scholarly journals Peer Sociometric Status and Personality Development from Middle Childhood to Preadolescence

2019 ◽  
Author(s):  
Ville Juhani Ilmarinen ◽  
Mari-Pauliina Vainikainen ◽  
Markku Verkasalo ◽  
Jan-Erik Lönnqvist
Keyword(s):  
Middle Childhood ◽  
Personality Development ◽  
Sociometric Status ◽  
Individual Level ◽  
The Social ◽  
Personality Ratings ◽  
Group Members ◽  
Peer Nominations ◽  
Age Range ◽  
Different Sources

Sociometric status, the regard that other group members confer to an individual, is one of the most ubiquitous and behaviorally relevant attributes assigned to the person by the social environment. Despite this, its contribution to personality development has received little attention. The present three-wave longitudinal study, spanning the age range 7-13 years (n = 1222), sought to fill this gap by examining the transactional pathways between peer sociometric status (measured by peer nominations) and Five-Factor personality traits (measured by self-, parent, and teacher ratings). Sociometric status prospectively predicted the development of extraversion. By contrast, agreeableness and neuroticism prospectively predicted the development of sociometric status. Furthermore, individual-level stability in extraversion was associated with individual-level stability in sociometric status. The results were robust across different sources of personality ratings. We argue that peer sociometric status in the school classroom is the type of environmental effect that has potential to explain personality development. Due to its stability, broadness, and possible impact across a variety of personality processes, sociometric status can both repetitiously and simultaneously influence the network of multiple inter-correlated micro-level personality processes, potentially leading to a new network equilibrium that manifests in changes at the level of the broad personality trait.

scholarly journals Peer Sociometric Status and Personality Development from Middle Childhood to Preadolescence

2019 ◽  
Vol 33 (5) ◽  
pp. 606-626 ◽  
Author(s):  
Ville–Juhani Ilmarinen ◽  
Mari–Pauliina Vainikainen ◽  
Markku Verkasalo ◽  
Jan–Erik Lönnqvist
Keyword(s):  
Middle Childhood ◽  
Personality Development ◽  
Sociometric Status ◽  
Personality Psychology ◽  
Individual Level ◽  
The Social ◽  
Personality Ratings ◽  
Group Members ◽  
Peer Nominations ◽  
Age Range

Sociometric status, the regard that other group members confer to an individual, is one of the most ubiquitous and behaviourally relevant attributes assigned to the person by the social environment. Despite this, its contribution to personality development has received little attention. The present three–wave longitudinal study, spanning the age range 7–13 years ( n = 1222), sought to fill this gap by examining the transactional pathways between peer sociometric status (measured by peer nominations) and Five–Factor personality traits (measured by self–ratings and parent and teacher ratings). Sociometric status prospectively predicted the development of extraversion. By contrast, agreeableness and neuroticism prospectively predicted the development of sociometric status. Furthermore, individual–level stability in extraversion was associated with individual–level stability in sociometric status. The results were robust across different sources of personality ratings. We argue that peer sociometric status in the school classroom is the type of environmental effect that has potential to explain personality development. Because of its stability, broadness, and possible impact across a variety of personality processes, sociometric status can both repetitiously and simultaneously influence the network of multiple inter–correlated micro–level personality processes, potentially leading to a new network equilibrium that manifests in changes at the level of the broad personality trait. © 2019 European Association of Personality Psychology

scholarly journals A Bi-Dimensional Taxonomy of Social Responsivity in Middle Childhood: Prosociality and Reactive Aggression Predict Externalizing Behavior Over Time

2021 ◽  
Vol 11 ◽  
Author(s):  
Simone Dobbelaar ◽  
Anna C. K. van Duijvenvoorde ◽  
Michelle Achterberg ◽  
Mara van der Meulen ◽  
Eveline A. Crone
Keyword(s):  
Prosocial Behavior ◽  
Social Relations ◽  
Middle Childhood ◽  
Externalizing Behavior ◽  
Externalizing Problems ◽  
Population Sample ◽  
Reactive Aggression ◽  
Individual Level ◽  
The Social ◽  
Over Time

