...Essay ‘Using social psychology theories, discuss the situational factors that affect the likelihood that people will engage in prosocial behaviour. What is the evidence for these effects, and how might changes in our society affect the likelihood of people acting prosocially? According to Gross (2010) the term prosocial behaviour is used to describe behaviours carried out by individuals intended to benefit others, such as helping, cooperating, comforting, reassuring, defending, sharing, donating to charity and showing concern. Whether one displays prosocial behaviour can, to a certain degree, be dependent on several situational factors as explained in social psychology. These factors typically include the individual’s analysis of the situation, the number of bystanders and the cost of helping (Piliavin, Dovidio, Gaertner, & Clark, 1981). When discussing this issue, it is essential to refer to social psychology theories as they provide insight and evidence on why people act prosocially. The key theories addressed throughout this essay include social cognition theory, attribution theory and the social exchange theory. By understanding prosocial behaviour, psychologists have led the search in finding ways to influence an increase in helping behaviours. The first apparent situational factor linked to prosocial behaviour is the individual’s internal assessment of the situation. The decision model of helping, devised by Latané and Darley (1970), outlines a five step process...
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...To understand why people engage or not in prosocial behaviours we should predominately look at their situational factors together with the other pre-dispositional psychological, environmental and emotional imperatives that comprise the basis of people’s core beliefs and value systems. Attitudes to multiculturalism are influenced by situational factors that have been shown to have an effect on social behaviour, including; racial bias, prejudice, conformity, obedience, attitudes and changes to group norms. Out-group bias identified by race can influence prosocial behaviour as in-group members are more productive for their groups benefit and less helpful to the out-groups (Stepanikova, Simpson, 2011). Prosocial behaviour is behaviour intended to solely help or benefit another (Eisenberg, 2007). Research into the relationship between prosocial behaviour and socioeconomic status has also shown that lower socio economic groups have more compassion and therefore behave more prosocially when allocating resources (Piff, Kraus, 2010). Situational factors include people being more likely to help their family members. Kin selection refers to the theory that people will choose to help people first that are related to them so that their family’s biological genes will live on. Kinship can be extended to other groups that we are familiar with, community groups that we may belong to and people that we socialise with and share common values (Hippel, Hasselton, 2007). Social learning and...
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...stamps. In that case, they turn to local food pantries for help with food. The donations they receive can truly make a difference. Out of the realm of typical behavior, I recently donated two turkeys to Our Daily Bread Food Pantry to be distributed to their client families for their own Thanksgiving celebrations. The volunteers were overwhelmed with the support received during this time when the economy is weak. They were tremendously grateful for the local generosity and asked that I "please keep giving." I'm a firm believer in doing helpful deeds. I'm a naturally kind and compassionate person, and I believe that every negative experience in one’s life can result in something positive. I would not consider my behavior to be prosocial for the reason that I had no motive for donating both turkeys to the local food pantry designed to help others. My behavior was altruistic. Why? My act was voluntarily to help needy families with no expectation of a reward in any form, except perhaps a feeling of having done a good deed. Prosocial behavior ranges over a continuum from the most selfless acts of altruism to helpful acts that are motivated entirely by self-interest (Taylor, Peplau, Sears, 2006). The fact that I was directly gaining a tax deduction for my charitable donation did not affect my feelings about the behavior. My empathic concern motivated me to help the families in need. Because the goal of empathic concern is to enhance the welfare of someone else, it provides...
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...What is Bystander Effect The bystander effect is the somewhat controversial name given to a social psychological phenomenon in cases where individuals do not offer help in an emergency situation when other people are present. The probability of help has in the past been thought to be inversely proportional to the number of bystanders. In other words, the greater the number of bystanders, the less likely it is that any one of them will help. In a series of classic studies, researchers Bibb Latane and John Darley found the bystander effect. In one experiment, subjects were placed in one of three treatment conditions: alone in a room, with two other participants or with two confederates who pretended to be normal participants. As the participants sat filling out questionnaires, smoke began to fill the room. When participants were alone, 75% reported the smoke to the experimenters. In contrast, just 38% of participants in a room with two other people reported the smoke. In the final group, the two confederates in the experiment noted the smoke and then ignored it, which resulted in only 10% of the participants reporting the smoke. Another great example of the bystander effect is a study done by Robert Thornberg (2007). In his study, he observed real- life emergency situations in a classroom. In one incident he describes, a group of 5th graders are coming back from their break and putting away their jackets. One student, Chris, is lying on the floor holding his arm and is crying...
