Mastery and performance goals predict epistemic and relational conflict regulation.

The present research examines whether mastery and performance goals predict different ways of reacting to a sociocognitive conflict with another person over materials to be learned, an issue not yet addressed by the achievement goal literature. Results from 2 studies showed that mastery goals predicted epistemic conflict regulation (a conflict regulation strategy focused on the attempt to integrate both points of view), whereas performance goals predicted relational conflict regulation (a conflict regulation strategy focused on the evaluation and affirmation of self-competence). Study 1 shows these links via direct self-report measures of conflict regulation. Study 2 shows the same links using the amount of competence reported for the self and for the other as subtle measures of conflict regulation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Tacit coordination in social dilemmas: The importance of having a common understanding.

Previous research has indicated that in social dilemmas, people tacitly coordinate their decisions by using the equal division rule. In 3 experimental studies, the authors investigated the extent to which a common understanding about task and behavioral requirements is essential for the tacit coordination process. The results show that people are less likely to coordinate on the equal division rule when collective feedback on past performance (Study 1), the distribution of information within the group (Study 2), or expected behavioral variance (Study 3) suggests that a common understanding in the group is lacking. Moreover, the results indicate that under these conditions, rather than adhering to the equal division rule, people base their decisions on their own social value orientations. The findings support the view that if situations provide insufficient cues for tacit coordination, people are more likely to decide on the basis of their personal characteristics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

Régner, Escribe, and Dupeyrat (2007) recently demonstrated that not only performance-approach and performance-avoidance goals (respectively, the desire to outperform others and not to be outperformed by others) but also mastery goals (the desire to acquire knowledge) were related to social comparison orientation (SCO, the tendency to search for social comparison information). In the present article, the possibility of a link between mastery goals and social comparison that depends on the level of performance-approach goals—a possibility supported by a multiple-goal perspective—was tested by examining the interaction effect between mastery and performance-approach goals. This is an important endeavor, as educational settings are rarely free from performance-approach goals, even when mastery goals are promoted. In Study 1, we tested self-set achievement goals (mastery, performance-approach, and performance-avoidance goals) as predictors of SCO; the interaction between mastery goals and performance-approach goals indicated that the higher the performance-approach goal endorsement, the stronger the link between mastery goals and SCO. In Study 2, we manipulated goal conditions; mastery goals predicted interest in social comparison in the performance-approach goal condition only. Results are discussed in terms of the importance of multiple-goal pursuit in academic settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in cooperation: A meta-analytic review of social dilemmas.

Although it is commonly believed that women are kinder and more cooperative than men, there is conflicting evidence for this assertion. Current theories of sex differences in social behavior suggest that it may be useful to examine in what situations men and women are likely to differ in cooperation. Here, we derive predictions from both sociocultural and evolutionary perspectives on context-specific sex differences in cooperation, and we conduct a unique meta-analytic study of 272 effect sizes—sampled across 50 years of research—on social dilemmas to examine several potential moderators. The overall average effect size is not statistically different from zero (d = –0.05), suggesting that men and women do not differ in their overall amounts of cooperation. However, the association between sex and cooperation is moderated by several key features of the social context: Male–male interactions are more cooperative than female–female interactions (d = 0.16), yet women cooperate more than men in mixed-sex interactions (d = –0.22). In repeated interactions, men are more cooperative than women. Women were more cooperative than men in larger groups and in more recent studies, but these differences disappeared after statistically controlling for several study characteristics. We discuss these results in the context of both sociocultural and evolutionary theories of sex differences, stress the need for an integrated biosocial approach, and outline directions for future research. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

An exploration of young adolescents' social achievement goals and social adjustment in middle school.

Two studies investigated the proposition that social achievement goals (different orientations toward social competence) are an important aspect of young adolescents' social motivation. Study 1 (N=153 6th-grade students) established that different orientations toward developing or demonstrating social competence can be seen in young adolescents' responses to open-ended questions about their social goals and social competence. Study 2 (N=217 6th-grade students) evaluated a new survey measure of social achievement goals for young adolescents. Exploratory factor analyses indicated a 3-factor model (social development, demonstration-approach, and demonstration-avoid goals). Different social achievement goals were associated with distinct patterns of subsequent self- and teacher-reported social adjustment (prosocial, aggressive, and anxious solitary behaviors, as well as social worry, best-friend quality, and perceived popularity). Effects for social achievement goals were independent of perceived social competence and gender. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence of social comparison in mastery goals in natural academic settings.

