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Showing papers on "Social psychology (sociology) published in 2009"


Book ChapterDOI
02 Mar 2009
TL;DR: In this article, a course on the foundations of social theory, starting with the French and Scottish Enlightenments and the beginnings of a specifically sociological worldview, is presented, where the authors try to understand their theories not just as historical relics, but as living sets of ideas relevant to contemporary social issues.
Abstract: This course will deal with the foundations of social theory, starting with the French and Scottish Enlightenments and the beginnings of a specifically sociological worldview. We will then move on to Durkheim’s organic view of society, to Marx’s dialectical materialism, finishing with Weber’s Verstehen sociology and ideal types of authority. We’ll try to understand their theories not just as historical relics, but as living sets of ideas relevant to contemporary social issues. Class attendance and participation will be strongly encouraged, as will a critical engagement with the ideas presented in the class.

4,525 citations


Journal ArticleDOI
TL;DR: More than 1,200 research studies have been conducted in the past 11 decades on cooperative, competitive, and individualistic efforts as mentioned in this paper, and the results from these studies have validated, modified, refined, and extended the theory.
Abstract: The widespread and increasing use of cooperative learning is one of the great success stories of social and educational psychology. Its success largely rests on the relationships among theory, research, and practice. Social interdependence theory provides a foundation on which cooperative learning is built. More than 1,200 research studies have been conducted in the past 11 decades on cooperative, competitive, and individualistic efforts. Findings from these studies have validated, modified, refined, and extended the theory. From the theory, procedures for the teacher’s role in using formal and informal cooperative learning and cooperative base groups have been operationalized. Those procedures are widely used by educators throughout the world. The applications have resulted in revisions of the theory and the generation of new research.

1,521 citations


Journal ArticleDOI
TL;DR: A yearlong field experiment in Rwanda tested the impact of a radio soap opera featuring messages about reducing intergroup prejudice, violence, and trauma in 2 fictional Rwandan communities, pointing to an integrated model of behavioral prejudice and conflict reduction that prioritizes the communication of social norms over changes in personal beliefs.
Abstract: Can the media reduce intergroup prejudice and conflict? Despite the high stakes of this question, understanding of the mass media's role in shaping prejudiced beliefs, norms, and behavior is limited. A yearlong field experiment in Rwanda tested the impact of a radio soap opera featuring messages about reducing intergroup prejudice, violence, and trauma in 2 fictional Rwandan communities. Compared with a control group who listened to a health radio soap opera, listeners' perceptions of social norms and their behaviors changed with respect to intermarriage, open dissent, trust, empathy, cooperation, and trauma healing. However, the radio program did little to change listeners' personal beliefs. Group discussion and emotion were implicated in the process of media influence. Taken together, the results point to an integrated model of behavioral prejudice and conflict reduction that prioritizes the communication of social norms over changes in personal beliefs.

676 citations


Journal ArticleDOI
TL;DR: Sex differences in prosocial behavior reflect the division of labor, which reflects a biosocial interaction between male and female physical attributes and the social structure.
Abstract: Prosocial behavior consists of behaviors regarded as beneficial to others, including helping, sharing, comforting, guiding, rescuing, and defending others. Although women and men are similar in engaging in extensive prosocial behavior, they are different in their emphasis on particular classes of these behaviors. The specialty of women is prosocial behaviors that are more communal and relational, and that of men is behaviors that are more agentic and collectively oriented as well as strength intensive. These sex differences, which appear in research in various settings, match widely shared gender role beliefs. The origins of these beliefs lie in the division of labor, which reflects a biosocial interaction between male and female physical attributes and the social structure. The effects of gender roles on behavior are mediated by hormonal processes, social expectations, and individual dispositions.

