两难对策中价值取向对群体合作行为的影响

采用实验室方法,通过两难对策任务的情景模拟,研究群体成员的价值取向对群体合作行为的影响。62名被试参加了实验。结果发现：（1）群体合作行为受到群体成员价值取向的影响,合作型成员会产生更多的群体合作行为;（2）群体的合作行为也受到合作者对策策略的影响,对应策略将导致最多的群体合作行为;（3）两者的交互作用对群体的合作行为具有影响,但不显著。     

Adolescents' peer orientation: changes in the support system during the past three decades

Identical questionnaires were administered to samples of high school students (N = 570) in 1963, 1976, and 1982. The purpose was to determine to what extent they relied on their peers on a number of important issues. The findings revealed no monolithic orientation, but showed that the nature of the issue determines which reference group is activated: peers or parents. While educational, career, and financial concerns are more parent oriented, almost all social activities are peer oriented. However, the strength of the orientation has been fluctuating over the past decades: the teenagers showed lowest peer orientation in 1963, highest in 1976, and intermediate in 1982.     

同伴特点如何影响人们的合作与冲突行为?

人类的生存繁衍依赖于人们之间的相互合作,合作与冲突行为的研究近年来成为心理学的研究热点。本研究通过实验程序操纵Chicken Game中博弈同伴的特点,考察个体在社会困境中面对不同特点同伴时的合作行为。结果发现：(1)同伴道义论组和功利论组总和解率没有显著差异,同伴竞争组和合作组的总和解率也没有显著差异。(2)在与道义论以及合作型的同伴互动时,个体的行为没有明显受到上次博弈反馈的影响。(3)当同伴为功利论时,相比于上次博弈个体选择和解而同伴选择进攻,双方都选择和解时个体在当前博弈中更倾向于和解;(4)在同伴竞争组中,相比于上次博弈个体选择进攻而同伴选择和解,双方都选择和解时被试在当前博弈中会更倾向于和解。实验结果表明个体在博弈任务中会受到同伴特点的影响,并且同伴在博弈中的行为特点的影响更为显著。本研究从同伴特点来考察个体的合作行为,揭示了影响个体博弈行为的一种因素。     

The Group-Based Binding Pledge as a Solution to Public Goods Problems

A social dilemma is a situation in which members of a group are faced with a conflict between two choices: maximizing personal interests (defection) or maximizing collective interests (cooperation). It is generally more profitable to defect, but if all do so, all are worse off than if all choose to cooperate. A public goods dilemma is a special case of a social dilemma in which people must contribute resources to provide a public good. Communication, especially face-to-face discussion, has been shown to be effective in facilitating cooperation in such situations, including asking members to make a pledge to contribute (cooperate). The purpose of this study was to evaluate some explanations for the effectiveness of a pledge in enhancing cooperation. Two hundred and fifty-six undergraduate students (in groups of four subjects) were asked to make choices in a public goods dilemma. The results suggest that a pledge is effective in enhancing cooperation because it induces group identity and the perception of criticality. It is suggested that when face-to-face discussion is not feasible, a pledge system may be effective in solving real life social dilemmas.     

Social Value Orientation,Expectations, and Cooperation in Social Dilemmas: A Meta‐analysis

Interdependent situations are pervasive in human life. In these situations, it is essential to form expectations about the others' behaviour to adapt one's own behaviour to increase mutual outcomes and avoid exploitation. Social value orientation, which describes the dispositional weights individuals attach to their own and to another person's outcome, predicts these expectations of cooperation in social dilemmas—an interdependent situation involving a conflict of interests. Yet, scientific evidence is inconclusive about the exact differences in expectations between prosocials, individualists, and competitors. The present meta‐analytic results show that, relative to proselfs (individualists and competitors), prosocials expect more cooperation from others in social dilemmas, whereas individualists and competitors do not significantly differ in their expectations. The importance of these expectations in the decision process is further highlighted by the finding that they partially mediate the well‐established relation between social value orientation and cooperative behaviour in social dilemmas. In fact, even proselfs are more likely to cooperate when they expect their partner to cooperate. Copyright © 2018 European Association of Personality Psychology     

Risky prospects and risk aversion tendencies: does competition in the classroom depend on grading practices and knowledge of peer-status?

