scholarly journals Empathy, Altruism, and Group Identification

2021 ◽  
Vol 12 ◽  
Author(s):  
Kengo Miyazono ◽  
Kiichi Inarimori
Keyword(s):  
Group Identification ◽  
Helping Behavior ◽  
Group Level ◽  
Central Idea ◽  
Behavioral Consequences ◽  
Individual Level ◽  
The Individual

This paper investigates the role of group identification in empathic emotion and its behavioral consequences. Our central idea is that group identification is the key to understanding the process in which empathic emotion causes helping behavior. Empathic emotion causes helping behavior because it involves group identification, which motivates helping behavior toward other members. This paper focuses on a hypothesis, which we call “self-other merging hypothesis (SMH),” according to which empathy-induced helping behavior is due to the “merging” between the helping agent and the helped agent. We argue that SMH should be interpreted in terms of group identification. The group identification interpretation of SMH is both behaviorally adequate (i.e., successfully predicts and explains the helping behavior in the experimental settings) and psychologically plausible (i.e., does not posit psychologically unrealistic beliefs, desires, etc.). Empathy-induced helping behavior, according to the group identification interpretation of the SMH, does not fit comfortably into the traditional egoism/altruism dichotomy. We thus propose a new taxonomy according to which empathy-induced helping behavior is both altruistic at the individual level and egoistic at the group level.

The role of group personality composition in the emergence of task and relationship conflict within groups

2009 ◽  
Vol 15 (1) ◽  
pp. 82-96 ◽  
Author(s):  
Marc H Anderson
Keyword(s):  
Big Five ◽  
Group Performance ◽  
Task Conflict ◽  
Relationship Conflict ◽  
Big Five Personality ◽  
Group Level ◽  
Individual Level ◽  
The Individual ◽  
Level Of Analysis

AbstractConflict is a ubiquitous feature of groups in organizations that clearly affects group performance. While prior research has investigated the role of personality on conflict resolution styles at the individual level, little work has examined the role of personality on the emergence of conflict. This may be partially due to the fact that the emergence of conflict is inherently a group-level phenomenon, and thus requires the aggregation of personality to the group (or at least dyadic) level of analysis. I propose that each of the Big Five personality traits (or specific facets), at the group level, affect the emergence of either task conflict, relationship conflict, or both. Developing our understanding of how group personality composition affects both of these types of conflict is necessary to better enable groups to manage conflict, and thereby lessen potentially harmful outcomes resulting from conflict.

The role of group personality composition in the emergence of task and relationship conflict within groups

2009 ◽  
Vol 15 (1) ◽  
pp. 82-96 ◽  
Author(s):  
Marc H Anderson
Keyword(s):  
Big Five ◽  
Group Performance ◽  
Task Conflict ◽  
Relationship Conflict ◽  
Big Five Personality ◽  
Group Level ◽  
Individual Level ◽  
The Individual ◽  
Level Of Analysis

AbstractConflict is a ubiquitous feature of groups in organizations that clearly affects group performance. While prior research has investigated the role of personality on conflict resolution styles at the individual level, little work has examined the role of personality on the emergence of conflict. This may be partially due to the fact that the emergence of conflict is inherently a group-level phenomenon, and thus requires the aggregation of personality to the group (or at least dyadic) level of analysis. I propose that each of the Big Five personality traits (or specific facets), at the group level, affect the emergence of either task conflict, relationship conflict, or both. Developing our understanding of how group personality composition affects both of these types of conflict is necessary to better enable groups to manage conflict, and thereby lessen potentially harmful outcomes resulting from conflict.

scholarly journals The Effect of Compensation Size on Recovery Satisfaction After Group Service Failures: The Role of Group Versus Individual Service Recovery

2018 ◽  
Vol 22 (1) ◽  
pp. 60-74 ◽  
Author(s):  
Arne K. Albrecht ◽  
Tobias Schaefers ◽  
Gianfranco Walsh ◽  
Sharon E. Beatty
Keyword(s):  
Service Recovery ◽  
Group Versus ◽  
Group Level ◽  
Individual Level ◽  
Group Service ◽  
Recovery Satisfaction ◽  
The Individual ◽  
Different Levels ◽  
Individual Service

Two experimental studies reveal that customers’ reactions to different levels of recovery compensation differ between a recovery that occurs at the group level (such that every customer knows that every other affected customer receives the same compensation) and one that occurs at the individual level (such that the individual does not know whether and how much compensation other affected customers receive). In both cases, recovery compensation exhibits diminishing returns on compensation size in terms of recovery satisfaction. However, at the group level, the rate at which the returns on compensation diminish is greater and satisfaction reaches a plateau at lower compensation levels than at the individual level. The salient social comparison made during a group service recovery (GSR), as evidenced by the mediating role of distributive justice, explains these effects. Finally, we note that at midrange compensation levels, GSR and individual service recovery did not lead to different levels of recovery satisfaction, suggesting a zone of tolerance or indifference at these levels. Further, our findings yield important managerial implications for the efficient allocation of service recovery resources after a group service failure.