Proponents of achievement goal theory typically posit social comparison to be associated with performance goals but not with mastery goals (C. Ames, 1992). Contrary to this postulate, there is some evidence that individuals who are experimentally induced to adopt mastery goals may also use social comparison (e.g., R. Butler, 1992). However, such laboratory studies do not take into account the reality of the classroom, where evidence proves that students can endorse both types of goals. This leaves open the question of whether mastery goals are associated with social comparison, even after controlling for performance goals. The purpose of this study was to examine this question. French junior high school students completed a self-report survey assessing their personal achievement goals (mastery goals, performance-approach goals, and performance-avoidance goals) and their social comparison orientation (SCO) at school. Findings indicated that both types of achievement goals were positively associated with students' SCO. Moreover, mastery goals were still related to SCO even after controlling for performance goals. Implications of the interplay between achievement goals and social comparison theories are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Retrospection in social dilemmas: How thinking about the past affects future cooperation.

This article reports 2 studies investigating the effects of retrospective thought on future cooperation in social dilemmas. Some general theories of cooperation presume, but have not tested, whether retrospection has impact: People may think about the choices they could have made instead, realize that cooperation would have produced larger outcomes, and change their strategy as a result. Across both studies, the authors show that rate of future cooperation is directly related to the number of best-case scenarios and inversely related to the number of worst-case scenarios generated. The 2nd study also shows that the number and type of retrospective thoughts generated can be predicted from the person's social value orientation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cooperation in social dilemmas and the need to belong: The moderating effect of group size.

The present research examined the effects of the need to belong and group size on cooperation in a public goods dilemma. On the basis of previous research (R. F. Baumeister & M. R. Leary, 1995), it was expected that those high in the need to belong would cooperate most. In addition, it was expected that the need to belong would predict cooperation for large-group members but not for small-group members. Analyses supported both hypotheses. Furthermore, individual differences in the need to belong were positively correlated with frustration about individuals' (cooperative) decision, a feeling believed to emerge from the felt uncertainty over whether cooperation would be reciprocated by others, the conflicting motivations of the need to belong and personal self-interest, or both. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Achievement goal promotion at university: Social desirability and social utility of mastery and performance goals.

The present research examines the ambivalence of achievement goal promotion at university, and more specifically in the psychology curriculum. On the one hand, psychology teachers explicitly encourage mastery but not performance (neither approach nor avoidance) goals. On the other hand, the selection process encourages the endorsement of not only mastery but also performance-approach goals. In fact, it would seem that both performance-approach and mastery goals are valued in a university context. Two pilot studies verified the above assumptions. Subsequently, Experiments 1, 2, and 3 showed that each of these goals corresponds to different aspects of social value. Indeed, high endorsement of mastery goals was associated with being judged as both likable (social desirability) and likely to succeed (social utility). High endorsement of performance-approach goals enhanced social utility judgments but reduced perceived likability. Performance-avoidance goals only enhanced perceived likability. The discussion focuses on the 2 functions of university, namely education (apparent in the official discourse of teachers) and selection (apparent in the university structure), and on the perceived value of achievement goals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitions and behavior in asymmetric social dilemmas: A comparison of two cultures.

This study investigated whether cognitions and behavior in an asymmetric social dilemma can be predicted by national culture. Results indicated that, as predicted, groups of decision makers from Japan--a collectivist, hierarchical culture--were more cooperative, expected others to be more cooperative, and were more likely to adopt an equal allocation distribution rule to resolve the dilemma than were groups of decision makers from the US--an individualist, egalitarian culture. An opportunity for communication had a greater impact on expectations of others' behavior in groups of U.S. decision makers than in groups of Japanese decision makers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Time counts: Future time perspective, goals, and social relationships.

