New developments in social interdependence theory

Temperament and self-based correlates of cooperative, competitive and individualistic learning preferences

People vary in the extent to which they prefer cooperative, competitive or individualistic achievement tasks. In this research, we conducted two studies designed to investigate correlates and possible roots of these social interdependence orientations, namely approach and avoidance temperament, general self-efficacy, implicit theories of intelligence, and contingencies of self-worth based in others' approval, competition and academic competence. The results indicated that approach temperament, general self-efficacy and incremental theory were positively related, and entity theory was negatively related to cooperative preferences (|r| range from .11 to .41); approach temperament, general self-efficacy, competition contingencies and academic competence contingencies were positively related to competitive preferences (|r| range from .16 to .46); and avoidance temperament, entity theory, competitive contingencies and academic competence contingencies were positively related, and incremental theory was negatively related to individualistic preferences (|r| range from .09 to .15). The findings are discussed with regard to the meaning of each of the three social interdependence orientations, cultural differences among the observed relations and implications for practitioners.

Role of the right inferior frontal gyrus in turn-based cooperation and competition: A near-infrared spectroscopy study

Interpersonal interaction can be classified into two types: concurrent and turn-based interaction, requiring synchronized body-movement and complementary behaviors across persons, respectively. To examine the neural mechanism of turn-based interaction, we simultaneously measured paired participants activations in their bilateral inferior frontal gyrus (IFG) and the bilateral inferior parietal lobule (IPL) in a turn-taking game using near-infrared spectroscopy (NIRS). Pairs of participants were assigned to either one of two roles (game builder and the partner) in the game. The builder's task was to make a copy of a target disk-pattern by placing disks on a monitor, while the partner's task was to aid the builder in his/her goal (cooperation condition) or to obstruct it (competition condition). The builder always took the initial move and the partner followed. The NIRS data demonstrated an interaction of role (builder vs. partner) by task-type (cooperation vs. competition) in the right IFG. The builder in the cooperation condition showed higher activation than the cooperator, but the same builder in the competition condition showed lower activation than in the cooperation condition. The activations in the competitor-builder pairs showed positive correlation between their right IFG, but the activations in the cooperator-builder pairs did not. These results suggest that the builder's activation in the right IFG is reduced/increased in the context of interacting with a cooperative/competitive partner. Also, the competitor may actively trace the builder's disk manipulation, leading to deeper mind-set synchronization in the competition condition, while the cooperator may passively follow the builder's move, leading to shallower mind-set synchronization in the cooperation condition.

The student-institution fit at university: interactive effects of academic competition and social class on achievement goals

As compared to continuing-generation students, first-generation students are struggling more at university. In the present article, we question the unconditional nature of such a phenomenon and argue that it depends on structural competition. Indeed, most academic departments use harsh selection procedure all throughout the curriculum, fostering between-student competition. In these departments, first-generation students tend to suffer from a lack of student-institution fit, that is, inconsistencies with the competitive institution’s culture, practices, and identity. However, one might contend that in less competitive academic departments continuing-generation students might be the ones experiencing a lack of fit. Using a cross-sectional design, we investigated the consequences of such a context- and category-dependent lack of fit on the endorsement of scholastically adaptive goals. We surveyed N = 378 first- and continuing-generation students from either a more competitive or a less competitive department in their first or final year of bachelor’s study. In the more competitive department, first-to-third year decrease of mastery goals (i.e., the desire to learn) was found to be steeper for first- than for continuing-generation students. In the less competitive department, the reversed pattern was found. Moreover, first-to-third year decrease of performance goals (i.e., the desire to outperform others) was found to be steeper within the less competitive department but did not depend on social class. This single-site preliminary research highlights the need to take the academic context into account when studying the social class graduation gap.

Beyond Risk-Taking

In addition to risk-taking behavior, we propose that psychological safety also promotes prosocial behavior through cooperative goal interdependence. To differentiate these two types of effects, we contrasted the moderating effects of two interpersonal harmony motives. A survey in China supported the indirect effect of psychological safety on helping behavior through cooperative goal interdependence. This mediated relationship was moderated by harmony enhancement such that the mediated effect of psychological safety was weaker when harmony enhancement was high. Psychological safety was positively related to innovative behavior, and this relationship was moderated by disintegration avoidance such that it was weaker when disintegration avoidance was high. These results shed light on the different effects of psychological safety and their underlying mechanisms.

The effects of within- and between-group competition on trust and trustworthiness among acquaintances

Several studies have indicated that between-group competition is a key stimulator of trust and trustworthiness. Another important but neglected type of competition may also affect trust and trustworthiness: within-group competition, especially competition among acquaintances. The present study investigated the effects of both within- and between-group competition on trust and trustworthiness, which were measured using an investment game played by acquaintances. We found that, compared to the participants' performance in the non-competition condition, when individuals were motivated to compete with their in-group members or the other groups for financial rewards, they demonstrated more trust. When individuals were motivated to compete with their in-group members, they exhibited lower trustworthiness than in non-competition and between-group competition. In addition, within-group competition decreased the trustor's payoff while both within- and between- group competition increased the trustee's payoff. Finally, we found that males trusted their group members more than females.

Constructively Managing Conflicts in Organizations

Researchers have used various concepts to understand the conditions and dynamics by which conflict can be managed constructively. This review proposes that the variety of terms obscures consistent findings that open-minded discussions in which protagonists freely express their own views, listen and understand opposing ones, and then integrate them promote constructive conflict. Studies from several traditions also suggest that mutual benefit relationships are critical antecedents for open-minded discussion. This integration of research findings identifies the skills and relationships that can help managers and employees deal with their increasingly complex conflicts. Research is needed to deepen our understanding of the dynamics of open-minded discussion and the conditions that promote it as well as when open-mindedness is inappropriate. Training studies can test and show how the model of open-minded discussion supported by mutual benefit relationships can be applied in cross-cultural and other challenging settings.

