Subjects: Other Disciplines >> Synthetic discipline submitted time 2023-10-09 Cooperative journals: 《心理学报》
Abstract： Despite the growing urgency of waste separation as an environmental concern, the rates of contamination from unsorted waste remain high without the monitoring from volunteers. How can we facilitate collaboration between residents and volunteers? To address the dilemma of waste separation, the present study conducted three experiments and one qualitative interview based on the theories of competitive altruism and social influence to investigate the effects of familiarity and age on residents' cooperation, as well as the mediating roles of reputational concern and social distance. Using scenarios, participants were asked to read the instructions (each representing one of the conditions), and then to predict the extent of probability that they would cooperate in each condition. Experiment 1 adopted a 3 (volunteer age group: primary children/younger/older) × 3 (volunteer familiarity: high/low/unfamiliar) within-subjects design to examine the differences in the cooperation of young people (M = 20.16 ± 1.01 years) with volunteers in different conditions. Experiment 2 adopted a 2 (participant age group: younger/older; between-subjects variable) × 3 (volunteer age group: primary children/younger/older; within-subjects variable) × 3 (volunteer familiarity: high/low/unfamiliar; within-subjects variable) mixed design, to examine the age-related differences of the cooperation between younger people (M = 40.63 ± 7.60 years) and older people (M = 68.90 ± 4.97 years) with volunteers in different conditions. The findings of Experiment 1 were replicated. Experiment 3 adopted a 2 (volunteer age group: younger/older) × 2 (volunteer familiarity: high/unfamiliar) within-subjects design, and it lasted for four weeks at an interval of one week for each participant. Experiment 3 aimed to examine the mediating role of reputational concern and social distance in familiarity and cooperation. Experiment 1 showed that participants cooperated more with the high familiar volunteers than with the low familiar or strange volunteers. The higher the familiarity, the greater the cooperative intention. As age and familiarity interact to affect the cooperative intention, participants cooperated more with older volunteers than with primary children in the low familiar condition. Experiment 2 replicated the results of Experiment 1, and found that familiarity had a significant effect on the cooperative intention of both younger and older adults. Besides, older adults cooperated more with older volunteers while less with strangers than younger adults. Experiment 3 replicated the results of the first two experiments, and examined the underlying mechanism. The mediation analysis showed that social distance and reputational concern play a serial mediating role in the effect of familiarity on cooperation. The results of multiple regression analysis and qualitative interviews showed that the monitoring and feedback of the volunteers, who were familiar with the residents and individual prosociality, played key roles in promoting waste separation. These findings provide suggestions and scientific support for the practice of waste separation and saving management costs. The present study showed that helping residents to become familiar with volunteers in advance, or recruiting people who are familiar with residents as volunteers, will be helpful for waste separation. These strategies can promote the cooperative intention of residents, and help them form the habit of waste separation. Social distance and reputational concern play a serial mediating role in the effect of familiarity on cooperation.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The watching eyes effect refers to a phenomenon that people change behavior while being exposed to images of watching eyes. However, the robustness of the watching eyes effect remains controversial. There are four main views related to the watching eyes effect: 1) promoting pro-social behavior; 2) promoting compliance with social norms; 3) reducing anti-social behavior; and 4) having no effect. Although each of the four main views has theoretical support, it should be noted that they all have limitations. From a viewpoint of perceived norms, the present review incorporates the diffusion of innovations theory with the normative misperception theory and integrates the existing four views into a synthesized one called "the watching eyes effect under different perceived norms".First, we review the evaluation and classification approaches of perceived norms. According to the normative misperception theory, we divided the magnitude of normative misperception into two categories (i.e., large vs. small). When normative misperception is small, taking participation of 50% and 16% as the dividing lines, the prevalence of prosocial norms can be categorized into three types (high, medium, and low). In contrast, when