On the basis of postulates derived from socioemotional selectivity theory, the authors explored the extent to which future time perspective (FTP) is related to social motivation, and to the composition and perceived quality of personal networks. Four hundred eighty German participants with ages ranging from 20 to 90 yrs took part in the study. In 2 card-sort tasks, participants indicated their partner preference and goal priority. Participants also completed questionnaires on personal networks and social satisfaction. Older people, as a group, perceived their future time as more limited than younger people. Individuals who perceived future time as being limited prioritized emotionally meaningful goals, whereas individuals who perceived their futures as open-ended prioritized instrumental or knowledge-related goals. Priority of goal domains was found to be differently associated with the size, composition, and perceived quality of personal networks depending on FTP. Prioritizing emotion-regulatory goals was associated with greater social satisfaction and less perceived strain with others when participants perceived their future as limited. Findings underscore the importance of FTP in the self-regulation of social relationships and the subjective experience associated with them. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The possessive self as a barrier to conflict resolution: Effects of mere ownership, process accountability, and self-concept clarity on competitive cognitions and behavior.

The authors propose that people have difficulty managing conflict because they quickly develop ownership of arguments and positions they use in the dispute, that these arguments and positions become part of their (extended) self-concept, and that any opposition or counterargumentation therefore becomes an ego-threat. Four studies reveal that individuals value arguments and beliefs more when these are associated with the self and that anticipated or real opposition triggers ego-defensive cognition and behavior, including competitive communication, retaliatory responses, negative perceptions of the partner, and attitude polarization. These effects were weaker when epistemic needs were raised through process accountability or when individuals had high rather than low self-concept clarity. The authors conclude that because people develop ownership of arguments and make these part of their self-concept, conflict is difficult to manage and bound to escalate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Creating and undermining social support in communal relationships: The role of compassionate and self-image goals.

In 2 studies, the authors examined whether relationship goals predict change in social support and trust over time. In Study 1, a group of 199 college freshmen completed pretest and posttest measures of social support and interpersonal trust and completed 10 weekly reports of friendship goals and relationship experiences. Average compassionate goals predicted closeness, clear and connected feelings, and increased social support and trust over the semester; self-image goals attenuated these effects. Average self-image goals predicted conflict, loneliness, and afraid and confused feelings; compassionate goals attenuated these effects. Changes in weekly goals predicted changes in goal-related affect, closeness, loneliness, conflict, and beliefs about mutual and individualistic caring. In Study 2, a group of 65 roommate pairs completed 21 daily reports of their goals for their roommate relationship. Actors' average compassionate and self-image goals interacted to predict changes over 3 weeks in partners' reports of social support received from and given to actors; support that partners gave to actors, in turn, predicted changes in actors' perceived available support, indicating that people with compassionate goals create a supportive environment for themselves and others, but only if they do not have self-image goals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Suckers or saviors? Consistent contributors in social dilemmas.

[Correction Notice: An erratum for this article was reported in Vol 96(1) of Journal of Personality and Social Psychology (see record 2008-18683-006). An incorrect DOI was printed. The correct DOI is provided in the erratum.] Groups and organizations face a fundamental problem: They need cooperation but their members have incentives to free ride. Empirical research on this problem has often been discouraging, and economic models suggest that solutions are unlikely or unstable. In contrast, the authors present a model and 4 studies that show that an unwaveringly consistent contributor can effectively catalyze cooperation in social dilemmas. The studies indicate that consistent contributors occur naturally, and their presence in a group causes others to contribute more and cooperate more often, with no apparent cost to the consistent contributor and often gain. These positive effects seem to result from a consistent contributor's impact on group members' cooperative inferences about group norms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Collective induction without cooperation? Learning and knowledge transfer in cooperative groups and competitive auctions.

There is strong evidence that groups perform better than individuals do on intellective tasks with demonstrably correct solutions. Typically, these studies assume that group members share common goals. The authors extend this line of research by replacing standard face-to-face group interactions with competitive auctions, allowing for conflicting individual incentives. In a series of studies involving the well-known Wason selection task, they demonstrate that competitive auctions induce learning effects equally impressive as those of standard group interactions, and they uncover specific and general knowledge transfers from these institutions to new reasoning problems. The authors identify payoff feedback and information pooling as the driving factors underlying these findings, and they explain these factors within the theoretical framework of collective induction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Me versus just us versus us all" categorization and cooperation in nested social dilemmas.