When students are faced with the decision of whether to assist a peer, they should be sensitive to the potential risks associated with doing so. Two factors associated with risky helping behaviour in the classroom are: (1) the grading practices that are used, and (2) knowledge of a peer’s relative status. Normative (“curved”) grading creates a situation in which peer-interactions are potentially competitive, but it is only those interactions with peers of a similar status that carry the potential for assistance to be costly to oneself. In two studies, we created hypothetical scenarios in which the grading practices (normative or absolute) and peer-status proximity (proximate, distant, or unknown) were manipulated, and asked participants to report their willingness to cooperate with a peer by sharing their notes from an important lecture. We found that when normative grading was used, individuals were less willing to assist a peer when they knew that the peer’s status was proximate to their own. There was also less cooperation when peer status was unknown, under normative grading, which is consistent with a risk-aversion tendency.     

金融危机背景下家庭社会地位对大三学生择业动机的影响：社会支配倾向的中介作用

以504名来自5所高校三年级大学本科生为被试,采用问卷法收集数据,探讨了家庭社会地位对大学生择业动机的影响。结果表明：（1）家庭社会地位对大学生内部择业动机具有显著的预测作用,家庭社会地位越高,内部择业动机越强;（2）社会支配倾向对家庭社会地位与内部择业动机之间的关系起中介作用,家庭社会地位通过社会支配倾向对内部择业动机产生间接影响;（3）未发现家庭社会地位、社会支配倾向与外部择业动机之间的显著相关。     

The Role of Culture,Workgroup Membership,and Organizational Status on Cooperation and Trust: An Experimental Investigation

We examined how interactions among participants' cultural backgrounds (e.g., Australian vs. Singaporean) and multiple subgroups (e.g., cultural group membership, workgroup membership, organizational status) affect trust and cooperation in the workplace. University students (120 Australians, 120 Singaporeans) responded to hypothetical scenarios of cooperation and trust in the workplace. The results indicated that, for both Australians and Singaporeans, trust and cooperation were more strongly influenced by workgroup membership and organizational status than by cultural group membership. Participants trusted and cooperated more with work in‐group members than with work out‐group members, and trusted and cooperated more with superiors than with peers. Theoretical implications are discussed.     

Socially oriented achievement goals of Chinese university students in Singapore: structure and relationships with achievement motives, goals and affective outcomes

Contemporary literature on culture, self, and motivations (Markus & Kitayama, 1991) suggests that in collectivistic cultures, individual achievement is interdependent of one's social others. We proposed that this cultural characteristic could be exemplified in the achievement goal orientation and tested the notion with university students in a collectivistic community-Singapore. A socially oriented achievement goal construct was developed by taking into consideration the significant social others in the students' lives. A measuring instrument was established with a sample of Singaporean Chinese university students (N = 196; 144 females and 52 males); its relationships to achievement motives, goals, and consequences were examined. Although the socially oriented achievement goal items were originally constructed from four categories of social others, confirmatory factor analysis suggested a unifactor structure. Results showed that the socially oriented goal was related positively with students' performance goal, mastery goal, and competitive motive; it bore no relationship to mastery motive, work ethic, and interest in learning; and it predicted negatively future engagement. After the effects of mastery and performance goals were controlled for, the socially oriented goal did not predict test anxiety.     

The Influence of Other's Morality and Own Social Value Orientation on Cooperation in The Netherlands and the U.S.A.

The present study examines a two-person social dilemma characterised by the conflict between the pursuit of own benefits and collective benefits. The main purpose is twofold: (1) to examine the effect of perceptions of one person's morality (e.g. honesty) on expected cooperation from another and own cooperation, and (2) to examine whether pre-existing differences between individuals in their social value orientation, or preferences for certain patterns of outcomes to self and others (McClintock, 1978), would modify these effects of other's morality. As predicted on the basis of the Might over Morality hypothesis (Liebrand, Jansen et al., 1986), it was found that considerably more cooperation was expected from one perceived as highly moral than from another perceived as low on morality. Contrary to a second Might over Morality prediction, however, this effect was not moderated by individual differences in social value orientation. In addition, it was found that subjects with pro-social value orientations, as well as those with individualistic and competitive orientations cooperated considerably more with a person perceived as highly moral than with another perceived as low on morality. This latter finding extends previous work on social value orientation in that it suggests that individuals who are predisposed to choose noncooperatively in social dilemmas are willing to cooperate if they are quite confident that the other has truly cooperative and good intentions. Finally, the aforementioned findings were observed in two experiments, one conducted in The Netherlands, the other in the United States. This supports the cross-cultural generalisability of the present findings.     