normative misperception is large, individuals’ behavior can be categorized into two types: with intervention and without intervention, and when there is no intervention, sensitivity is used to classify the magnitude of the watching eyes effect on different groups of individuals.Second, we analyze the association between the robustness of the watching eyes effect and the perceived norms. According to the diffusion of innovations theory, individuals with behavioral changes can be categorized into five groups, including innovators, early adopters, early majority, late majority, and laggards. Taking into account the characteristics of potential adopters in different groups, we argue that: (1) When normative misperception is small with a high level of perceived pro-social norm, the potential adopters are late majority and laggards, who are influenced by social norms easily. In this case, the watching eyes effect can lead people to be more pro-social. (2) When normative misperception is small with a medium level of perceived pro-social norm, the potential adopters are early majority, late majority, and laggards. Since the level of prevalence is less than 50%, social norms may not affect behaviors effectively, and thus the watching eyes effect is unstable. (3) When normative misperception is small with a low level of perceived pro-social norm, the potential adopters are early adopters, who are more concerned about the injunctive norm. Therefore, the watching eyes effect can promote the pro-social behavior stably when the injunctive norm intervention is provided. (4) When normative misperception is large without intervention, it is difficult for individuals to catch clear perceived prosocial norms, which may be difficult for the watching eyes effect to take place in increasing pro-social behavior. (5) When normative misperception is large with intervention, the watching eyes effect will be stable because individuals have caught clear perceived prosocial norms. (6) Individuals who are sensitive to social norms may be more prone to the watching eyes effects, and thus they are more likely to follow the perceived prosocial norms.To summarize, we demonstrate that the robustness of the watching eyes effect depends on the strength of perceived norms. Specifically, when the prevalence of perceived prosocial norms is high, the watching eyes effect can not only “promote prosocial behavior” or “promote more compliance with social norms”, but also “reduce anti-social behavior”. However, when the prevalence of perceived prosocial norms is low, the watching eyes effect will not take place on some anti-social behaviors. When normative misperception is high without normative intervention, the watching eyes effect will also disappear on some anti-social behaviors. The present work sheds light on decoding the mechanism of the robustness of the watching eyes effect and provides theoretical supports for empirical research and practical application in the future.
Subjects: Psychology >> Applied Psychology Subjects: Psychology >> Developmental Psychology submitted time 2023-01-31
Abstract：
Despite the growing urgency of waste separation as an environmental concern, the rates of contamination from unsorted waste remain high without the monitoring from volunteers. How can we facilitate collaboration between residents and volunteers? To address the dilemma of waste separation, the present study conducted three experiments and one qualitative interview based on the theories of competitive altruism and social influence to investigate the effects of familiarity and age on residents' cooperation, as well as the mediating roles of reputational concern and social distance. Using scenarios, participants were asked to read the instructions (each representing one of the conditions), and then to predict the extent of probability that they would cooperate in each condition. Experiment 1 adopted a 3 (volunteer age group: primary children/younger/older) × 3 (volunteer familiarity: high/low/unfamiliar) within-subjects design to examine the differences in the cooperation of young people (M = 20.16 ± 1.01 years) with volunteers in different conditions. Experiment 2 adopted a 2 (participant age group: younger/older; between-subjects variable) × 3 (volunteer age group: primary children/younger/older; within-subjects variable) × 3 (volunteer familiarity: high/low/unfamiliar; within-subjects variable) mixed design, to examine the age-related differences of the cooperation between younger people (M = 40.63 ± 7.60 years) and older people (M = 68.90 ± 4.97 years) with volunteers in different conditions. The findings of Experiment 1 were replicated. Experiment 3 adopted a 2 (volunteer age group: younger/older) × 2 (volunteer familiarity: high/unfamiliar) within-subjects design, and it lasted for four weeks at an interval of one week for each participant. Experiment 3 aimed to examine the mediating role of reputational concern and social distance in familiarity and cooperation.