575 citations


Journal Article
TL;DR: In this paper, a framework for a theory of desistance from crime and an analytical strategy with which to examine desistance is presented. But the analysis is limited to the case of criminal desistance.
Abstract: This Article develops both a framework for a theory of desistance from crime and an analytical strategy with which to examine desistance. With respect to the former, an identity theory of the desistance from crime that is more cognitive and individualistic than some and more forward-looking than others is sketched out. This framework contributes to and complements existing theoretical arguments by building upon the work of others through integrating several diverse bodies of work that range from social psychology to collective movements in sociology. In this framework, offenders have “working selves” as criminal offenders with a set of preferences and social networks consistent with that self. In addition to the working self, or the self in the present, there is a future, or possible, self that consists both of desires as to what the person wishes or hopes to become (the positive possible self) and anxiety over what they fear they may become (the feared self). Persons are committed to their working self until they determine that the cost of this commitment is greater than the benefits. A perception that one may in fact turn out to become the feared self, a perception assisted by the linking of life failures, or what has been called the “crystallization of discontent,” provides the initial motivation to change the self. This initial motivation brings with it a change in preferences and social networks that stabilize the newly emerging self. This identity theory of desistance can be empirically developed by thinking about it in terms of a structural break in an individual-level time series of offending. This theory

521 citations


Book
20 Mar 2009
TL;DR: In this article, a review of state-of-the-art investigations of empathy from a social neuroscience perspective is presented, with a special focus on neuroanatomical continuities and differences across the phylogenetic spectrum.
Abstract: In recent decades, empathy research has blossomed into a vibrant and multidisciplinary field of study. The social neuroscience approach to the subject is premised on the idea that studying empathy at multiple levels (biological, cognitive, and social) will lead to a more comprehensive understanding of how other people's thoughts and feelings can affect our own thoughts, feelings, and behavior. In these cutting-edge contributions, leading advocates of the multilevel approach view empathy from the perspectives of social, cognitive, developmental and clinical psychology and cognitive/affective neuroscience. Chapters include a critical examination of the various definitions of the empathy construct; surveys of major research traditions based on these differing views (including empathy as emotional contagion, as the projection of one's own thoughts and feelings, and as a fundamental aspect of social development); clinical and applied perspectives, including psychotherapy and the study of empathy for other people's pain; various neuroscience perspectives; and discussions of empathy's evolutionary and neuroanatomical histories, with a special focus on neuroanatomical continuities and differences across the phylogenetic spectrum. The new discipline of social neuroscience bridges disciplines and levels of analysis. In this volume, the contributors' state-of-the-art investigations of empathy from a social neuroscience perspective vividly illustrate the potential benefits of such cross-disciplinary integration.ContributorsC. Daniel Batson, James Blair, Karina Blair, Jerold D. Bozarth, Anne Buysse, Susan F. Butler, Michael Carlin, C. Sue Carter, Kenneth D. Craig, Mirella Dapretto, Jean Decety, Mathias Dekeyser, Ap Dijksterhuis, Robert Elliott, Natalie D. Eggum, Nancy Eisenberg, Norma Deitch Feshbach, Seymour Feshbach, Liesbet Goubert, Leslie S. Greenberg, Elaine Hatfield, James Harris, William Ickes, Claus Lamm, Yen-Chi Le, Mia Leijssen, Abigail Marsh, Raymond S. Nickerson, Jennifer H. Pfeifer, Stephen W. Porges, Richard L. Rapson, Simone G. Shamay-Tsoory, Rick B. van Baaren, Matthijs L. van Leeuwen, Andries van der Leij, Jeanne C. Watson

