DOCSLIB.ORG

Current Directions in Social Influence: Parents and Peers

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Current Directions in Social Influence: Parents and Peers REVISTA DE IBEROAMERICANA DE PSICOLOGÍA DEL EJERCICIO Y EL DEPORTE Vol. 6, nº 2, pp. 251-268 ISSN: 1886-8576 CURRENT DIRECTIONS IN SOCIAL INFLUENCE: PARENTS AND PEERS Julie A. Partridge Southern Illinois University Carbondale ABSTRACT: Social influence in sport can result from a number of possible sources including parents, peers, siblings, coaches, and fans. Two of the most commonly studied social influences are parents and peers. Parental influence may occur through several different mechanisms, and may impact children in both positive and negative ways (e.g., burnout, anxiety, enjoyment). Peers are also an important source of social influence and have been found to have a significant impact on psychosocial outcomes in sport. This article reviews previous findings in these two areas of social influence in sport and provides an understanding of current and trends in has become a more popular topic in sport psychology in recent years. KEYWORDS: Social influence, sport socialization, parental influence, peer influence. TENDENCIAS ACTUALES EN LA INFLUENCIA SOCIAL: PADRES E IGUALES RESUMEN: La influencia social en el deporte puede proceder de diferentes fuentes, que pue - den incluir a los padres, los iguales, los hermanos, los entrenadores y lo seguidores. Dos de las influencias sociales que han sido más estudiadas son los padres y los iguales. La influencia de los padres se puede dar a través de varios mecanismos y puede tener un impacto en los niños tanto negativo como positivo (por ejemplo, burnout, ansiedad, diversión). Los iguales también pueden suponer una influencia social importante y se ha detectado que tienen un impacto significativo en los resultados de carácter psicosocial en el deporte. Este artículo examina los resultados 251 Julie A. Partridge encontrados en estas dos áreas de influencia social en el deporte y proporciona una perspectiva contemporánea sobre un campo que atrae mucha atención hoy en día. PALABRAS CLAVE: Influencia social; Socialización en el deporte; Influencia de los padres; Influencia de los compañeros. TENDÊNCIAS ACTUAIS NA INFLUÊNCIA SOCIAL: OS PAIS E OS COLEGAS RESUMO: A influência social no desporto pode ser exercida por várias fontes possíveis, incluindo pais, colegas, irmãos, treinadores e adeptos. Duas das influências sociais mais frequen - temente estudadas são as exercidas pelos pais e pelos colegas. A influência parental pode ocorrer através de vários mecanismos diferentes e pode afetar as crianças tanto no sentido positivo como negativo (e.g., burnout, ansiedade, prazer). Os colegas são também uma importante fonte de influência social, tendo vindo a ser verificado o seu impacto significativo nos resultados psicos - sociais no desporto. Este artigo revê os resultados encontrados nestas duas áreas de influência social no desporto e fornece uma visão compreensiva sobre o atual conhecimento e tendências de um tópico que se tornou muito popular na psicologia do desporto nos últimos anos. PALAVRAS-CHAVE : Influência social; socialização do esporte, Influência dos país; Influência Sport is typically considered to be a in combination with one’s personal char - social endeavor. The presence of signif - acteristics, and is also consistent with icant others (e.g., parents, friends, sib - Bronfenbrenner’s (1979, 1993) lings, officials, fans, teammates) may Ecological Systems Theory assertions have a significant influence on the sport that behavior is reflective of an interac - experience. The purpose of this article tion between a person’s environment is to summarize current knowledge and their developmental status. Since regarding selected forms of social influ - parents and peers have particular impor - ence, and to discuss how these trends tance to individuals as they move inform future directions in North through developmental stages, a majori - American sport psychology. This article ty of social influence research has will focus primarily on two of the most focused on parents, although peer influ - commonly studied forms of social influ - ence research has more recently gained ence in sport: parental and peer influ - popularity (Partridge, Brustad, & Babkes ence. This focus on these two particular Stellino, 2008). Both groups have been types of social influence is reflective of found to have a significant impact on Lewin’s (1934) conceptualizations