Peer and Teacher-Selected Peer Buddies for Adolescents With Autism Spectrum Disorders: The Role of Social,Emotional, and Mentalizing Abilities

This study examined mentalizing abilities, social behavior, and social impact of adolescents who expressed the willingness to become peer buddies for adolescents with Autism Spectrum Disorders, and adolescents selected by their teachers and peers. Twenty-seven teachers and 395 adolescents from public high schools completed mentalizing abilities, social status, behavioral, and peer buddy nomination measures. Findings suggest that social status and preference play a significant role in the selection of peer buddies by both teachers and classmates. Furthermore, more advanced Theory of Mind (ToM) abilities and the engagement in prosocial behaviors differentiated peers selected as buddies from other classmates. When compared with nonparticipating students, adolescents who expressed willingness to participate were more often girls, and were more prosocial. Agreement between teacher and peer nominations of best peer was moderate.     

Individual differences in game motivation as moderators of preprogrammed strategy effects in prisoner's dilemma.

The impact of three programmed strategies (tit-for-tat, 100% cooperation, and 100% defection) on cooperation level in the Prisoner's Dilemma game is examined as a function of the subject's motivational orientation (cooperative, competitive, or individualistic). Motivational orientation was assessed on the basis of each subject's choices across four classes of decomposed games. Following this assessment, subject's played 30 trials of Prisoner's dilemma in matrix form against one of the above-mentioned strategies. Results were wholly consistent with predictions, showing that (a) cooperatively oriented subjects cooperate with a tit-for-tat and a 100% cooperative strategy, but defect against a 100% defecting strategy, (b) competitive subjects defect against all three strategies; and (c) individualistic subjects defect against both 100% cooperative and 100% defective strategies, but they cooperate with a tit-for-tat strategy. It appears reasonable to conclude that the outcomes of a Prisoner's Dilemma have affectively different meaning (i.e., values) for subjects of differing orientations, and that subjects of all three orientations adopt strategies that effectively maximize their particular type of reward in the game.     

Social Dominance Orientation, Hierarchy Attenuators and Hierarchy Enhancers: Social Dominance Theory and the Criminal Justice System

This study investigated differences in social dominance orientation between incumbents of different social roles (police officers vs. public defenders) and ethnic groups known to differ in general social status (i.e., whites vs. blacks and Hispanics). Consistent with theoretical expectations: (a) Police were significantly more social-dominance oriented than either jurors or public defenders. (b) Public defenders tended to be less social-dominance oriented than jurors. (c) Euro-Americans were significantly more social dominance oriented than Afro- and Hispanic-Americans, (d) Euro-American police officers had, by far, the highest levels of social dominance orientation. Furthermore, all of the effects above held even when controlling for demographic factors such as gender, social class, age, education, and ethnic group. The theoretical implications of these findings are discussed.     

The social status of aggressive students across contexts: the role of classroom status hierarchy, academic achievement, and grade

This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as controls. Multilevel analyses were conducted on an ethnically diverse sample of 968 fourth- and fifth-graders from 46 classrooms in 9 schools. Associations between aggression and status varied greatly from one classroom to another. Aggressive students were more popular and better liked in classrooms with higher levels of peer status hierarchy. Aggressive students had higher social status in Grade 5 than in Grade 4 and lower social preference in classrooms of higher academic level. Classroom aggression and ethnic composition did not moderate aggression-status associations. Limitations and practical implications of these findings are discussed.     

社会价值取向和反馈方式对公共物品困境中决策行为的影响

本研究通过模拟投资实验和问卷来探讨重复型公共物品困境中社会价值取向（SVO）与信息反馈方式对决策行为的影响。结果表明：(1)合作型SVO的个体比非合作型个体表现出更多的合作行为;(2)SVO与信息反馈方式的交互作用岁实验轮次越来越显著,非合作型的个体会受信息反馈方式的影响,而合作型个体则不易受反馈方式的影响;(3)与无反馈的条件相比,集体反馈倾向于促进个体的合作行为,个体反馈倾向于抑制合作行为,但反馈所造成的适应性改变使情况更为复杂。     

Unprogrammed effects of training high-status peers to interact with severely handicapped children.