Reply to Connor and Evers (2020): Critique of the Bias of Crowds Model Simply Restates the Model

2020 ◽  
Author(s):  
Keith Payne ◽  
Heidi A. Vuletich ◽  
Kristjen B. Lundberg
Keyword(s):  
Implicit Bias ◽  
Group Level ◽  
Systemic Racism ◽  
Individual Level ◽  
The Core ◽  
Psychological Science ◽  
Implicit Biases ◽  
The Individual

The Bias of Crowds model (Payne, Vuletich, & Lundberg, 2017) argues that implicit bias varies across individuals and across contexts. It is unreliable and weakly associated with behavior at the individual level. But when aggregated to measure context-level effects, the scores become stable and predictive of group-level outcomes. We concluded that the statistical benefits of aggregation are so powerful that researchers should reconceptualize implicit bias as a feature of contexts, and ask new questions about how implicit biases relate to systemic racism. Connor and Evers (2020) critiqued the model, but their critique simply restates the core claims of the model. They agreed that implicit bias varies across individuals and across contexts; that it is unreliable and weakly associated with behavior at the individual level; and that aggregating scores to measure context-level effects makes them more stable and predictive of group-level outcomes. Connor and Evers concluded that implicit bias should be considered to really be noisily measured individual construct because the effects of aggregation are merely statistical. We respond to their specific arguments and then discuss what it means to really be a feature of persons versus situations, and multilevel measurement and theory in psychological science more broadly.

scholarly journals Examining the Effects of Three Group-Level Metacognitive Scaffoldings on In-Service Teachers’ Knowledge Building

2021 ◽  
pp. 073563312110308
Author(s):  
Fan Ouyang ◽  
Si Chen ◽  
Yuqin Yang ◽  
Yunqing Chen
Keyword(s):  
Small Groups ◽  
Mixed Method ◽  
Peer Interactions ◽  
Knowledge Building ◽  
Group Level ◽  
Question Asking ◽  
Individual Level ◽  
The Individual ◽  
Task Oriented ◽  
Metacognitive Scaffolding

Group-level metacognitive scaffolding is critical for productive knowledge building. However, previous research mainly focuses on the individual-level metacognitive scaffoldings in helping learners improve knowledge building, and little effort has been made to develop group-level metacognitive scaffolding (GMS) for knowledge building. This research designed three group-level metacognitive scaffoldings of general, task-oriented, and idea-oriented scaffoldings to facilitate in-service teachers’ knowledge building in small groups. A mixed method is used to examine the effects of the GMSs on groups’ knowledge building processes, performances, and perceptions. Results indicate a complication of the effects of GMSs on knowledge building. The idea-oriented scaffolding has potential to facilitate question-asking and perspective-proposing inquiry through peer interactions; the general scaffolding does not necessarily lessen teachers’ idea-centered explanation and elaboration on the individual level; the task-oriented scaffolding has the worst effect. Pedagogical and research implications are discussed to foster knowledge building with the support of GMSs.

scholarly journals Ambidexterity as Practice: Individual Ambidexterity Through Paradoxical Practices

2020 ◽  
Vol 56 (2) ◽  
pp. 143-165 ◽  
Author(s):  
Angeliki Papachroni ◽  
Loizos Heracleous
Keyword(s):  
Organization Theory ◽  
Practice Theory ◽  
Greek Philosophy ◽  
Exploration And Exploitation ◽  
Individual Level ◽  
Competing Demands ◽  
The Individual ◽  
Previous Learning

Following the turn to practice in organization theory and the emerging interest in the microfoundations of ambidexterity, understanding the role of individuals in realizing ambidexterity approaches becomes crucial. Drawing insights from Greek philosophy on paradoxes, and practice theory on paradoxes and ambidexterity, we propose a view of individual ambidexterity grounded in paradoxical practices. Existing conceptualizations of ambidexterity are largely based on separation strategies. Contrary to this perspective, we argue that individual ambidexterity can be accomplished via paradoxical practices that renegotiate or transcend boundaries of exploration and exploitation. We identify three such paradoxical practices at the individual level that can advance understanding of ambidexterity: engaging in “hybrid tasks,” capitalizing cumulatively on previous learning, and adopting a mindset of seeking synergies between the competing demands of exploration and exploitation.

scholarly journals How Can Psychological Science Help Counter the Spread of Fake News?