of the psychosocial outcomes (e.g., motivation, importance of an individual’s social anxiety, enjoyment, attraction to physical environment in contributing to behavior activity). Both parent and peer influence 252 Revista Iberoamericana de Psicología del Ejercicio y el Deporte. Vol. 6, nº 2 (2011) Current directions in social influence: parents and peers research has thus far focused on younger value theory (Eccles, 1993; Eccles athletes (i.e., children and adolescents); (Parsons) et al., 1983), which suggests therefore, this article reflects these that parents facilitate their children’s developmental trends. sport and physical activity behaviors through several mechanisms, including Parental Influence parental beliefs of the relative value of The influence of parents on children various achievement domains, parental and adolescents’ sport experience has expectancies for a child’s future levels of been a popular topic in sport psycholo - success in an activity, gender-related gy for several years. Parents are consid - stereotypes about activities, and the ered to be critical socializing agents as child’s motivation to maintain their par - they are primarily responsible for social - ticipation in various activities. Existing izing children into sport and physical research has found support for Eccles’ activity during the early part of their theory in the sport domain, particularly development and have been found to the link between parental expectancies have the greatest influence on children’s and their child’s expectancies for the perceptions of sport competence, par - child’s future success in sport. Parental ticularly in childhood (Horn & Weiss, beliefs about competence have been 1991). Parents may provide opportuni - linked to the child’s own perceived com - ties and means of support for their chil - petence (Babkes & Weiss, 1999; dren in sport, including paying for les - Fredricks & Eccles, 2002). These rela - sons and equipment, providing trans - tionships have may be maintained even portation, giving emotional sup - across long periods of time. A longitu - port/competence information, and indi - dinal study conducted in France by Bois, cating which activities are the most val - Sarrazin, Brustad, Trouilloud, and Cury ued or important. Thus, the importance (2002) found that mothers’ perceptions of parents in the sport experience has of their child’s physical competence pre - the potential to have a significant impact dicted their child’s own perceived physi - on psychosocial outcomes such as moti - cal competence one year later, independ - vation, enjoyment, and anxiety (Babkes ently of the child’s initial level of per - Stellino, Partridge, & Moore, 2012; ceived competence and actual compe - Brustad, Babkes, & Smith, 2001). tence on physical skill tests. In order to explain how parents influence their children in sport, several Parental Influence on Emotional theoretical models have been utilized to Outcomes in Sport explain the influence that parents have Parents have been found to be an impor - on their children’s sport and physical tant source of both positive and nega - activity behaviors (Partridge, Brustad, & tive emotional outcomes (both positive Babkes Stellino, 2008). The most com - and negative) for sport participants. It is monly utilized is Eccles’ expectancy- important to note that there are many Revista Iberoamericana de Psicología del Ejercicio y el Deporte. Vol. 6, nº 2 (2011) 253 Julie A. Partridge ways that a parent’s interactions with his tor that may impact levels of enjoyment or her child may impact that child’s sport for young athletes (McCarthy & Jones, experience (Bois, Lalanne, & Delforge, 2007; McCarthy, Jones, & Clark-Carter, 2009). Parental influence may occur 2008). through a variety of different types of Parental influence leading to negative out - interactions, such as parental pressure comes. Conversely, parental influence may (e.g., a parent “pushes” their child to also encourage negative emotional participate and/or win in sport, or par - responses in sport participants. ents may base their level/type of affec - Research has indicated that young ath - tion upon a specific sport outcome). letes who are concerned about receiving There are also forms of parental influ - negative evaluations from parents report ence that are based specifically upon the higher levels of stress and anxiety child’s perception of the parent’s actions (Babkes & Weiss, 1999; Brustad, 1988; related to their sport experience. These Brustad & Weiss, 1987; Lewthwaite & perceptions may include perceived Scanlan, 1989; Passer, 1983). Bois et al. parental expectations (i.e., the child’s (2009) investigated another form of perception of what the parent expects influence, parental presence, in adoles - of them), perceived parental importance cent basketball and tennis players and (i.e., the degree to which it is important found that when both parents were pres - for the parents that the child perform ent for competition, there was higher well in sport), and perceived parental pre-competitive anxiety for all partici - involvement (i.e., the extent to which a pants, except for male tennis players. child perceives that a parent is invested
Load more

Recommended publications
  • A Theoretical Analysis of ISIS Indoctrination and Recruitment
    California State University, Monterey Bay Digital Commons @ CSUMB Capstone Projects and Master's Theses Capstone Projects and Master's Theses 12-2016 A Theoretical Analysis of ISIS Indoctrination and Recruitment Trevor Hawkins California State University, Monterey Bay Follow this and additional works at: https://digitalcommons.csumb.edu/caps_thes_all Part of the Other Political Science Commons, Other Social and Behavioral Sciences Commons, Other Sociology Commons, Political Theory Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Social Psychology Commons, and the Theory and Philosophy Commons Recommended Citation Hawkins, Trevor, "A Theoretical Analysis of ISIS Indoctrination and Recruitment" (2016). Capstone Projects and Master's Theses. 7. https://digitalcommons.csumb.edu/caps_thes_all/7 This Capstone Project (Open Access) is brought to you for free and open access by the Capstone Projects and Master's Theses at Digital Commons @ CSUMB. It has been accepted for inclusion in Capstone Projects and Master's Theses by an authorized administrator of Digital Commons @ CSUMB. For more information, please contact [email protected]. Running Head: ISIS RECRUITMENT A Theoretical Analysis of ISIS Indoctrination and Recruitment Tactics Trevor W. Hawkins California State University of Monterey Bay SBS: 402 Capstone II Professor Juan Jose Gutiérrez, Ph.d. Professor Gerald Shenk, Ph.d. Professor Jennifer Lucido, M.A. December 2016 ISIS RECRUITMENT 2 Table of Contents Abstract 3 Introduction 4 Theoretical Framework 6 Influence Psychology 6 Cult Indoctrination 7 Soviet Montage Theory 7 Methodology 8 Execution of Cult Indoctrination Paradigm 9 Execution of Soviet Montage Paradigm 9 Use of Analysis Technology 10 Literature Review 10 I. The Production of Reality Objective Reality 10 Moral Reality 12 Reality of the Self 13 Moral Reality in Context 14 Objective Reality in Context 15 As Context Becomes Reality 16 II.
    [Show full text]
  • Chapter 20: Attitudes and Social Influence
    Psychology Journal Write a definition of prejudice in your journal, and list four examples of prejudiced thinking. ■ PSYCHOLOGY Chapter Overview Visit the Understanding Psychology Web site at glencoe.com and click on Chapter 20—Chapter Overviews to preview the chapter. 576 Attitude Formation Reader’s Guide ■ Main Idea Exploring Psychology Our attitudes are the result of condition- ing, observational learning, and cogni- An Attitude of Disbelief tive evaluation. Our attitudes help us On July 20, 1969, Astronaut Neil define ourselves and our place in soci- Armstrong emerged from a space capsule ety, evaluate people and events, and some 250,000 miles from Earth and, while guide our behavior. millions of television viewers watched, ■ Vocabulary became the first man to set foot upon the • attitude moon. Since that time other astronauts • self-concept have experienced that same monumental unique experience in space, yet there are ■ Objectives in existence today numerous relatively • Trace the origin of attitudes. intelligent, otherwise normal humans who • Describe the functions of attitudes. insist it never happened—that the masses have been completely deluded by some weird government hoax—a conspiracy of monumental proportions! There is even a well-publicized organization in England named “The Flat Earth Society,” which seriously challenges with interesting logic all such claims of space travel and evi- dence that the earth is round. —from Story of Attitudes and Emotions by Edgar Cayce, 1972 hat do you accept as fact? What do you call products of fan- tasy? Your attitudes can lead you to believe that something is Wfact when it is really imaginary or that something is not real when it really is fact.