We examined the effects of a peer initiation intervention with high- and low-status nonhandicapped students on the behavior of untrained peers toward handicapped students. In the context of a counterbalanced withdrawal design, high- and low-status nonhandicapped students were taught to direct social initiations to eight severely handicapped students during recess activities. The interactions of the high-status students resulted in higher levels of initiations by untrained peers toward the handicapped students than did the interactions of the low-status students. Social response levels were also differentially affected by the status of the peer initiator.     

Evidential reasoning in the prisoner's dilemma

Classic game theory considers defection to be the rational choice in the Prisoner's Dilemma. Although defection maximizes a player's gain regardless of the opponent's choice, many players cooperate. We suggest that cooperation can be explained in part by expectations of reciprocal behavior, that is, by the belief that players facing the same situation probably will come to the same decision. In Experiment 1, expectations of reciprocity were experimentally manipulated. As predicted, cooperation increased monotonically with these expectations. In Experiment 2, experimentally manipulated expectations of opponent cooperation were not associated with higher rates of cooperation. These findings are interpreted in light of a general model of payoff maximization, and implications for other models (e.g., social value orientation) are discussed.     

Same-sex attraction, social relationships, psychosocial functioning, and school performance in early adolescence

The authors examined whether 13- to 15-year-old adolescents who experience feelings of same-sex attraction (SSA) differ from those without such feelings in the quality of relationships with parents, peers, and class mentors and in psychosocial functioning (health status and school performance). The authors also assessed whether differences in psychosocial functioning resulted from differences in the quality of social relationships. Data were collected from 866 Dutch high school students (mean age 13.61 years) by means of a computer-based questionnaire. Of the participants, 74 (8.5%) reported having feelings of SSA. The participants with SSA rated the quality of their relationships with their fathers and their peers lower than did those without SSA. Participants with SSA also had poorer mental health (higher levels of depression and lower levels of self-esteem) and lower school performance. A mediation analysis revealed that differences in psychosocial functioning resulted from differences in the quality of the same-sex attracted youths' social relationships, especially with fathers and peers.     

Social competence in Zimbabwean multicultural schools: Effects of ethnic and gender differences

S tudents' social competence was investigated in relation to race/ethnicity and gender for a sample of 371 Zimbabwean students attending racially/ethnically integrated schools. About 42% of the students were black, and 58% white (mean age 12 years; SD=9 months). Peer and teacher sociometric ratings of children's social behaviour, social responsibility, and friendliness comprised the social competence measures. Tests of empirical independence among these social competence measures supported their uniqueness in reliably assessing components of the general construct of social competence among Zimbabwean students. Multiple analysis of variance procedures were used to examine the relationship between social competence statuses and group membership (i.e., race/ethnicity, gender) while controlling for aggregate scores and classroom racial proportions. Superior academic achievement and racial/ehnic propinquity are social status levelling factors in multiracial school settings. Teachers rated white students higher on social responsibility and social behaviour. Students rated white students higher on social responsibility only. Comparisons of social competence by ethnicity and gender revealed that white and female students were rated significantly higher on social behaviour and social responsibility than their black and male classmates. Female students were perceived as more socially competent or better adjusted to school than males. Reliable differences in social competence in race/ethnicity and gender groups were concentrated in peer ratings of social responsibility and in teacher ratings of social behaviour and social responsibility. In postcolonial settings or settings with a history of race/ethnicity and gender‐based privilege, minorities from a dominant culture may have higher social status than peers from a majority culture. Superior social competence in females is a resource for school adaptation and social climate. Students have perceptions of social competence in peers that only partially overlap with those of teachers and contribute uniquely to their experience of school. Social competence in students is multifaceted, gendered, and differently perceived by teachers and peers.     

When and How Do High Status Group Members Offer Help: Effects of Social Dominance Orientation and Status Threat

The present study explored the implications of an intergroup perspective on individual difference and situational influences on helping, specifically, outgroup members. In particular, we examined the effects of social dominance orientation (SDO) and group status threat on the amount and kind of help offered by Jewish participants (n = 99) to Arab and Jewish students. Dependent measures were the likelihood of helping outgroup and ingroup members across various situations of need and, when help is given, the likelihood that it would be dependency‐oriented rather than autonomy‐oriented assistance. As expected, higher SDO individuals offered less help to outgroup (Arab) students, particularly when they experienced threat to group status, but not to ingroup members. In addition, higher SDO participants, when they did report that they would help, were more likely to offer dependency‐oriented help to outgroup than to ingroup members. The theoretical and applied implications are discussed.