Topic
Social psychology (sociology)
About: Social psychology (sociology) is a research topic. Over the lifetime, 18151 publications have been published within this topic receiving 907731 citations. The topic is also known as: Social psychology & sociological social psychology.
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TL;DR: This article reviewed a representative sample of articles published in the Journal of Personality and Social Psychology for construct validity evidence and found that validity evidence of existing and author-developed scales was lacking, with coefficient α often being the only psychometric evidence reported.
Abstract: The verity of results about a psychological construct hinges on the validity of its measurement, making construct validation a fundamental methodology to the scientific process. We reviewed a representative sample of articles published in the Journal of Personality and Social Psychology for construct validity evidence. We report that latent variable measurement, in which responses to items are used to represent a construct, is pervasive in social and personality research. However, the field does not appear to be engaged in best practices for ongoing construct validation. We found that validity evidence of existing and author-developed scales was lacking, with coefficient α often being the only psychometric evidence reported. We provide a discussion of why the construct validation framework is important for social and personality researchers and recommendations for improving practice.
335 citations
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
334 citations
333 citations
329 citations
TL;DR: This paper suggests that sex roles may be seen as the result of status processes and men are expected to be more competent than women and it is expected that competitive or dominating behavior is legitimate for men but not for women.
Abstract: In the past, sociologists have proposed that men and women approach situations in which they have to work with other people differently; that men are "task" or "instrumental" specialists, while women are "social" or "expressive" specialists. Subsequent advances in research on the social psychology of small groups, on families, and on personality has largely removed the theoretical and empirical supports for this proposition. On the other hand, researchers continue to observe sex differences in behavior in a variety of taskoriented situations. This paper suggests that sex roles may be seen as the result of status processes. Since men have higher status than women, men are expected to be more competent than women and it is expected that competitive or dominating behavior is legitimate for men but not for women. Empirical studies of sex roles as related to task appropriateness, group problem solving, conflict, dominating behavior and role expectations are reviewed in support of this theory.
329 citations