Trait and perceived environmental competitiveness in achievement situations

The link between social comparison orientation and domain-specific risk-taking: exploring the mediating role of two dimensions of trait competitiveness

Introduction

Our recent research has demonstrated that social comparison orientation of ability (SCO-ability) is an antecedent of trait competitiveness (TC), and TC mediates the relation between SCO-ability and domain-specific risk-taking. TC is a multi-dimensional trait, therefore we sought to expand on prior research by examining whether SCO-ability predicted two distinct dimensions of TC: hypercompetitive orientation (HCO) and self-development competitive orientation (SDCO).

Methods

We investigated how these different dimensions of TC mediated the relation between SCO-ability and both overall and domain-specific risk-taking in two correlational studies of 622 college students (313 males, mean age = 22.10, SD = 2.35) and 717 adult workers (368 males, mean age = 27.92, SD = 5.11).

Results

We found that SCO-ability positively predicted HCO. Together, SCO-ability and HCO predicted overall risk-taking and risk-taking in the recreational and ethical domains in both samples. HCO mediated the relation between SCO-ability and both overall risk-taking and risk-taking in the recreational and ethical domains. Additionally, SCO-ability positively predicted SDCO. SCO-ability and SDCO mainly predicted risk-taking in the recreational domain in both studies. SDCO mediated the relation between SCO-ability and risk-taking only in the recreational domain.

Discussion

Collectively, the findings above advance our understanding of the relation between competition and risk-taking by using differentiated measures of TC (HCO and SDCO). Our findings suggest that HCO is more strongly related to risk-taking than SDCO, thereby refining the possible role of SCO-ability and TC in predicting overall risk-taking and domain-specific risk-taking.

Socio-economic status, mastery-approach goals and learning-related outcomes: Mediation and moderation

BACKGROUND

Socio-economic status is one of the most important factors shaping students' motivation and achievement but has seldom been explored in relation to achievement goals.

AIMS

This study aimed to investigate whether mastery-approach goals explain the link between SES and key learning-related outcomes (mediation) and whether SES modifies the relationship between mastery-approach goals and these outcomes (moderation).

SAMPLE

Data came from 595,444 students nested in 21,322 schools across 77 countries.

METHODS

Data were analysed using multilevel-moderated mediation analyses.

RESULTS

We found significant mediation and moderation. In terms of mediation, mastery-approach goals mediated the association between family SES and learning-related outcomes. However, a different pattern emerged for school SES, as students in higher SES schools had lower mastery-approach goals. In terms of moderation, we found that family SES strengthened the association between mastery-approach goals and learning-related outcomes. However, the association between mastery-approach goals and learning-related outcomes was weaker in higher SES schools.

CONCLUSION

Theoretical and practical implications for the achievement goal approach to achievement motivation are discussed.

Cooperative school climates are positively linked with socio-emotional skills: A Cross-National Study

BACKGROUND

Socio-emotional skills are critical to life outcomes such as achievement, well-being and job success. However, existing research has mostly focused on the consequences of socio-emotional skills, with less attention devoted to the role of school climate in the deployment of these skills.

AIMS

This study investigated the role of school climate in socio-emotional skills. More specifically, we investigated whether cooperative or competitive school climates are associated with students' socio-emotional skills.

SAMPLE

Our study utilized data from the OECD Survey on Social and Emotional Skills, collected from 10 cities across nine countries. Participants were 60,985 students, including 31,187 10-year-olds (49.70% females) and 29,798 15-year-olds (51.6% females).

METHODS

We conducted multilevel structural equation modelling to test whether cooperative and competitive climates were associated with socio-emotional skills. These skills include five broad domain skills and 15 more specific skills: task performance (self-control, responsibility and persistence), emotion regulation (stress resistance, emotional control and optimism), collaboration (empathy, trust and cooperation), open-mindedness (tolerance, curiosity and creativity) and engaging with others (sociability, assertiveness and energy).

RESULTS

Our findings indicated a positive relationship between a cooperative climate and socio-emotional skills. In contrast, the relationship between a competitive climate and socio-emotional skills was primarily negative.

CONCLUSION

This study highlights the contrasting roles of cooperative and competitive climates in students' socio-emotional skills.

Correlates of the Dark Tetrad

This study explored demographic, ideological, self-rating and personality traits correlates of the Dark Tetrad (DT4) which measures Narcissism (Special), Machiavellianism (Crafty), Psychopathy (Wild), and Sadism (Mean) traits. In total, 447 adults completed three tests: a bright-side, work-related, personality test (HPTI: High Performance Type Indicator), a dark-side test (Short Dark Tetrad) and a number of self-ratings. Correlations and regressions showed that all four dark traits were associated with low Adjustment (Neuroticism), but also with high Risk-Taking and Competitiveness (low Agreeableness). The various measures accounted for a third of the variance in explaining the Mean (Sadistic) score, and 40 % for Special (Narcissism). Trait Competitiveness was most closely associated with all four dark traits.

Achievement Goals: A Social Influence Cycle

Achievement goals have been defined as the purpose of competence-relevant behavior. In this respect they connect one of the basic human needs, i.e., competence, to one of society's core values, i.e., achievement. We propose to look at achievement goals through the lens of social influence. We review both the influence that cultural, structural, and contextual factors have on achievement goal endorsement and the influence that endorsing achievement goals allows people to have within their social space. The review allows us to propose a circular model of the influence on and of achievement goals: The culture, social structures, and contexts that are typical of a certain society shape the specific environments in which individuals develop their achievement goals, which in turn has an influence on the expression and circulation of these achievement goals into society, in a social influence cycle.

Influencer Worship and Self-Connection with the Promoted Brands on Social Media: Why Benign Envy and Trait Competitiveness Matter

The objective of this study was to investigate the relationship between influencer worship and consumers' self-connection with the brands promoted by the influencer in social media contexts. Data from 698 active social media users who follow influencers were collected to test the conceptual framework. The findings support the positive link between influencer worship and consumers' self-connection with the brands promoted by the influencer on social media and suggest that this relationship is mediated by the activation of benign envy. The results also confirm the positive moderating effect of trait competitiveness on this relationship. Specifically, the effect is stronger for individuals with a higher level of competitive orientation. The findings contribute to the understanding of the relationship between influencers and their followers through computer-mediated environments. Theoretical contributions and managerial implications are presented.

People's dispositional cooperative tendencies towards robots are unaffected by robots' negative emotional displays in prisoner's dilemma games

The study explores the impact of robots' emotional displays on people's tendency to cooperate with a robot opponent in prisoner's dilemma games. Participants played iterated prisoner's dilemma games with a non-expressive robot (as a measure of cooperative baseline), followed by an angry, and a sad robot, in turn. Based on the Emotion as Social Information model, we expected participants with higher cooperative predispositions to cooperate less when a robot displayed anger, and cooperate more when the robot displayed sadness. Contrarily, according to this model, participants with lower cooperative predispositions should cooperate more with an angry robot and less with a sad robot. The results of 60 participants failed to support the predictions. Only the participants' cooperative predispositions significantly predicted their cooperative tendencies during gameplay. Participants who cooperated more in the baseline measure also cooperated more with the robots displaying sadness and anger. In exploratory analyses, we found that participants who accurately recognised the robots' sad and angry displays tended to cooperate less with them overall. The study highlights the impact of personal factors in human-robot cooperation, and how these factors might surpass the influence of bottom-up emotional displays by the robots in the present experimental scenario.