475 citations


Book
01 Jan 2009
TL;DR: In this paper, the authors present a survey of social relations between individuals and social structures in the context of social psychology, including relationships between individuals, relationships between groups, and relationships between social structures.
Abstract: I. THE PERSON AND SOCIAL INTERACTION. 1. Building Blocks and the Quadrant of Action, Gary Alan Fine. 2. Biology and Social Psychology: Beyond Nature vs. Nurture, Jane A. Pillavin and Paul C. LePore. 3. Self and Identity, Viktor Gecas & Peter J. Burke. 4. Attitudes, Beliefs and Behaviors, Howard Schuman. 5. Social Cognition, Judith A. Howard. 6. The Sociology of Affect and Emotion, Lynn Smith-Lovin. 7. Language, Action, and Social Interaction, Douglas W. Maynard & Marilyn R. Whalen. 8. Social Interaction: Continuities and Complexities in the Study of Non-Intimate Sociality, Lyn H. Lofland. II. SOCIAL RELATIONSHIPS AND GROUP PROCESSES. 1. Introduction to Section II: Social Interaction and Social Structure, Karen S. Cook. 2. Social Exchange and Exchange Networks, Linda D. Molm & Karen S. Cook. 3. Bargaining and Influence in Conflict, Edward J. Lawler & Rebecca Ford. 4. Justice and Injustice, Karen A. Hegtvedt & Barry Markovsky. 5. Status Structures, Cecilia L. Ridgeway & Henry A. Walker. 6. Social Dilemmas, Toshio Yamagishi. 7. Group Decision Making, H. Andrew Michener & Michelle P. Wasserman. 8. Sex Category and Gender in Social Psychology, Mary Glenn Wiley. III. SOCIAL STRUCTURES, SOCIAL RELATIONSHIPS, AND THE INDIVIDUAL. 1. Introduction to Part III: Social Structure and Personality: Past, Present, and Future, James S. House. 2. Comparative Social Psychology: Cross-Cultural and Cross-National, Karen Miller-Loessi. 3. The Development and Socialization of Children and Adolescents, William A. Corsaro & Donna Eder. 4. Adult Lives in a Changing Society, Glen H. Elder, Jr., & Angela M. O'Rand. 5. Social Stratification and Mobility Processes: The Interaction between Individuals and Social Structures, Alan C. Kerckhoff. 6. The Social Psychology of Work, Jeylan T. Mortimer & John Lorence. 7. The Social Psychology of Deviance and Law, V. Lee Hamilton & David Rauma. 8. Social Psychology and Health, Ronald C. Kessler, James S. House, Renee Anspach, & David R. Williams. 9. Social Movements and Collective Behavior: Social Psychological Dimensions and Considerations, David A. Snow and Pamela E. Oliver. IV. METHODOLOGICAL APPROACHES. 1. Introduction to Part IV: Invitation to Methodology, Gary Alan Fine. 2. Dimensions of Qualitative Research, Spencer Cahill, Gary Alan Fine, & Linda Grant. 3. Experimentation in Sociological Social Psychology, Barbara Foley Meeker & Robert K. Leik. 4. Theoretical Quantitative Analysis in Social Psychology, Duane Alwin.

430 citations


Journal ArticleDOI
TL;DR: One potential reason for the persistence of the glass ceiling is bosses' perceptions of female subordinates' family-work conflict as discussed by the authors, which may explain why women are more likely to report family conflict than men.
Abstract: We examine one potential reason for the persistence of the glass ceiling: bosses' perceptions of female subordinates' family-work conflict. Person categorization and social role theories are used t...

375 citations


09 Nov 2009

371 citations


Book ChapterDOI
24 Dec 2009

338 citations


Journal ArticleDOI
TL;DR: In the student affairs literature, identity is commonly understood as one's personally held beliefs about the self in relation to social groups (e.g., race, ethnicity, religion, sexual orientation) and the ways one expresses that relationship as discussed by the authors.
Abstract: Enhancing the development of students has long been a primary role of student affairs practitioners. Identity development theories help practitioners to understand how students go about discovering their “abilities, aptitude and objectives” while assisting them to achieve their “maximum effectiveness” (American Council on Education, 1937, p. 69). The tasks involved in discovering abilities, goals, and effectiveness are part of creating a sense of identity that allows the student to enter adult life. Identity is shaped by how one organizes experiences within the environment (context) that revolves around oneself (Erikson, 1959/1994). Across academic disciplines, the view of how individuals organize experiences takes on varying definitions. Within the student affairs literature, identity is commonly understood as one’s personally held beliefs about the self in relation to social groups (e.g., race, ethnicity, religion, sexual orientation) and the ways one expresses that relationship. Identity is also commonly understood to be socially constructed; that is, one’s sense of self and beliefs about one’s own social group as well others are constructed through interactions with the broader social context in which dominant values dictate norms and expectations (see Gergen, 1991; McEwen, 2003). Examples of these broader social contexts include both institutions such as education and work, as well as systems of power and inequality such as race, social class, and gender (Anderson & Collins, 2007). Social construction of identity occurs in different contexts on campus such as in how student organizations are created and which students are drawn to them, or in the social identities among those in leadership positions and those not, as well as in issues of institutional fit within access and retention. One of the components of identity development that arises quickly on most campuses is the process of students learning how to balance their needs with those of others (Kegan, 1982, 1994; Kroger, 2004). In working to create community and mutual respect on campus, student affairs professionals help students to understand this balance between self and others as well as expose students to the varied nature of what is encompassed in the “other.” A common program used to illustrate this process revolves around diversity issues. These programs often focus on exposure to other social groups and an understanding of how history supports society’s view of these groups. This influence of the other contributes to the social construction of identity; in other words, the context and interactions with others—including other people, societal norms, and/or expectations that evolve from culture—influence how one constructs one’s identity (Jones, 1997; McEwen, 2003; Torres, 2003; Weber, 1998). In addition, several researchers embrace a developmental approach to describe the shift that occurs when students