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...Unit 3 Study Guide Chapter 8: Development Across the life span Study Question 1. Describe the difference between nature vs. nurture 2. What is a dominant gene? What is a recessive gene? 3. Define development and outline the major events of the three phases of prenatal development. 4. List and briefly describe the teratogens that could affect prenatal development. 5. Define the five infant survival reflexes. 6. Describe the changes that occur to infants vision. 7. Outline Piaget’s stages of cognitive development. 8. Describe Vygotsky’s Theory. Scaffolding? Zone of Proximal development? 9. List and briefly describe the stages of Language development. 10. List and describe the three basic temperamental styles of infants. 11. Define attachment-summarize the research on patterns of attachment and their effects 12. Describe the Harlow study (p.321) 13. Describe Erikson’s stages of personality development. 14. Describe puberty, primary sex characteristics, secondary sex characteristics, and Adolescence. 15. Describe Kohlberg’s stages of moral development. 16. List and Describe the 3 basic types of parenting styles. 17. Describe the changes in cognitive abilities when aging. Key Terms and Concepts a. longitudinal design j. Gender b. cross-sequential design k. Gender Identity c. DNA/gene/chromsome l. menopause d. Object Permanence ...
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...practicing a ________ approach in presenting himself to others. A) self-verification B) ingratiation C) self-enhancement D) self-denial E) neurotic LECTURE 2-Everyone is a Psychologist 1) Imagine that you see a friend arguing with a sales clerk in a store. You have never seen your friend argue with anyone in public before. Therefore, you think that the clerk did something to cause the argument. The theory that most directly explains how you reached this conclusion is ________. A) the theory of discounting and augmenting B) the inferential correspondence effect C) the actor-observer effect D) the theory of consensus consistency E) the theory of correspondent inference Correspondent inferences: describes how we use others' behavior as a basis for inferring their stable dispositions. 2) Noncommon effects are...
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...56.091103.070141 Copyright c 2005 by Annual Reviews. All rights reserved First published online as a Review in Advance on September 10, 2004 PROSOCIAL BEHAVIOR: Multilevel Perspectives Louis A. Penner Karmanos Cancer Institute/Family Medicine, Wayne State University, Detroit, Michigan 40202, and Research Center for Group Dynamics, University of Michigan, Ann Arbor, Michigan 48109; email: pennerl@karmanos.org John F. Dovidio Psychology Department, Colgate University, Hamilton, New York 13346; email: John.Dovidio@UConn.edu Jane A. Piliavin Department of Sociology, University of Wisconsin, Madison, Madison, Wisconsin 53706; email: jpiliavi@ssc.wisc.edu David A. Schroeder University of Arkansas, Fayetteville, Arkansas 72701; email: dave@uark.edu Key Words altruism, cooperation, helping ■ Abstract Current research on prosocial behavior covers a broad and diverse range of phenomena. We argue that this large research literature can be best organized and understood from a multilevel perspective. We identify three levels of analysis of prosocial behavior: (a) the “meso” level—the study of helper-recipient dyads in the context of a specific situation; (b) the micro level—the study of the origins of prosocial tendencies and the sources of variation in these tendencies; and (c) the macro level—the study of prosocial actions that occur within the context of groups and large organizations. We present research at each level and discuss similarities and differences...
