Week 9 Flashcards
(58 cards)
1
Q
Types of identity
A
- personal identity
- team identity
2
Q
Early research of group behaviour
A
- Henri Tajfel coin groups study
3
Q
Henri Tajfel study purpose
A
- reduce group or category to its most minimal elements to determine when conflict and discrimination emerge
4
Q
Henri Tajfel study findings
A
- lack of visible signs of a group were necessary for discrimination to occur
- showing how easily people begin to identify with groups
- members of ingroup treated other members of ingroup better than those in outgroup (minimal ingroup bias)
5
Q
Factors explicitly ruled out through the study design in Henri Tajfel’s study
A
- no face to face interaction
- complete anonymity for all participants
- no link btwn category criteria and response requested
- no benefit to individual from decided response
- clear contrast btwn all options where ingroup has advantage over outgroup and none at all
- response options made as real and imp as possible
6
Q
Two example seminal experiments that supported Tajfel’s findings
A
- Experiment 1: children asked to estimate number of dots projected on a screen and they were told if they we under estimators or over estimators
- Experiment 2: children asked to indicate preference btwn two painting options and they were told they were in a preference art group
**assignment to groups was actually random
7
Q
How did they analyze grouping behaviour in the two example seminal experiments that supported Tajfel’s findings?
A
- children placed in cubicles and given opportunity to give real money rewards to other children
- told they would not know them and they could not reward themselves
8
Q
Findings of two example seminal experiments that supported Tajfel’s findings
A
- tendency to provide more money to the ingroup (ingroup bias)
- tendency to use maximal diff strategies to enhance the ingroup at the expense of the outgroup
9
Q
What is the Social identity approach (SIA)?
A
- the extent to which people define themselves based on the groups to which they belong
10
Q
Why was the social identity approach born?
A
- from interest in intergroup perceptions (ie. prejudice, stereotyping) and how the self is conceptualized in intergroup contexts
11
Q
Origins of the social identity approach (SIA)
A
- social identity theory
- self-categorization theory
12
Q
Stages of the social identity approach
A
- Self-categorization
- Depersonalization
- Self-stereotyping
13
Q
Stages of the social identity approach: self categorization
A
- people begin by categorizing themselves as members of a group
- differences btwn themselves and members of the group are smaller than the differences btwn them and members of other groups
14
Q
Stages of the social identity approach: depersonalization
A
- individuals see themselves and other group members as a collective
- define themselves and others as belonging to a collective entity
15
Q
Stages of the social identity approach: self stereotyping
A
- individual adopts the values that are deemed most important by their group
16
Q
Social identity theory (SIT)
A
That part of an individual’s self-concept which derives from their knowledge of their membership of a social group together with the value and emotional significance attached to that membership
17
Q
What does it mean to have a strong social identity?
A
- self concept based on group
- ‘I’ and ‘me’ becomes ‘we’ and ‘us’
- adopts morals, values and behavioural norms of group
18
Q
What is social identity motivated by?
A
- desire to increase self-esteem and reduce uncertainty
19
Q
What does social identity influence?