Book
11 Mar 2009
TL;DR: In this article, a dual process model of ideology and system justification is presented, with a focus on the psychology of belief in a just world, perceived fairness, and justification of the status quo.
Abstract: Foreword: Why Political Psychology Is Important - George Lakoff 1. Introduction: Social and Psychological Bases of Ideology and System Justification - John T. Jost, Aaron C. Kay and Hulda Thorisdottir 2. American Moral Exceptionalism - Eric Luis Uhlmann, T. Andrew Poehlman, and John A. Bargh 3. On the Automaticity of American Nationalism - Melissa J. Ferguson, Travis J. Carter, and Ran R. Hassin 4. On the Psychological Advantage of the Status Quo - Scott Eidelman and Chris Crandall 5. Belief in a Just World, Perceived Fairness, and Justification of the Status Quo - Carolyn L. Hafer and Becky L. Choma 6. Disentangling Reasons and Rationalizations: Exploring Perceived Fairness in Hypothetical Societies - Greg Mitchell and Phillip E. Tetlock 7. A Contextual Analysis of the System Justification Motive and Its Societal Consequences - Aaron C. Kay and Mark Zanna 8. The Social Psychology of Uncertainty Management and System Justification - Kees van den Bos 9. Political Ideology in the 21st Century: A Terror Management Perspective on Maintenance and Change of the Status Quo - Jacqueline Anson, Tom Pyszczynski, Sheldon Solomon, and Jeff Greenberg 10. No Atheists in Foxholes: Motivated Reasoning and Religious Belief - Robb Willer 11. Motivated Social Cognition and Ideology: Is Attention to Elite Discourse a Prerequisite for Epistemically Motivated Political Affinities? - Christopher M. Federico and Paul Goren 12. A Dual Process Motivational Model of Ideological Attitudes and System Justification - John Duckitt and Chris G. Sibley 13. Statewide Differences in Personality Predict Voting Patterns in 1996-2004 U.S. Presidential Elections - P. Jason Rentfrow, Sam Gosling, John T. Jost, and Jeffrey Potter 14. Procedural Justice and the Psychology of Justification - Irina Feygina and Tom R. Tyler 15. Planet of the Durkheimians, Where Community, Authority, and Sacredness are Foundations of Morality - Jonathan Haidt and Jesse Graham 16. Ideology of the Good Old Days: Exaggerated Perceptions of Moral Decline and Conservative Politics - Richard P. Eibach and Lisa K. Libby 17. Group Status and Feelings of Personal Entitlement: The Roles of Social Comparison and System-Justifying Beliefs - Laurie T. O'Brien and Brenda Major 18. Ambivalent Sexism at Home and at Work: How Attitudes Toward Women in Relationships Foster Exclusion in the Public Sphere - Mina Cikara, Tiana L. Lee, Susan T. Fiske, and Peter Glick 19. Acknowledging and Redressing Historical Injustices - Katherine B. Starzyk, Craig W. Blatz, and Mike Ross 20. The Politics of Intergroup Attitudes - Brian Nosek, Mahzarin R. Banaji, and John T. Jost

Journal ArticleDOI
TL;DR: The normative alignment model suggests that one solution to promoting ongoing commitment to collective action lies in crafting a social identity with a relevant pattern of norms for emotion, efficacy, and action.
Abstract: In this article the authors explore the social psychological processes underpinning sustainable commitment to a social or political cause. Drawing on recent developments in the collective action, identity formation, and social norm literatures, they advance a new model to understand sustainable commitment to action. The normative alignment model suggests that one solution to promoting ongoing commitment to collective action lies in crafting a social identity with a relevant pattern of norms for emotion, efficacy, and action. Rather than viewing group emotion, collective efficacy, and action as group products, the authors conceptualize norms about these as contributing to a dynamic system of meaning, which can shape ongoing commitment to a cause. By exploring emotion, efficacy, and action as group norms, it allows scholars to reenergize the theoretical connections between collective identification and subjective meaning but also allows for a fresh perspective on complex questions of causality.