In its generic form, a social dilemma poses a conflict between private and collective interests. People are often faced, however, with a conflict between private, (sub)group, and collective interests. This study examines participants simultaneous weighing of these 3 nested interests. The results show that increasing the salience of social categorization of any level of the hierarchy (i.e., 6 individuals, 2 subgroups, 1 collective) increases participants' concern for and contributions to the corresponding levels of interest (Experiment 1). One can promote concern for and contributions to the collective interest, which are lowest under categorization as 2 subgroups, by individuating the members of the individuals' own subgroup and/or the opposing subgroup (Experiment 2) and by cross-categorization with the opposing subgroup (Experiment 3). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Harming high performers: A social comparison perspective on interpersonal harming in work teams.

This study developed a multilevel model of the interpersonal harming behavior associated with social comparison processes in work teams. We tested this model using temporally lagged data from a sample of student teams (Study 1) and cross-sectional data from a sample of work teams in a telecommunication services company (Study 2). In both studies, social relations analyses revealed that in teams with less cooperative goals, comparison to a higher performing team member was positively associated with interpersonal harming behavior, but only when expectations of future performance similarity to that member were low. The interactive relationship of social comparison and expected future performance similarity with interpersonal harming was buffered, however, in teams with more cooperative goals. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Cooperation in social dilemmas: Free riding may be thwarted by second-order reward rather than by punishment.

Cooperation among nonrelatives can be puzzling because cooperation often involves incurring costs to confer benefits on unrelated others. Punishment of noncooperators can sustain otherwise fragile cooperation, but the provision of punishment suffers from a "second-order" free-riding problem because nonpunishers can free ride on the benefits from costly punishment provided by others. One suggested solution to this problem is second-order punishment of nonpunishers; more generally, the threat or promise of higher order sanctions might maintain the lower order sanctions that enforce cooperation in collective action problems. Here the authors report on 3 experiments testing people's willingness to provide second-order sanctions by having participants play a cooperative game with opportunities to punish and reward each other. The authors found that people supported those who rewarded cooperators either by rewarding them or by punishing nonrewarders, but people did not support those who punished noncooperators--they did not reward punishers or punish nonpunishers. Furthermore, people did not approve of punishers more than they did nonpunishers, even when nonpunishers were clearly unwilling to use sanctions to support cooperation. The results suggest that people will much more readily support positive sanctions than they will support negative sanctions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparing the neural basis of decision making in social dilemmas of people with different social value orientations, a fMRI study.

Using functional MRI, we investigate the neural correlates of intrinsic versus extrinsic motivation to cooperate by comparing people who differ in the personality trait Social Value Orientation. Participants (n = 28) played several one-shot prisoner's dilemma games (offering weak cooperative incentives) and coordination games (offering strong cooperative incentives) with anonymous partners while they were under the scanner. Behavioral results indicate that proself individuals adjust their behavior toward more cooperation when extrinsic incentives were present, while prosocials' decisions are not affected by game context. The neurological data is consistent with a priori developed hypotheses regarding different behavioral strategies, and suggest that extrinsically motivated proself strategies are driven by calculation and a situation-by-situation approach. Increased activation was found in dorsolateral prefrontal cortex, posterior superior temporal sulcus (STS), and precuneus. Intrinsically motivated prosocials' strategies reflect norm compliance, routine moral judgment, and social awareness. Increased activation was found in lateral orbitofrontal cortex, anterior STS, and inferior parietal lobule. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Training squirrel monkeys (Saimiri sciureus) to deceive: Acquisition and analysis of behavior toward cooperative and competitive trainers.

Three squirrel monkeys (Saimiri sciureus) learned to reach toward a container that covered food if a cooperative trainer rewarded such reaches by giving the food. A competitive trainer kept any food found, but wrong selections by this trainer were also rewarded. The monkeys initially reached toward the baited container indiscriminately, but gradually and with the aid of color-cued containers, all 3 reliably reached "honestly" and "deceptively" in the presence of the cooperative and competitive trainers, respectively. The monkeys did not appear to take the trainers' knowledge about the location of the food into account, and deception did not occur if food was placed under the normally unbaited container. With additional containers present, monkeys misled the competitive trainer into selecting the unbaited container farthest from the baited one. Although not indicative of mental attribution, the monkeys' behavior suggests awareness of the acquired communicative function of the reaching response. (PsycINFO Database Record (c) 2010 APA, all rights reserved)