    [Show full text]
  • Social Norms and Social Influence Mcdonald and Crandall 149
    Available online at www.sciencedirect.com ScienceDirect Social norms and social influence Rachel I McDonald and Christian S Crandall Psychology has a long history of demonstrating the power and and their imitation is not enough to implicate social reach of social norms; they can hardly be overestimated. To norms. Imitation is common enough in many forms of demonstrate their enduring influence on a broad range of social life — what creates the foundation for culture and society phenomena, we describe two fields where research continues is not the imitation, but the expectation of others for when to highlight the power of social norms: prejudice and energy imitation is appropriate, and when it is not. use. The prejudices that people report map almost perfectly onto what is socially appropriate, likewise, people adjust their A social norm is an expectation about appropriate behav- energy use to be more in line with their neighbors. We review ior that occurs in a group context. Sherif and Sherif [8] say new approaches examining the effects of norms stemming that social norms are ‘formed in group situations and from multiple groups, and utilizing normative referents to shift subsequently serve as standards for the individual’s per- behaviors in social networks. Though the focus of less research ception and judgment when he [sic] is not in the group in recent years, our review highlights the fundamental influence situation. The individual’s major social attitudes are of social norms on social behavior. formed in relation to group norms (pp. 202–203).’ Social norms, or group norms, are ‘regularities in attitudes and Address behavior that characterize a social group and differentiate Department of Psychology, University of Kansas, Lawrence, KS 66045, it from other social groups’ [9 ] (p.
    [Show full text]
  • Propaganda Fitzmaurice
    Propaganda Fitzmaurice Propaganda Katherine Fitzmaurice Brock University Abstract This essay looks at how the definition and use of the word propaganda has evolved throughout history. In particular, it examines how propaganda and education are intrinsically linked, and the implications of such a relationship. Propaganda’s role in education is problematic as on the surface, it appears to serve as a warning against the dangers of propaganda, yet at the same time it disseminates the ideology of a dominant political power through curriculum and practice. Although propaganda can easily permeate our thoughts and actions, critical thinking and awareness can provide the best defense against falling into propaganda’s trap of conformity and ignorance. Keywords: propaganda, education, indoctrination, curriculum, ideology Katherine Fitzmaurice is a Master’s of Education (M.Ed.) student at Brock University. She is currently employed in the private business sector and is a volunteer with several local educational organizations. Her research interests include adult literacy education, issues of access and equity for marginalized adults, and the future and widening of adult education. Email: [email protected] 63 Brock Education Journal, 27(2), 2018 Propaganda Fitzmaurice According to the Oxford English Dictionary (OED, 2011) the word propaganda can be traced back to 1621-23, when it first appeared in “Congregatio de progapanda fide,” meaning “congregation for propagating the faith.” This was a mission, commissioned by Pope Gregory XV, to spread the doctrine of the Catholic Church to non-believers. At the time, propaganda was defined as “an organization, scheme, or movement for the propagation of a particular doctrine, practice, etc.” (OED).
