Topic
Social system
About: Social system is a research topic. Over the lifetime, 2974 publications have been published within this topic receiving 92395 citations.
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13 Nov 2011
TL;DR: System justification is a social psychology term of art that designates any motivational tendency to defend, bolster, or rationalize existing social, economic, and political arrangements as discussed by the authors ; it is conceptualized as a response tendency possessed by many, or perhaps most, members of society to see aspects of the overarching social system as good, fair, and legitimate.
Abstract: System justification is a social psychology term of art that designates any motivational tendency to defend, bolster, or rationalize existing social, economic, and political arrangements. It is conceptualized as a response tendency possessed by many, or perhaps most, members of society to see aspects of the overarching social system as good, fair, and legitimate. Consequently, alternatives to the status quo are often derogated or avoided for ideologically defensive reasons. In other words, system justification is an inherently conservative inclination to preserve “the way things are,” sometimes even at the expense of objective social interests (Jost, Banaji, & Nosek, 2004).
Keywords:
cognitive dissonance theory;
protestant work ethic;
american dream ideology;
belief in a just world;
free-market fundamentalism;
political conservatism;
epistemic needs;
existential needs;
relational needs;
social identity theory;
system-serving beliefs
129 citations
DOI•
12 Oct 2012TL;DR: In this article, the authors address the applications of social cognitive theory to some of the most urgent global problems and present a set of macro-social applications rooted in the agentic perspective of Social Cognitive Theory.
Abstract: The present chapter addresses the applications of social cognitive theory to
some of the most urgent global problems. These macrosocial applications
are rooted in the agentic perspective of social cognitive theory (Bandura,
1986, 2001a). To be an agent, is to influence intentionally one’s own functioning and life circumstances. In this view, people are producers of their life circumstances, not just products of them. Social cognitive theory rejects the duality of personal agency and social structure. People create social systems
and their lives are, in turn, influenced by them. Human self-development, adaptation, and change thus involve a dynamic interplay between personal and
social structural influences within the larger societal context.
126 citations
TL;DR: The authors found that induction of causal analysis through training and distancing contributed to the originality of obtained problem solutions especially in less familiar domains, and the implications of these findings for understanding social innovation are discussed.
Abstract: Prior qualitative research has indicated that social innovation, the generation and implementation of new ideas about social relationships and social organization, requires active analysis of the causes operative in a social system. To provide some quantitative evidence bearing on this proposition, 180 undergraduates were presented with six social innovation problems drawn from the business and educational domains. Training in the analysis of causes was provided and manipulations were made to induce analysis through distancing and forecasting. It was found that induction of causal analysis through training and distancing contributed to the originality of obtained problem solutions especially in less familiar domains. The implications of these findings for understanding social innovation are discussed.
124 citations
TL;DR: In this paper, the authors examined the effect of interscholastic competition on the adolescent value system of a school, using ten schools with differing value systems, and found that inter scholastic athletics had a powerful effect on the adolescents' value system.
Abstract: In an adolescent social system in which academic achievement is highly valued, those who achieve highly will include more people whose actual intelligence is high that in a social system where this activity is less valued. This is one hypothesis about the possible effects that adolescent value systems have upon education, and it is examined here, using ten schools with differing value systems. After this examination, the question of what is the source of these value systems is asked, and evidence is presented suggesting an apparently powerful effect of interscholastic athletics. This result raises questions about the general effect of interscholastic competition of other sorts on the adolescent value system of a school.
122 citations