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...The Bystander Effect Kory Gioffredi Social Psychology If somebody had called in sick for work and they had asked you to fill in for them, would you? We as a society get asked this question multiple times throughout our lives, this statement would be known as “the bystander effect”. Fundamentally, the bystander effect is most likely to occur when a group of people witness a situation, where a person is in distress and requires assistance. According to the theoretical model of diffusion of responsibility, people are less likely to intervene and come to the assistance of someone because they feel less responsible (Garcia, Weaver, Darley, & Moskowitz, 2002). If you witnessed an accident that happened right in front of you, would you drop the something that you are doing to go help? Some people would say yes, and some would say no. There is no right or wrong answer to this, but people think that “yes”, you should drop whatever it is that you are doing and go and help that person or persons that are in trouble. This is the “Bystander Effect”. Psychologists have done studies showing that you as a person, whether or not you should interfere would be determined by on the number of bystanders that were present of the incident. When an emergency situation transpires, witnesses are more than likely going to react a little differently whereas just in an “accident”. The difference between and accident and an emergency is pretty simple and basic, emergency is when somebody would be...
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...Module code: HRPYC81 Research report for Project: 4805 Assignment number: 27 Title of Study: The Determinants Of Moral Development In Curbing Adolescents’ Moral Decay. Surname: Zondo Initials: G. L. Student number: 43097855 Examination period: October/November 2015 1 The Determinants Of Moral Development In Curbing Adolescents’ Moral Decay. Abstract The study explored the determinants of moral development in curbing adolescents’ moral decay. These determinants included identity development, gender, parental (mother) relationship with adolescent, and ethical and moral values. A mixed-model method (both quantitative and qualitative) was used to conduct the study. Participants were sampled through convenience sampling. The sample of a total of 1387 from the pooled data was used for the quantitative part of the research. While for the qualitative study a sample of 20 adolescents (10 boys and 10 girls) who were high-school students (in grade 10 and 11) from 12 to 18 years of age from Gebeni High School in Swaziland was used. The researcher aimed to investigate the extent of determinants of moral development in curbing adolescents’ moral decay and to make recommendations on the development of socialization structures to curb adolescents’ moral decay. Findings revealed that the determinants played a major role in adolescents’ moral development. However, further research is needed to be conducted with a lager sample for the qualitative study. 2 From a scholarly point of view...
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...Erik Erikson- Adolescence ages (16 to 18) youths may experience a crisis described as a struggle between ego identity and role diffusion Ego Identity- is formed when persons develop a firm sense of who they are and what they stand for. Role Diffusion occurs when youths spread themselves too thin, experience personal uncertainly, and place themselves at the mercy of leaders who promise to give them a sense of identity they cannot develop for themselves. At risk youths- young people who are extremely vulnerable to the negative consequences of school failure, substance abuse, and early sexuality. Juvenile delinquency- participation in illegal behavior by a minor who falls under a statutory age limit. Chronic juvenile offenders- youths who have been arrested four or more time during their minority and perpetuate a striking majority of serious criminal acts. This small group known as the chronic 6 percent is believed to engage in a significant portion of all delinquent behavior. Juvenile justice system- the segment of the justice system, including law enforcement officers, the courts, and correctional agencies, designed to treat youthful offenders. FBI- Federal Bureau of Investigation- is the arm of the U.S. Dept. of Justice that investigates violations of federal law, gathers crime statistics, runs a comprehensive crime laboratory, and helps train local law enforcement officers. UCR- Uniform Crime Reports- complied by the FBI, the UCR is the most widely used source of national...
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...activities, with the desire to find values and goals to guide their lives. When asked whether he had ever had doubts about his religious beliefs, Ramón said, “Yes, I guess I’m going through that right now. I just don’t see how there can be a God and yet so much evil in the world.” * Identity foreclosure Identity-foreclosed individuals have committed themselves to values and goals without exploring alternatives. They accept a ready-made identity chosen for them by authority figures—usually parents but sometimes teachers, religious leaders, or romantic partners. When asked if she had ever reconsidered her political beliefs, Hillary answered, “No, not really, our family is pretty much in agreement on these things.” * Identity diffusion Identity-diffused individuals lack clear direction. They are not committed to values and goals, nor are they actively trying to reach them. They may never have explored alternatives or may have found the task too threatening and overwhelming....