    [Show full text]
  • Situational Characteristics and Social Influence: a Conceptual Overview
    CAN UNCLASSIFIED Situational characteristics and social influence: A conceptual overview Leandre R. Fabrigar Queen's University Thomas Vaughan-Johnston, Matthew Kan Queen's University Anthony Seaboyer Royal Military College of Canada Prepared by: Queen's University Department of Psychology Kingston, ON K7L 3N6 MOU/MOA: DND RMCC - Service Level Arrangement with Royal Military College of Canada (RMCC) concerning contribution to DRDC's Program Technical Authority: Lianne McLellan, DRDC – Toronto Research Centre Contractor's date of publication: June 2018 Defence Research and Development Canada Contract Report DRDC-RDDC-2018-C121 6HSWHPEHU 2018 CAN UNCLASSIFIED CAN UNCLASSIFIED IMPORTANT INFORMATIVE STATEMENTS This document was reviewed for Controlled Goods by Defence Research and Development Canada (DRDC) using the Schedule to the Defence Production Act. Disclaimer: This document is not published by the Editorial Office of Defence Research and Development Canada, an agency of the Department of National Defence of Canada but is to be catalogued in the Canadian Defence Information System (CANDIS), the national repository for Defence S&T documents. Her Majesty the Queen in Right of Canada (Department of National Defence) makes no representations or warranties, expressed or implied, of any kind whatsoever, and assumes no liability for the accuracy, reliability, completeness, currency or usefulness of any information, product, process or material included in this document. Nothing in this document should be interpreted as an endorsement for the specific use of any tool, technique or process examined in it. Any reliance on, or use of, any information, product, process or material included in this document is at the sole risk of the person so using it or relying on it.
    [Show full text]
  • SOCIAL INFLUENCE 3.1.1 Social Influence Specification • Types of Conformity: Internalisation, Identification and Compliance
    AS PSYCHOLOGY REVISION SOCIAL INFLUENCE 3.1.1 Social influence Specification • Types of conformity: internalisation, identification and compliance. Explanations for conformity: – informational social influence and normative social influence, and variables affecting conformity including group size, unanimity and task difficulty as investigated by Asch. • Conformity to social roles as investigated by Zimbardo. • Explanations for obedience: agentic state and legitimacy of authority, and situational variables affecting obedience including proximity, location and uniform, as investigated by Milgram. • Dispositional explanation for obedience: the Authoritarian Personality. • Explanations of resistance to social influence, including social support and locus of control. • Minority influence including reference to consistency, commitment and flexibility. • The role of social influence processes in social change. TYPES OF CONFORMITY • CONFORMITY – is a form of social influence that results from exposure to the majority position and leads to compliance with that position. It is the tendency for people to adopt the behaviour, attitudes and values of other members of a reference group • COMPLIANCE – occurs when an individual accepts influence because they hope to achieve a favourable reaction from those around them. An attitude or behaviour is adopted not because of its content, but because of the rewards or approval associated with its adoption – Only changes public view, not private TYPES OF CONFORMITY • INTERNALISATION – occurs when an individual
    [Show full text]
  • Social Influence: Obedience & Compliance Classic Studies
    Social Influence: Obedience & Compliance Psy 240; Fall 2006 Purdue University Dr. Kipling Williams Classic Studies • Milgram’s obedience experiments Psy 240: Williams 2 1 What Breeds Obedience? • Escalating Commitment • Emotional distance of the victim • Closeness and legitimacy of the authority • Institutional authority • The liberating effects of group influence © Stanley Milgram, 1965, From the film Obedience, distributed by the Pennsylvania State University Psy 240: Williams 3 Reflections on the Classic Studies • Behavior and attitudes • The power of the situation • The fundamental attribution error Psy 240: Williams 4 2 Social Impact Theory Latané, 1980 Multiplication Division Psy 240: Williams 5 SocialSocial InfluenceInfluence Have I got a deal for you… 3 Defining Social Influence • People affecting other people. • Conformity: Do what others are doing (without the others trying to get you to do it!) • Social inhibition: Stopping doing something you’d normally do because others are present. • Compliance: Getting you to do something you wouldn’t have done otherwise • Obedience: Ordering others to behave in ways they might not ordinarily do • Excellent book and reference: – Cialdini, R. (1996). Influence (4th edition). HarperCollins College Publishers. Psy 240: Williams 7 Weapons of influence Useful metaphors… • Click, Whirr… – these weapons work best on us when we are on “auto-pilot” - not processing the message carefully. • Jujitsu – Compliance professionals get you to do their work for them…they provide the leverage, you do the work Psy 240: Williams 8 4 Six weapons of influence • Reciprocity • Commitment and consistency • Social proof • Liking • Authority • Scarcity Psy 240: Williams 9 Weapon #1: Reciprocity Free hot dogs and balloons for the little ones! • The not-so-free sample • Reciprocal concessions (“door-in-the-face”) large request first (to which everyone would say “no”) followed by the target request.