2021 ◽  
Vol 24 ◽  
Author(s):  
Sander van der Linden ◽  
Jon Roozenbeek ◽  
Rakoen Maertens ◽  
Melisa Basol ◽  
Ondřej Kácha ◽  
...  
Keyword(s):  
Research Agenda ◽  
Source Credibility ◽  
Fake News ◽  
Intervention Effectiveness ◽  
Motivated Cognition ◽  
Individual Level ◽  
Psychological Science ◽  
Open Questions ◽  
The Individual

Abstract In recent years, interest in the psychology of fake news has rapidly increased. We outline the various interventions within psychological science aimed at countering the spread of fake news and misinformation online, focusing primarily on corrective (debunking) and pre-emptive (prebunking) approaches. We also offer a research agenda of open questions within the field of psychological science that relate to how and why fake news spreads and how best to counter it: the longevity of intervention effectiveness; the role of sources and source credibility; whether the sharing of fake news is best explained by the motivated cognition or the inattention accounts; and the complexities of developing psychometrically validated instruments to measure how interventions affect susceptibility to fake news at the individual level.

scholarly journals Oral Sensitivity to Flowability and Food Neophobia Drive Food Preferences and Choice

Foods ◽  
2021 ◽  
Vol 10 (5) ◽  
pp. 1024
Author(s):  
Sharon Puleo ◽  
Paolo Masi ◽  
Silvana Cavella ◽  
Rossella Di Monaco
Keyword(s):  
Food Choice ◽  
Food Preferences ◽  
Food Neophobia ◽  
Individual Level ◽  
Choice Preference ◽  
Food Liking ◽  
Texture Sensitivity ◽  
The Individual ◽  
Oral Sensitivity

The study aimed to investigate the role of sensitivity to flowability on food liking and choice, the relationship between sensitivity to flowability and food neophobia, and its role in food liking. Five chocolate creams were prepared with different levels of flowability, and rheological measurements were performed to characterise them. One hundred seventy-six subjects filled in the Food Neophobia Scale and a food choice questionnaire (FCq). The FCq was developed to evaluate preferences within a pair of food items similar in flavour but different in texture. Secondly, the subjects evaluated their liking for creams (labelled affective magnitude (LAM) scale) and the flowability intensity (generalised labelled magnitude (gLM) scale). The subjects were clustered into three groups of sensitivity and two groups of choice preference. The effect of individual flowability sensitivity on food choice was investigated. Finally, the subjects were clustered into two groups according to their food neophobia level. The sensitivity to flowability significantly affected the liking of chocolate creams and the solid food choice. The liking of chocolate creams was also affected by the individual level of neophobia (p = 0.01), which, in turn, was not correlated to flowability sensitivity. These results confirm that texture sensitivity and food neophobia affect what a person likes and drives what a person chooses to eat.

The Evolution of the Role of U.S. School Nurses in Adolescent Mental Health at the Individual, Community, and Systems Level: An Integrative Review

2022 ◽  
pp. 105984052110681
Author(s):  
Ashwini R. Hoskote ◽  
Emily Croce ◽  
Karen E. Johnson
Keyword(s):  
Mental Health ◽  
Adolescent Mental Health ◽  
School Nurse ◽  
School Nurses ◽  
Integrative Review ◽  
School Nursing ◽  
Individual Level ◽  
The Individual ◽  
The Impact

School nurses are crucial to addressing adolescent mental health, yet evidence concerning their evolving role has not been synthesized to understand interventions across levels of practice (i.e., individual, community, systems). We conducted an integrative review of school nurse roles in mental health in the U.S. related to depressive symptoms, anxiety, and stress. Only 18 articles were identified, published from 1970 to 2019, and primarily described school nurses practicing interventions at the individual level, yet it was unclear whether they were always evidence-based. Although mental health concerns have increased over the years, the dearth of rigorous studies made it difficult to determine the impact of school nurse interventions on student mental health outcomes and school nurses continue to feel unprepared and under supported in this area. More research is needed to establish best practices and systems to support school nursing practice in addressing mental health at all levels of practice.

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