Journal ArticleDOI
TL;DR: This paper reviews the existing literature on automatic analysis of small group conversations using nonverbal communication, and aims at bridging the current fragmentation of the work in this domain, currently split among half a dozen technical communities.


Journal ArticleDOI
TL;DR: The authors identify the gap between claim and evidence and suggest an agenda for future research on the personality-dampening effect of strong situations.
Abstract: A conventional wisdom in personality and social psychology and organizational behavior is that personality matters most in weak situations and least in strong situations. The authors trace the origins of this claim and examine the evidence for the personality-dampening effect of strong situations. The authors identify the gap between claim and evidence and suggest an agenda for future research.

01 Jan 2009
TL;DR: Miller and Fiske as discussed by the authors presented a core motivation approach to social psychology in their book, "Comprar Social Beings: A Core Motives Approach to Social Psychology".
Abstract: Tienda online donde Comprar Social Beings: A Core Motives Approach to Social Psychology al precio 47,63 € de Benjamin L. Miller | Susan T. Fiske, tienda de Libros de Medicina, Libros de Quimica - Quimica

Journal ArticleDOI
TL;DR: In this article, the authors present a picture of a more positive and active international student experience, with international students as the providers of support and knowledge within a supportive and purposeful student community.
Abstract: An implicit perception of international students is that they have difficulty in becoming involved in social exchange with other students who do not share their “culture” and language. This picture of a group of students isolated and disadvantaged by their lack of contact with “UK culture” is questioned in this article. Data from a recent research project suggests that international students form a strong international community that supports their learning and provides them with a supportive learning environment. Thus, contrary to perceptions, the strength of this international community challenges the view that international students need to develop social and academic exchange with UK students to get the most from their university experience. The international community of practice described here presents a picture of a more positive and active international student experience, with international students as the providers of support and knowledge within a supportive and purposeful student community.

Journal ArticleDOI
TL;DR: That self-referential, attitudinal, affective and other social phenomena converge on this region might reflect their shared reliance on inexact and internally generated estimates that differ from the more precise representations underlying other psychological phenomena.

Journal ArticleDOI
TL;DR: The student affairs profession embraced student development theory as its guid- ing philosophy in the 1970s, a move arti cu lated explicitly in Brown's (1972) Student Development in Tomorrow's Higher Education-A Return to the Academy as mentioned in this paper.
Abstract: The student affairs profession embraced student development theory as its guid­ ing philosophy in the 1970s, a move arti cu lated explicitly in Brown’s (1972) Student Development in Tomorrow’s Higher Education—A Return to the Academy. Brown reiterated student affairs’ commitment to the whole student, a commitment outlined as early as 1937 in the Student Personnel Point of View (National Association of Student Personnel Administrators, 1989), and argued for collaboration among student affairs and faculty to promote students’ development. Although the profession adopted student development theory as a philosophy to augment its whole student stance, theorists focused on separate strands of theory that complicated emphasizing the whole student. Knefelkamp, Widick, and Parker (1978) synthesized the student development research literature into five clusters, noting that they “did not find, nor could we create, the comprehensive model of student development” (p. xi). The five clusters—psychosocial theo­ ries, cognitive developmental theories, matur ity models, typology models, and person–environment interaction models—have remained as separate lines of theorizing through much of the student development literature. Although Knefelkamp and her colleagues portrayed all five clusters as valuable, research tended to further each cluster with insufficient attention to their intersections. Research in the psychological tradition tended to focus on the person; research in the sociological tradition focused on the environment. Literature on student success, outcomes, and learning is often separated from literature on student development. To complicate matters further, research within clusters to create theory in the context of gender, race, ethnicity, and sexual orientation typically resulted in separate silos rather than interconnected possibilities. Although the student affairs profession moved to explicitly embrace the link between development and learning with the Student Learning Imperative (American College Personnel Association, 1994) and Learning Reconsidered (Keeling, 2004), the learning and student development literatures are rarely integrated (Wildman & Baxter Magolda, 2008). Thus, higher education in general and student affairs in particular lack a holistic, theoretical perspective to promote the learning and development of the whole student. Constructing a holistic theoretical perspec­ tive requires focusing on intersections rather than separate constructs. Robert Kegan, a pioneer in moving toward a holistic theoretical perspective, advocated “moving from the dichotomous choice to the dialectical context which brings the poles into being in the first place” (1982, p. ix, italics in original). He argued that the questions