    [Show full text]
  • 11 Social Influence
    9781405124003_4_011.qxd 10/31/07 3:09 PM Page 216 Social Influence 11 Miles Hewstone and Robin Martin KEY CONCEPTS autokinetic effect compliance consistency conversion deindividuation door-in-the-face technique evaluation apprehension foot-in-the-door technique group polarization groupthink informational influence lowballing technique majority influence (conformity) minority influence (innovation) norms normative influence obedience to authority referent informational influence self-categorization theory social comparison social facilitation social influence whistleblowing 9781405124003_4_011.qxd 10/31/07 3:09 PM Page 217 CHAPTER OUTLINE This chapter considers two main types of social influence, both of which can be understood in terms of fundamental motives. First, we discuss ‘incidental’ social influence, where people are influenced by the presence or implied presence of others, although there has been no explicit attempt to influence them. We consider the impact of the mere presence of other people on task performance, and the impact of social norms. In the second part of the chapter, we ask why people succumb to social influence, highlighting types of social influence and motives underlying influence on the part of the target of influence. In the third part of the chapter, we turn to ‘deliberate’ social influence. We introduce theory and research on compliance, the influence of numerical majorities and minorities, group decision-making and obedience. Throughout we will see that social influence is an ambivalent concept. On the one hand, it is the glue of society: it makes things work, and society would be utterly chaotic without it. But on the other hand it can be a dark force, underlying some of the most extreme, even immoral, forms of human social behaviour.
    [Show full text]
  • Two on Culture 2008, Vol
    Social Psychology Quarterly Two on Culture 2008, Vol. 71, No. 4, 338–355 Leading the Herd Astray: An Experimental Study of Self-fulfilling Prophecies in an Artificial Cultural Market MATTHEW J. SALGANIK Princeton University DUNCAN J. WATTS Yahoo! Research and Columbia University Individuals influence each others’ decisions about cultural products such as songs, books, and movies; but to what extent can the perception of success become a “self-fulfilling prophecy”? We have explored this question experimentally by artificially inverting the true popularity of songs in an online “music market,” in which 12,207 participants listened to and downloaded songs by unknown bands. We found that most songs experienced self-ful- filling prophecies, in which perceived—but initially false—popularity became real over time. We also found, however, that the inversion was not self-fulfilling for the market as a whole, in part because the very best songs recovered their popularity in the long run. Moreover, the distortion of market information reduced the correlation between appeal and popularity, and led to fewer overall downloads. These results, although partial and specu- lative, suggest a new approach to the study of cultural markets, and indicate the potential of web-based experiments to explore the social psychological origin of other macrosocio- logical phenomena. n markets for books, music, movies, and Watts 2006), in part because people use the other cultural products, individuals often popularity of products as a signal of quality— Ihave information about the popularity of the a phenomenon that is sometimes referred to as products from a variety of sources: friends, “social” or “observational learning” (Hed- bestseller lists, box office receipts, and, ström 1998)—and in part because people may increasingly, online forums.