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...The field of social psychology is greatly interested in the study of feelings, thought and actions of people in social setups. Conversely, it also looks at the effects of other people on those feelings, actions and thoughts. It also deals with the behavior of individuals in groups and group behaviors themselves. Social psychology employs a scientific perspective in terms of how people think about others, how they relate with others and how they influence each other. The perception of our own self in relation to the world surrounding us plays a very vital role in the way we make our choices, how we behave in various contexts and the beliefs we hold dearly to ourselves. On the other hand, the opinions we get from others also have an impact on our behavior and the way we view ourselves. Our study of social psychology will better our understanding of the way groups affect how we behave and how our interactions are based on our own social perceptions . Our social behaviors are directed towards achieving certain goals, may it be short term or long term. Some of these goals include the need to maintain social connections, the feeling of gaining a better understanding of ourselves and others, the need to have protection and the wish of establishing companionship with other people. The acting self is divided into two, though both parts work together to achieve a unified totality. There is the legislative branch which is self-identity and the executive branch that constitutes self-entity...
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...Chapter Overview 16.1 Social Thought and Behavior Groups Core Social Motives CONCEPT LEARNING CHECK 16.1 Describing 16.3 Attribution: The Person or the Situation? Fundamental Attribution Error Actor-Observer Bias Defensive Attribution Self-Serving Bias Social Roles 16.2 Person Perception Social Categorization Physical Appearance Stereotypes Subjectivity Culture and Person Perception CONCEPT LEARNING CHECK 16.3 Explaining Attributional Biases 16.4 Attitudes and Social Judgments Components of Attitudes Relieving Cognitive Dissonance Influencing Attitudes: Persuasion The Foot-in-the-Door Technique Role Playing Affects Attitudes CONCEPT LEARNING CHECK 16.2 Person Perception and Musical Tastes Culture and Attitudes CONCEPT LEARNING CHECK 16.4 Explaining Persuasion 16 Learning Objectives Social Psychology 16.1 16.2 16.3 16.4 16.5 16.6 16.7 Define social psychology. Compare and contrast social cognition, social influence, and social norms. Describe the core social motives. Illustrate social categorization. Discuss how stereotypes and subjectivity impact personal perception. Explain the various types of attribution. Describe the components of attitudes. Illustrate the different ways to influence attitudes. Differentiate between conformity, obedience, and compliance. Describe the biological, psychological, and sociocultural aspects of prejudice, aggression, and attraction. Discuss the pros and cons of group influence on an individual...
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...mediates the relationship between authentic leadership and internal whistleblowing. Personal identification partly mediates the relationship between authentic leadership and internal whistleblowing. The study contributes to the extant theory by filling the gap between leadership and whistleblowing. Keywords Internal whistleblowing Á Authentic leadership Á Psychological safety Á Personal identification S. Liu Business School, University of Shanghai for Science and Technology, Jungong Road 516, Shanghai 200093, China e-mail: lsm19801222@126.com J. Liao (&) School of Management, Huazhong University of Science and Technology, Luoyu Road 1037, Wuhan 430074, China e-mail: Jimliao@mail.hust.edu.cn H. Wei Department of Organizational Behavior, Weatherhead School of Management, Case Western Reserve University, 10900 Euclid Avenue, Cleveland, OH 44106, USA e-mail:...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-158C-0000158D Jeanne Ellis Ormrod Professor Emerita, University of Northern Colorado University of New Hampshire ISBN 0-558-65860-1 Boston ● Columbus ● Indianapolis ● New York ● San Francisco ● Upper Saddle River Amsterdam ● Cape Town ● Dubai ● London ● Madrid ● Milan ● Munich ● Paris ● Montreal ● Toronto Delhi ● Mexico City ● Sao Paula ● Sydney ● Hong Kong ● Seoul ● Singapore ● Taipei ● Tokyo Educational Psychology: Developing Learners, Seventh Edition, by Jeanne Ellis Ormrod. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Editor-in-Chief: Paul A. Smith Development Editor: Christina Robb Editorial Assistant: Matthew Buchholz Vice President, Director of Marketing: Quinn Perkson Marketing Manager: Jared Brueckner Production Editor: Annette Joseph Editorial Production Service: Marty Tenney, Modern Graphics, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Modern Graphics, Inc. Interior Design: Denise Hoffman, Glenview Studios Photo...
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