Developing social skills is essential to succeed in social relations. Two important social constructs in middle childhood, prosocial behavior and reactive aggression, are often regarded as separate behaviors with opposing developmental outcomes. However, there is increasing evidence for the co-occurrence of prosociality and aggression, as both might indicate responsivity to the social environment. Here, we tested whether a bi-dimensional taxonomy of prosociality and reactive aggression could predict internalizing and externalizing problems over time. We re-analyzed data of two well-validated experimental tasks for prosociality (the Prosocial Cyberball Game) and reactive aggression (the Social Network Aggression Task) in a developmental population sample (n = 496, 7–9 years old). Results revealed no associations between prosociality and reactive aggression, confirming the independence of those constructs. Interestingly, although prosociality and reactive aggression independently did not predict problem behavior, the interaction of both was negatively predictive of changes in externalizing problems over time. Specifically, only children who scored low on both prosociality and reactive aggression showed an increase in externalizing problems 1 year later, whereas levels of externalizing problems did not change for children who scored high on both types of behavior. Thus, our results suggest that at an individual level, reactive aggression in middle childhood might not always be maladaptive when combined with prosocial behavior, thereby confirming the importance of studying social competence across multiple dimensions.

How the Distribution of Member Expectations Influences Cooperation and Competition in Groups: A Social Relations Model Analysis of Social Dilemmas

2018 ◽  
Vol 44 (10) ◽  
pp. 1502-1518 ◽  
Author(s):  
Jared L. Ladbury ◽  
Verlin B. Hinsz
Keyword(s):  
Social Relations ◽  
Social Dilemmas ◽  
Group Behavior ◽  
Group Level ◽  
Social Relations Model ◽  
Individual Level ◽  
Social Projection ◽  
Group Outcomes ◽  
The Social ◽  
Group Members

Group outcomes are difficult to model and predict using individual-level metrics. We use shared cognition concepts and the social relations model to predict cooperative group outcomes in two social dilemmas to test whether social projection or consensus among group members would best predict cooperation. Group-level variance components derived from the social relations model were used as indices of social projection and consensus. Groups played five rounds of two social dilemmas and predicted their partners’ behavior on the following round. Results demonstrate that participants expect other group members to respond to the situation like the participant will and that shared expectations predict less competitive group behavior, but only when group members’ expectations have little to no variance. This article demonstrates the utility of the social relations model in predicting group-level outcomes from individual inputs, as well as providing novel findings regarding the complex effects of shared expectations on collective outcomes.

SOCIAL STRESS AND DOMINANCE AMONG GROUP MEMBERS AFTER MIXING BEEF COWS

1990 ◽  
Vol 70 (2) ◽  
pp. 345-354 ◽  
Author(s):  
J. A. MENCH ◽  
J. C. SWANSON ◽  
W. R. STRICKLIN
Keyword(s):  
Agonistic Behavior ◽  
Social Stress ◽  
Beef Cows ◽  
Physiological Measures ◽  
Physiological Variables ◽  
The Social ◽  
Origin Group ◽  
Group Members ◽  
Different Sources ◽  
Origin Effect

Three groups of 10 spring-calving Angus and Hereford purebred and crossbred cows were placed in drylot paddocks from mid-November until calving to determine the influence of mixing mature beef cows from two different sources on social behavior and stress. Two Angus cows from an outside herd (alien cows) were placed in each paddock, and eight cows selected from the resident herd were added 1 d later. Agonistic behavior was recorded during a total of 21 30-min observation sessions over a period of 13 wk. Blood samples were drawn on days 2, 28 and 84 after penning and analyzed for cortisol, glucose and differential leucocyte counts. Breed-origin influenced (P < 0.01) social dominance values, which averaged 49.8, 48.7, 40.1 and 35.0 for crossbred, resident Angus, Hereford and alien Angus cows, respectively. Alien Angus received the most aggression during the first observation period (0–36 d after mixing) and initiated less aggression throughout the study as compared to resident cows. Physiological measures did not differ due to breed-origin, group or sample day, but there was a significant sample day × breed-origin effect for cortisol (P < 0.01), with levels for the cows from the most socially subordinate groups, alien Angus and Hereford, increasing over the sample days. The increasing cortisol values may have indicated cumulative social stress on the social subordinates within the groups. Other physiological variables, however, did not show a similar trend. We conclude that when small numbers of cattle from different sources are mixed the aliens are at a social disadvantage, and we speculate that under some conditions social stress on aliens and(or) subordinates may be additive over time. Key words: Cattle (beef), agonistic behavior, social stress, mixing, cortisol, immunocompetence