    [Show full text]
  • Personality Predicts Obedience in a Milgram Paradigm Laurent B`Egue,Jean-L´Eonbeauvois, Didier Courbet, Dominique Oberl´E, Johan Lepage
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by HAL Université de Savoie Personality Predicts Obedience in a Milgram Paradigm Laurent B`egue,Jean-L´eonBeauvois, Didier Courbet, Dominique Oberl´e, Johan Lepage To cite this version: Laurent B`egue,Jean-L´eonBeauvois, Didier Courbet, Dominique Oberl´e,Johan Lepage. Per- sonality Predicts Obedience in a Milgram Paradigm. Journal of Personality, Wiley, 2015, 83 (3), pp.299-306,. <10.1111/jopy.12104>. <sic 01158395> HAL Id: sic 01158395 https://archivesic.ccsd.cnrs.fr/sic 01158395 Submitted on 1 Jun 2015 HAL is a multi-disciplinary open access L'archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destin´eeau d´ep^otet `ala diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publi´esou non, lished or not. The documents may come from ´emanant des ´etablissements d'enseignement et de teaching and research institutions in France or recherche fran¸caisou ´etrangers,des laboratoires abroad, or from public or private research centers. publics ou priv´es. JournalJournal of of Personality Personality 83:3, ••:••, •• June 2014 2015 V©C 2014 Wiley Periodicals, Inc. Personality Predicts Obedience in a DOI: 10.1111/jopy.12104 Milgram Paradigm Laurent Bègue,1 Jean-Léon Beauvois,2 Didier Courbet,3 Dominique Oberlé,4 Johan Lepage,1 and Aaron A. Duke1,5 1University of Grenoble-Alpes 2University of Nice Sophia Antipolis 3Aix-Marseille University 4University of Paris-West 5Yale University Abstract This study investigates how obedience in a Milgram-like experiment is predicted by interindividual differences.
    [Show full text]
  • Social Influences and Social Desirability on Recollections of Childhood Bullying
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2021 Social Influences and Social Desirability on Recollections of Childhood Bullying Jaynee L. Bohart University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Part of the Child Psychology Commons, Developmental Psychology Commons, School Psychology Commons, and the Social Psychology Commons Let us know how access to this document benefits ou.y Recommended Citation Bohart, J. L. (2021). Social influences and social desirability on recollections of childhood bullying (Master’s thesis). https://scholarworks.umt.edu This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. SOCIAL FACTORS ON ATTITUDES i Social Influences and Social Desirability on Recollections of Childhood Bullying Jaynee L. Bohart School Psychology, The University of Montana SOCIAL FACTORS ON ATTITUDES ii Social Influences and Social Desirability on Recollections of Childhood Bullying By Jaynee Lin Bohart, B. S. Bachelor of Science, Western Washington University, Bellingham, WA, 98225 Thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in School Psychology The University
    [Show full text]
  • Workplace Bullying As an Arena of Social Influence: a Review of Tactics in the Bullying Process*1
    Małgorzata Gamian-Wilk University of Lower Silesia (Dolnośląska Szkoła Wyższa) Krzysztof Wilk WSB University in Wroclaw (Wyższa Szkoła Bankowa we Wrocławiu) Efrat Salton Meyer Interdisciplinary Center (IDC) Herzliya, Israel Workplace bullying as an arena of social influence: a review of tactics in the bullying process*1 abstract: This article applies theoretical insight into the bullying phenomenon from social influence practices to present a framework for understanding the use and functions of negative workplace activities. Bullying is perceived as a process of multiple strategies. The article describes its antecedents and background that may trigger negative behavior. It presents the forms and dynamics of bullying from the perspective of social influence tactics taxonomies, as well as knowledge on the im- pact of such social influence practices as manipulative communication, social rejec- tion, rumors and work-related behavior. It also discusses the role of negative social influence strategies in group regulation processes and how they relate to bullying. keywords: workplace bullying, social influence, social influence tactics. *1 The research was supported by NCN grant UMO-2013/09/D/HS6/02717. Małgorzata Gamian-Wilk [email protected] Krzysztof Wilk Kontakt: [email protected] Efrat Salton Meyer [email protected] Gamian-Wilk, M., Wilk, K., Meyer E. S. (2017). Workplace bullying as an arena of Jak cytować: social influence: a review of tactics in the bullying process. Forum Oświatowe, 29(1), 91–108. Pobrano z: http://forumoswiatowe.pl/index.php/czasopismo/article/view/472 Gamian-Wilk, M., Wilk, K., Meyer E. S. (2017). Workplace bullying as an arena of social influence: a review of tactics in the bullying process.
    [Show full text]