A
- moral behaviour towards ingroup and outgroup
20
Q
3 ways of exploring social identity
A
a) Cameron’s model
b) Social identity leadership
c) SI-AIM
21
Q
Three dimensions of Cameron’s model
A
- Ingroup ties (connections & bonds)
- Cognitive centrality (importance of group)
- Ingroup affect (how group makes you feel)
22
Q
Study 1: Social identity and prosocial and antisocial behaviour in youth sport
A
- questionnaire
- assessed how Cameron’s categories influenced teammate and opponent prosocial and antisocial behaviours
23
Q
Study 1 findings
A
- greater ingroup affect athletes were more likely to engage in being a prosocial teammate
24
Q
Study 2: Examining social identity and intrateam moral behaviours in competitive youth ice hockey using stimulated recall
A
25
Study 2: Methods
- 2 practices videotaped and audio recorded
- follow up interviews
- video of prosocial and antisocial behaviour towards teammates shown
- thoughts, feeling and emotions about clips discussed
26
Study 2 findings
- greater prosocial teammate behaviour = increased social identity
- greater antisocial teammate behaviour = decreased social identity
27
Study 2 findings sex differences
- males reported more physical antisocial behaviour
- some antisocial behaviours exhibited by males were perceived as prosocial
- females reported more off-ice cliques
- some females prosocial interactions were perceived by athletes as antisocial
28
Study 3: How teammate behaviours relate to athlete affect, cognition and behaviours
- daily diary
- moral behaviour received from teammates predicted moral behaviour engagement and social identity strength
29
Study 3 findings
- greater antisocial behaviour received from teammates increased engagement in antisocial behaviour
- greater antisocial behaviour received from teammates decreased social identity
- greater prosocial behaviour received from teammates increased social identity
30
Study 4: Beyond the rink- a multilevel analysis of social identity behaviours captured using the electronically activated recorder purpose
- examine the associations btwn youth athlete's experiences receiving and engaging in behaviours indicative of ingroup ties, cognitive centrality and ingroup affect during a 3-day competitive ice hockey tournament
31
Study 4 findings
- more likely to engage in behaviours representative of ingroup affect and cognitive centrality when they received higher than average frequency of behaviours indicative of cognitive centrality from teammates, coaches and parents
- when teammates demonstrate that they are thinking about the team, they influence other members to behave in ways that promote a shared sense of us
32
Example studies summary
1. Relevance of social identity to moral behaviour in youth sport
2. Relationship btwn social identity and moral behaviour is complex
3. A reciprocal relationship exists btwn social identity and moral behaviour
33
What factors lead to increased social identity? (antecedents)
- interdependence
- groupness
- leadership
34
Outcomes of social identity
- cohesion
- team confidence
- self-worth
- peer influence
- performance
35
Social identity leadership (SIL)
- the key to successfully pulling a group together from a social identity perspective lies in the understanding and promotion of a shared sense of social identity among group members
36
SIL principles to consider
1. In-group prototype
2. In-group champion
3. Entrepreneur of identity
4. Embedder of identity
37
In-group prototype
- understand values/demonstrate similarity
- represent group/be perceived as effective
38
In-group champion
- act in line with group's values
- further group interests/gain influence
39
Entrepreneur of identity
- propose vision
- mobilize group toward vision
40
Embedder of identity
- provide opportunities for vision
- realization of vision
41
Identity leadership
- group process that places emphasis on a leader's ability to represent, advance, create and embed social identity that they share with their followers within a collective ("sense of us")
42
Leader identity
- personal understanding of themselves as a leader ("me as a leader")
43
Social identity leadership (SIL) study
- intervention to improve SIL with paralympic soccer team
44
What program was outlined in the SIL intervention study?
3R program
- reflecting
- representing
- realizing
45
3R program: reflecting
- think about how they would identify as a group, what is important
46
3R program: representing
- how do you represent actions that align with values
47
3R program: realizing
- embedding goals and values into day-to-day activities (ie.training)
48
SIL study findings
- embedding leadership improved important elements in relation to social identification and collective efficacy
49
Social identity - Affiliation and influence model (SI-AIM)
- based on the idea that social identity amplifies the impact of youth sport experiences and developmental outcomes via two distinct pathways
50
Two pathways of social identity - affiliation model
1. Social affiliation pathway
2. Social influence pathway
51
SI-AIM model: antecedent of social identity
- individual diff
- contextual factors
- team factors
52
SI-AIM model social affiliation pathway: psychological benefits of social identity
- self-esteem
- efficacy
- belonging
- meaning
- continuity
- distinctiveness
53
SI-AIM model: social influence pathway
- motivational relevance of youth sport experiences
54
What is the social affiliation pathway?
- highlights proximal psychosocial benefits derived from social ties and belongingness to a peer group
55
Social affiliation pathway potential outcomes
- when a person integrates a positive and stable group into their self-concept as part of their social identity this has the capacity to increase their confidence, feelings of connectedness and sense of self-worth
56
What is the social influence pathway?
- sport-related social identities can amplify the influence of others within a young person's social environment
- social identity renders individuals more sensitive and responsive to the behaviours they observe within their team
57
Social influence pathway- What happens when social identity is salient?
- depersonalization occurs such that a persons feelings and actions are guided more by group prototypes and norms than personal factors
58
Key takeaways
1. Identity ranges from personal to social
2. Individuals derive identity from the groups to which they belong
3. There is mounting evidence of the impact of social identity on athletes
4. 3 diff ways people have considered social identity in sport