The Effects of Intergroup Climate on Immigrants’ Acculturation Preferences

2013 ◽  
Vol 221 (4) ◽  
pp. 252-257 ◽  
Author(s):  
Oliver Christ ◽  
Frank Asbrock ◽  
Kristof Dhont ◽  
Thomas F. Pettigrew ◽  
Ulrich Wagner
Keyword(s):  
Social Context ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Individual Level ◽  
Acculturation Process ◽  
Cultural Maintenance ◽  
The Social ◽  
Group Members ◽  
The Mean ◽  
Level Of Analysis

The effect of the intergroup climate on acculturation preferences among host-majority and immigrant group members has been long acknowledged in the acculturation literature. Only recently, however, research has started to directly examine the effect of the intergroup climate on acculturation preferences. In the present research, we aimed to contribute to this new and important line of research by adopting a multilevel approach to examine the effect of the intergroup climate (social context level of analysis) on immigrants’ acculturation preferences (individual level of analysis) over and above individual-level predictors of acculturation preferences. Based on recent cross-sectional survey data from Germany, we examined the acculturation preferences (cultural maintenance and maintenance of intergroup relations) of members of immigrant groups (immigrants from non-Western countries; N individual level = 317) living in different districts in Germany (N district-level = 179). On the social context level, we used the mean prejudice- and acculturation preferences-scores of the German respondents (N = 3,495) as proxies for the intergroup climate within these districts. Results of multilevel path analysis showed that on the context level, a negative intergroup climate (i.e., a higher amount of prejudice of the German respondents within the districts) was related to a stronger desire for cultural maintenance among the immigrants. The potential implications of a hostile intergroup climate for the acculturation process are discussed.

Collective Self-Determination: How the Agent of Help Promotes Pride, Well-Being, and Support for Intergroup Helping

2017 ◽  
Vol 43 (5) ◽  
pp. 662-677 ◽  
Author(s):  
Emma F. Thomas ◽  
Catherine E. Amiot ◽  
Winnifred R. Louis ◽  
Alice Goddard
Keyword(s):  
Well Being ◽  
Self Determination Theory ◽  
Self Determination ◽  
Group Level ◽  
Individual Level ◽  
The Social ◽  
Collective Group ◽  
Collective Self ◽  
Group Members ◽  
Social Identity Approach

This research integrates self-determination theory and the social identity approach to investigate the notion of collective (group level) self-determination, and to test how the agent of intergroup help (helping initiated by a group representative versus group members) shapes group members’ motives and support for intergroup helping. Study 1 ( N = 432) demonstrates that collective self-determination predicts support for intergroup helping, group pride, and well-being, over and above individual-level self-determined motivation. Study 2 ( N = 216) confirmed that helping by group members was seen as more collectively self-determined than helping by a group representative, producing effects on pride, well-being, and support. Study 3 ( N = 124) explores a qualifier of these effects: People who identify more strongly with the leader who is providing the help also experience representative helping as more collectively self-determined, thereby promoting well-being, group pride, and support. Findings highlight the value of integrating self-determination theory with intergroup theories to consider collective aspects of self-determination.