Did my M.D. really go to University to learn? Detrimental effects of numerus clausus on self-efficacy, mastery goals and learning

Exams with numerus clausus are very common in Medicine, Business Administration and Law. They are intended to select a predefined number of academic candidates on the basis of their rank rather than their absolute performance. Various scholars and politicians believe that numerus clausus policies are a vector of academic excellence. We argue, however, that they could have ironic epistemic effects. In comparison with selective policies based on criterion-based evaluations, selection via numerus clausus creates negative interdependence of competence (i.e., the success of some students comes at the expense of the others). Thus, we expect it to impair students’ sense of self-efficacy and—by extension—the level of mastery goals they adopt, as well as their actual learning. Two field studies respectively reported that presence (versus absence) and awareness (versus ignorance) of numerus clausus policies at University was associated with a decreased endorsement of mastery goals; this effect was mediated by a reduction in self-efficacy beliefs. Moreover, an experimental study revealed that numerus clausus negatively predicted learning; this effect was, again, mediated by a reduction in self-efficacy beliefs. Practical implications for the selection procedures in higher education are discussed.

The use of social networking to improve the quality of interprofessional education

OBJECTIVE

To evaluate the feasibility and effectiveness of using an online social networking platform for interprofessional education.

DESIGN

Three groups of 6 students were formed with 1 student in each group from medicine, nursing, dentistry, pharmacy, veterinary medicine, and public health. Each group followed a different collaborative educational model with a unique pedagogical structure. Students in all groups interacted via an online social networking platform for a minimum of 15 weeks and met in person once at the end of the 15-week experience for a focus group session. The students were tasked with developing a collaborative recommendation for using social networking in interprofessional education programs.

ASSESSMENT

Most of the students who reported in a post-experience survey that their expectations were not met were in the minimally structured group. Almost all students in the facilitated and highly structured groups indicated that this experience positively impacted their knowledge of other health professions. Most students stated that interacting within a social networking space for 15 weeks with other members of the university's health professions programs was a positive and effective interprofessional education experience.

CONCLUSION

Social networking is feasible and can be used effectively within an overall strategy for interprofessional education, but design and placement within a core content course is critical to success.

Exploring the Impact of Team based Reward on Project Performance in Outsourced System Development

Outsourcing system development to international information technology vendors working in project teams can notably facilitate the successful implementation of client information system development (ISD) projects. Reward structures in such culturally different environments, however, are not well defined or understood. The authors examined the effects of team performance based reward structures on ISD project performance. A total of 194 responses were solicited, obtained, and analyzed. The results indicated that reward based on team performance can improve the level of task cohesion which in turn facilitates increased information utilization. Both task cohesion and information utilization enhance project performance. Directions for management practice and future research are discussed.

Conflict Management for Government and Businesses to Share Effective Practices in China

Governments and businesses are increasingly forming partnerships to further common purposes and learn from each other. However, they are apt to have considerable conflict as they have diverse interests and perspectives. Findings from 119 pairs of government officials and business managers support the theorizing that the cooperative approach to conflict, but not the competitive approach, contributes to successful government–business partnerships in China. Specifically, structural equation analyses support the model that the cooperative approach to conflict fosters interorganizational trust and the sharing of effective practices that in turn result in effective partnerships and industry development.

Strategic use of preference confirmation in group decision making: the role of competition and dissent

The present research investigates the moderating role of goal interdependence and dissent on individual preference confirmation in hidden-profile tasks. We propose that preference confirmation can be used strategically to deal with competition and dissent likely to arise in group decision making. In two studies, participants first received incomplete information about a car accident investigation, and then read a fictitious discussion with two other participants containing full information. The interaction with the fictitious participants was presented either as cooperative or competitive. We predicted and found preference confirmation to be higher in competition than cooperation, when initial preferences were dissenting (Studies 1 & 2), but to be higher in cooperation than in competition, when initial preferences were consensual (Study 2). Also, the increased versus decreased preference confirmation in competition with, respectively, dissent and no dissent were found to be predicted by self-enhancement strategies (Study 2). These findings contribute to a better understanding of the boundary conditions of preference confirmation in hidden profiles and shed a new light on the role of motivated information processing in these tasks.

Behavioral and brain pattern differences between acting and observing in an auditory task

BACKGROUND

Recent research has shown that errors seem to influence the patterns of brain activity. Additionally current notions support the idea that similar brain mechanisms are activated during acting and observing. The aim of the present study was to examine the patterns of brain activity of actors and observers elicited upon receiving feedback information of the actor's response.

METHODS

The task used in the present research was an auditory identification task that included both acting and observing settings, ensuring concurrent ERP measurements of both participants. The performance of the participants was investigated in conditions of varying complexity. ERP data were analyzed with regards to the conditions of acting and observing in conjunction to correct and erroneous responses.

RESULTS

The obtained results showed that the complexity induced by cue dissimilarity between trials was a demodulating factor leading to poorer performance. The electrophysiological results suggest that feedback information results in different intensities of the ERP patterns of observers and actors depending on whether the actor had made an error or not. The LORETA source localization method yielded significantly larger electrical activity in the supplementary motor area (Brodmann area 6), the posterior cingulate gyrus (Brodmann area 31/23) and the parietal lobe (Precuneus/Brodmann area 7/5).

CONCLUSION

These findings suggest that feedback information has a different effect on the intensities of the ERP patterns of actors and observers depending on whether the actor committed an error. Certain neural systems, including medial frontal area, posterior cingulate gyrus and precuneus may mediate these modulating effects. Further research is needed to elucidate in more detail the neuroanatomical and neuropsychological substrates of these systems.