Book
15 May 2009
TL;DR: Theories for practice in social work - overview: social work theories and reflective practice, Malcolm Payne psycho-social work, David Howe counselling, Helen Cosis Brown group work, Dave Ward community work, Marjorie Mayo cognitive and behavioural work, Katy Cigno task-centred work, Mark Doel radical social work, Mary Langan feminist social work as mentioned in this paper, Nigel Parton and Wendy Marshall.
Abstract: Part 1 Overview: anti-oppressive social work in context, Lena Dominelli values, ethics and social work, Stephen Shardlow social work and society, Chris Jones social policy and social work, Alan Walker and Carol Walker social work and the law, Suzy Braye and Michael Preston Shoot social work and organizations, Audrey Mullender and Stella Perrott social work through the life course, Lena Robinson personal and professional development in social work, Joyce Lishman research and development of social work, Angela Everitt. Part 2 Theories for practice in social work - overview: social work theories and reflective practice, Malcolm Payne psycho-social work, David Howe counselling, Helen Cosis Brown group work, Dave Ward community work, Marjorie Mayo cognitive and behavioural work, Katy Cigno task-centred work, Mark Doel radical social work, Mary Langan feminist social work, Joan Orme anti oppressive practice, Beverley Burke and Philomena Harrison post modernism and discourse approaches to social work, Nigel Parton and Wendy Marshall. Part 3 Social work practice - overview: processes of social work, Robert Adams social work with children and families, Lorraine Waterhouse and Janice McGhee social work with adults, Neil Thompson social work with offenders, David Smith.

Journal ArticleDOI
TL;DR: In this paper, the authors study fertility decision-making through timing parity-progression intentions and show that attitudes, norms and perceived behavioural control are more relevant than norms for higher parities.
Abstract: In this article, we study fertility decision-making through timing parity-progression intentions. The theoretical framework builds on Ajzen’s social-psychological “Theory of Planned Behavior”: intentions are seen as directly dependent on three components: attitudes, norms and perceived behavioural control. We study the case of Bulgaria, a “lowest-low” fertility country. In 2002, a sample survey containing a specially designed module was conducted. This module included an implementation of our framework, with a special attention to the links between normative pressure and the social network of respondents. Results show that the three components are broadly predictive of fertility intentions. More specifically, attitudes are more relevant than norms for higher parities. Socio-economic, ideational, psychological and social capital-based factors are relevant background determinants.

01 Jan 2009
TL;DR: Hormones are messenger molecules that are released by specialized neurons in the brain and by glands into the bloodstream, and that carry a signal at the speed of blood to other parts of the body, and two broad classes of hormonal effects on physiology and behavior are differentiated.
Abstract: " Hormones " are messenger molecules that are released by specialized neurons in the brain and by glands into the bloodstream, and that carry a signal at the speed of blood to other parts of the body. Which specific responses they trigger in target organs depends on the receptors involved and the functions of the organs. For instance, the peptide hormone arginine vasopressin (AVP) regulates water retention in the body when it binds to receptors in the kidneys, but enhances episodic memory when it binds to receptors in the brain (e.g., Beckwith, Petros, Bergloff, & Staebler, 1987). Thus one hormone can drive several different physiological and psychological functions through its effects on several target organs. Generally, two broad classes of hormonal effects on physiology and behavior are differentiated. " Organizational effects " are lasting influences that hormones exert on the organism, thus changing its shape and functional properties in subtle (and sometimes not so subtle) ways. Orga



Journal ArticleDOI
TL;DR: The authors used between-school and within-school approaches to investigate frame of reference and reflected glory effects in education, incorporating students' own perceptions of the standing of their school and class.
Abstract: Results from prior research indicate that a student's academic self-concept is negatively influenced by the achievement of others in his or her school (a frame of reference effect) and that this negative frame of reference effect is not or only slightly reduced by the quality, standing, or prestige of the track or school attended (a "reflected glory" effect). Going beyond prior studies, the present research used both between-school and within-school approaches to investigate frame of reference and reflected glory effects in education, incorporating students' own perceptions of the standing of their school and class. Multilevel analyses were performed with data from 3 large-scale assessments with 4,810, 1,502, and 4,247 students, respectively. Findings from all 3 studies showed that, given comparable individual achievement, placement in high-achieving learning groups was associated with comparatively low academic self-concepts. However, students' academic self-concept was not merely a reflection of their relative position within the class but also substantively associated with their individual and shared perceptions of the class's standing. Moreover, the negative effects of being placed in high-achieving learning groups were weaker for high-achieving students. Overall, the studies support both educational and social psychology theorizing on social comparison.