Social attribution, correspondence bias, and the emergence of stereotypes *This research has been completed in partial requirement of a doctoral dissertation of the first author under the supervision of the second author. We wish to thank the members of the social psychology division at the University of Louvain at Louvain-la-Neuve, especially Steve Rocher and Emanuele Castano for their insightful comments on preliminary drafts. This paper has been enriched by feedbacks received from Russell Spears, Roos Vonk, Margit Oswald, and anonymous reviewers. Many thanks to Philippe Kemp and Christophe Remy for their assistance in running the study, and to the students who volunteered to appear on the video. This research has been presented at the Social Cognition workshop of the Kurt Lewin Institute, workshop held at the Free University of Amsterdam in April 1998: we want to thank participants of this workshop and especially Gün Semin for their useful feedback. Completion of this study benefited from a research grant from the Belgian National Fund for Scientific Research to the first author.

1999 ◽  
Vol 58 (4) ◽  
pp. 233-240 ◽  
Author(s):  
Anouk Rogier ◽  
Vincent Yzerbyt
Keyword(s):  
Correspondence Bias ◽  
Social Attribution ◽  
The Social ◽  
Dispositional Attributions ◽  
Kurt Lewin ◽  
Group Members ◽  
Group Target ◽  
The University ◽  
Institute Workshop ◽  
Research Grant

Yzerbyt, Rogier and Fiske (1998) argued that perceivers confronted with a group high in entitativity (i.e., a group perceived as an entity, a tight-knit group) more readily call upon an underlying essence to explain people's behavior than perceivers confronted with an aggregate. Their study showed that group entitativity promoted dispositional attributions for the behavior of group members. Moreover, stereotypes emerged when people faced entitative groups. In this study, we replicate and extend these results by providing further evidence that the process of social attribution is responsible for the emergence of stereotypes. We use the attitude attribution paradigm ( Jones & Harris, 1967 ) and show that the correspondence bias is stronger for an entitative group target than for an aggregate. Besides, several dependent measures indicate that the target's group membership stands as a plausible causal factor to account for members' behavior, a process we call Social Attribution. Implications for current theories of stereotyping are discussed.

THE VALUE CHAIN OF COMPETENCY MODEL FOR VIETNAMESE EDUCATIONAL MANAGERS IN THE INDUSTRY 4.0 REVOLUTION ERA

2018 ◽  
Author(s):  
Le Thi My Hanh ◽  
Luis Alfaro ◽  
Tran Phuong Thao
Keyword(s):  
Value Chain ◽  
Industry 4.0 ◽  
Global Economy ◽  
Value Added ◽  
Chain Model ◽  
Individual Level ◽  
The Social ◽  
Comprehensive Development ◽  
Model Of Competency ◽  
Personal Competencies

This world is constantly changing and rapidly moving,-particular in the Industry 4.0 revolution, people must change to follow and keeping with this new trend. Education is the human foundation toward the “Truth - Good - Beautiful”, and comprehensive development of personal competencies as knowledge, skills and behaviors. A nation, such as Vietnam, if they want to integrate into global economy and affirming their position, they will need the “Talented - Virtuous” human resource who could meet the high demand of society. The purpose of this study was to propose a model of competency value chain at individual level for the educational managers, analyzing some factors of this value chain model and how to apply to Vietnamese education system in the fourth Industry era. The authors wanted to focus on the social value added that the educational managers’competency could bring as the result of this research.

Imperatives and commands in Japanese

2017 ◽  
Author(s):  
Nerida Jarkey
Keyword(s):  
Social Hierarchy ◽  
The Social ◽  
The Face ◽  
Group Members ◽  
Face Threat ◽  
Contemporary Standard

This chapter examines the forms and usage of imperatives and command strategies in contemporary standard Japanese. Although commands are highly face-threatening acts in any language, speakers of Japanese encounter particular challenges in using them in socially acceptable ways. Commands are generally only given to those considered ‘below’ the speaker in the social hierarchy, and are normally considered appropriate only when used toward ‘in-group’ members. Further restrictions relate to the identity the speaker wishes to convey. Numerous command strategies have emerged to avoid using the most direct imperative forms, and some of these strategies have gradually come to be reinterpreted as imperative forms themselves, suggesting a loss of their original euphemistic qualities. Furthermore, when issuing commands, speakers often go to considerable lengths to soften the face threat, for example by giving reasons for the command, adding markers of hesitancy, or softening illocutionary particles, and using appropriate honorific language forms.

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