms in Organizations

2017 ◽  
Author(s):  
Jennifer E. Dannals ◽  
Dale T. Miller
Keyword(s):  
Social Norms ◽  
Social Norm ◽  
Future Research ◽  
Descriptive Norms ◽  
Negative Behaviors ◽  
Positive Externalities ◽  
The Social ◽  
Group Members ◽  
Norm Emergence ◽  
Over Time

Social norms are a powerful force in organizations. While different literatures across fields have developed differing definitions and categories, social norms are commonly defined as and divided into descriptive norms, i.e., the most commonly enacted behavior, and prescriptive norms, i.e., the behavior most commonly viewed as acceptable or appropriate. Different literatures have also led to differing focuses of investigation for social norms research. Economic theorists have tended to examine social norm emergence by studying how social norms evolve to reduce negative or create positive externalities in situations. Organizational theorists and sociologists have instead focused on the social pressures which maintain social norms in groups over time, and eventually can lead group members to internalize the social norm. In contrast, social psychologists have tended to focus on how to use social norms in interventions aimed at reducing negative behaviors. Integrating these divergent streams of research proves important for future research.

Questioning the Social Norms Approach for Alcohol Reduction in First-Year Undergraduate Students–A Canadian Perspective

2018 ◽  
Vol 37 (3) ◽  
pp. 145-156
Author(s):  
Tasha A. Narain ◽  
Heather Stuart ◽  
Terry Krupa ◽  
Sherry Stewart ◽  
Keith Dobson
Keyword(s):  
Social Norms ◽  
Undergraduate Students ◽  
Female Students ◽  
Hazardous Drinking ◽  
Male Students ◽  
First Year ◽  
Drinking Behaviour ◽  
The Social ◽  
Drinking Frequency ◽  
Alcohol Reduction

The social norms approach to changing excessive drinking behaviour is predicated upon findings that overestimations of peer drinking predict one’s own drinking behaviour. Prior studies have yet to examine whether such social norms effects pertain equally to both genders. First-year students from a Canadian university (N = 1,155; 696 males, 459 females) were assessed for the relationship between misperceived drinking norms and hazardous drinking using the Alcohol Use Disorder Identification Test-Consumption scale (AUDIT-C). A significant positive relationship between the overestimated drinking frequency norm and hazardous drinking was determined for female students, where the odds of hazardous drinking increased by 1.92 (95% CI: 1.32–2.79) when the norm of other female students was overestimated. A non-significant association was found for male students, where the odds of hazardous drinking were unrelated to overestimation of the drinking norm of other male students. The null association for male students highlights a potential problem when using social norms interventions for alcohol reduction for males in the university context. Implications of these results for the utilization of the social norms approach to alcohol reduction are discussed.

scholarly journals Future research of the future: From technocracy to new models of sociality

2020 ◽  
Vol 20 (1) ◽  
pp. 161-169 ◽  
Author(s):  
E. A. Koval ◽  
S. G. Ushkin
Keyword(s):  
Civil Society ◽  
Complex Systems ◽  
Social Norms ◽  
New Technologies ◽  
Value Orientations ◽  
Future Research ◽  
Social Phenomena ◽  
The Social ◽  
New Models ◽  
The Future

The article is a review of the book by J. Urry Kak vyglyadit budushchee? [What is the Future?] (Trans. by A. Matvienko; ed. by S. Shchukina. Moscow: Delo; 2018. 320 pp.] which describes multiple discourses of the social future and methods for its research. Its author, the co-director of the Lancaster’s Institute for Social Futures, believes that futurologists focus on new technologies but the key element of crucial innovations is social phenomena. The book presents the following main aspects of the contemporary research of the future: the social future is multiple, and its various images are supported by different actors and compete; all stakeholders should take part in discussions of the future - states, markets, civil society institutions, individuals; as a rule, three methods are used to study the future - individualistic, structural and based on the theory of complex systems; the future needs not to be planned but rather coordinated. The book proves the necessity to study the future to correct the present by creating and transforming social norms, practices and value orientations.

scholarly journals Playing to be influencers: A comparative study on Spanish and Colombian young people on Instagram

2022 ◽  
Vol 35 (1) ◽  
pp. 81-99
Author(s):  
Lucía Caro-Castaño
Keyword(s):  
Content Analysis ◽  
Young People ◽  
Symbolic Capital ◽  
Creative Industries ◽  
First Year ◽  
Self Presentation ◽  
Social Game ◽  
The Social ◽  
Self Production ◽  
Promotional Discourse

This paper explores and describes how Colombian and Spanish young people present themselves on Instagram according to the social game and the symbolic capital that they infer as normative from influencers. The methodology used combines the focus group technique (seven groups) with a content analysis of the profiles of the informants (N = 651). In total, 53 first-year creative industries university students participated. The results show that the work developed by the influencers has given rise to an aspirational narrative genre that young people tend to emulate according to the Instagram habitus in order to be recognised as leading players. Their self-presentation has three main features: a) a preference for showing ‘in-classifying’ practices such as leisure and tastes for freedom; b) the predominance of a specific type of profile and gestures that avoids self-production markers and aspires towards a global audience; and c) the normalisation of self-promotional discourse. Most informants experience Instagram as a game in which they compete to accumulate visibility conceived as relational validation, although in the case of Colombian informants there is a more professional outlook towards the platform. Finally, for all of them, Instagram constitutes a serious game, and many of them admit to feeling too exposed. As a result, they have implemented self-surveillance practices, such as consulting with peers before posting photographs, using secondary accounts and deleting posts.

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