Book
31 Jul 2009
TL;DR: In this article, a process-oriented approach to the psychological which studies events or occasions is proposed, where aspects of experience such as communication or embodiment are treated as thoroughly mediated, the product of multiple intersecting relationships between the biological, the psychic, and the social.
Abstract: For many years, for many people social psychology has been deemed a discipline in crisis. Factions within the field have emerged as the field has struggled to find a new identity for what social psychology is. In spite of recent efforts to forge connections across these paradigmatical territories many academics remain locked in perpetual disagreement to this day.This new book proposes a way out of the crisis by letting go of the idea that psychology needs new foundations or a new identity, whether biological, discursive, or cognitive. The psychological is not narrowly confined to any one aspect of human experience; it is quite literally everywhere. Drawing on a range of influential thinkers including Michel Serres, Michel Foucault, AN Whitehead and Gilles Deleuze, the book proposes a strong process-oriented approach to the psychological which studies events or occasions. Aspects of experience such as communication or embodiment are treated as thoroughly mediated – the product of multiple intersecting relationships between the biological, the psychic, and the social. The outcome is an image of a ‘mobile’ reflexively founded discipline which follows the psychological wherever it takes us, from the depths of embodiment to the complexities of modern global politics.The critically important new text is written in a way that is accessible for undergraduate students as well as more advanced readers and could be an exciting gateway into a new understanding of the rich, historical discipline of psychology

Book
08 Jun 2009
TL;DR: In this article, the authors describe the social psychology of the classroom as a social environment and the role of the teacher in this environment, including social motivation, students' needs and self-esteem.
Abstract: Part I: The Social Psychology of the Classroom 1. The Classroom as a Social Environment 2. Social Motivation, Students' Needs and Self-Esteem 3. The Teacher's Role(s) Part II: Social Measurement in the Classroom 4. Social Structure and Sociometric Measurement in the Classroom 5. Measurement of Classroom Climate Part III: Teacher-Student Interaction and Teacher Expectancy Effects 6. "Pygmalion in the Classroom": Teacher Expectancies and Teacher Bias 7. Teachers' Differential Behavior in the Classroom 8. The Teacher's Pet Phenomenon Part IV: Classroom Management 9. Classroom Management: Historical Trends and Contemporary Approach 10. Punishment and Effective Management of Discipline Problems 11. Behavioral Analysis of Common Pitfalls in Classroom Management Part V: Nonverbal Behavior in the Classroom 12. Basic Concepts and Issues in Nonverbal Research 13. Students' Nonverbal Behavior 14. Teachers' Nonverbal Behavior Part VI: Educating and Changing Students 15. Educating Students 16. Changing Students

Book
26 Mar 2009
TL;DR: The authors provides a timely guide to qualitative methodologies that investigate processes of personal, generational, and historical change, including memory work, oral/life history, qualitative longitudinal research, ethnography, inter-generational and follow-up studies.
Abstract: Questions about change in social and personal life are a feature of many accounts of the contemporary world. While theories of social change abound, discussions about how to research it are much less common. This book provides a timely guide to qualitative methodologies that investigate processes of personal, generational, and historical change. The authors showcase a range of methods that explore temporality and the dynamic relations between past, present, and future. Through case studies, they review six methodological traditions: memory work, oral/life history, qualitative longitudinal research, ethnography, inter-generational and follow-up studies. It illustrates how these research approaches are translated into research projects and considers the practical as well as the theoretical and ethical challenges they pose. Research methods are also the product of times and places, and this book keeps to the fore the cultural and historical context in which these methods developed, the theoretical traditions on which they draw, and the empirical questions they address. Researching Social Change is an invaluable resource for researchers and graduate students across the social sciences who are interested in understanding and researching social change.