Experiment 1 showed that participants cooperated more with the high familiar volunteers than with the low familiar or strange volunteers. The higher the familiarity, the greater the cooperative intention. As age and familiarity interact to affect the cooperative intention, participants cooperated more with older volunteers than with primary children in the low familiar condition. Experiment 2 replicated the results of Experiment 1, and found that familiarity had a significant effect on the cooperative intention of both younger and older adults. Besides, older adults cooperated more with older volunteers while less with strangers than younger adults. Experiment 3 replicated the results of the first two experiments, and examined the underlying mechanism. The mediation analysis showed that social distance and reputational concern play a serial mediating role in the effect of familiarity on cooperation. The results of multiple regression analysis and qualitative interviews showed that the monitoring and feedback of the volunteers, who were familiar with the residents and individual prosociality, played key roles in promoting waste separation. These findings provide suggestions and scientific support for the practice of waste separation and saving management costs. The present study showed that helping residents to become familiar with volunteers in advance, or recruiting people who are familiar with residents as volunteers, will be helpful for waste separation. These strategies can promote the cooperative intention of residents, and help them form the habit of waste separation. Social distance and reputational concern play a serial mediating role in the effect of familiarity on cooperation.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Social Psychology submitted time 2022-04-07
Abstract：
The watching eyes effect is a phenomenon that people’s behavior changes in response to images of watching eyes. However, the robustness of watching eyes effect remains controversial. There are four main views: promoting people to be more pro-social, more compliance with social norms, reducing anti-social behavior, and having no effect. Combined with normative misperception theory and innovation diffusion theory, from the perspective of perceived norms, it is found that when the prevalence of perceived prosocial norms is high, the watching eyes effect can not only "promoting pro-social behavior" or "promoting more compliance with social norms", but also "reducing anti-social behavior" . These three views are consistent. However, when the prevalence of perceived prosocial norms is low, the watching eyes effect has no effect on some anti-social behaviors. When the normative misperception is large and there is no normative intervention, the watching eyes effect also has no effect on some anti-social behaviors. Therefore, the above four controversial views are integrated into " watching eyes effect under different perceived norms", which reveals the reasons for the robustness of watching eyes effect, and provides a theoretical basis for future empirical research and practical application.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Educational Psychology submitted time 2019-01-10
Abstract： " Abstract In recent years, extracurricular classes have always been hot topics of research in areas such as Education, Economics and Sociology. Taking extracurricular classes have become an important part of student lives.There are two types of curricula for students: (1) the enhancement classes which aim to improve the learning abilities and academic performance; (2) the enrichment classes which focus on developing the comprehensive abilities, such as interests and specialties. Recent studies have shown that enrichment classes of various kinds are much more popular than enhancement classes targeted for improvement of academic performances.Primary school students and their parents tend to choose enrichment classes which are more enjoyable than enhance classes which have long-term benefit academically. How can we achieve the balance in choosing between the two types of curricula? Guided by the theoretic framework of the Nudge Effect of the two response options - Accept and Reject, this work explores the task-type effect of accept and reject as different options to influence the selection of different types of classes through three experiments. Experiment 1 observes the difference in class selection strategy categorized by generations as three groups (students/parents/grand-parents) of different families under the two response options. Experiment 2 observes the difference in class selection strategy by three generations of the same family under the two response options.The design and procedures of the two experiments are similar except participants are invited under the laboratory scenario. It adopts a 2 (response options: accept/reject; between-subjects variable) × 2 (curricula types: enhancement classes / enrichment classes; within-subjects variable) × 3 (types of decision makers: primary school students / primary school parents / grandparents; between-subjects variable) mixed design.Results show that (1) people in the parent group tend to select more classes than that of both the student group and the grand-parent group; (2) all three groups tend to select more enrichment classes than academic enhancement classes no matter which response option is used; and (3) when comparing the two response options, all three groups tend to select more number of classes under the reject option. More specifically, under the reject option, people tend to select more enhancement classes relatively than that in the accept option.However, under the reject option, the differences between enrichment classes and enhancement classes are narrowed, which means the selection of enrichment classes and academic enhancement classes are more balanced under the reject option. Experiment 3 is conducted as field studies to directly talk to people who are submitting applications for extracurricular classes to see whether the use of different response options can indeed influence their decision making on the spot.It adopts a 2 (response options: accept/reject; between-subjects variable) × 2 (curricula types: enhancement classes / enrichment classes; within-subjects variable) mixed design.Consistent with those results of Experiment 1& 2,Experiment 3 shows that parents tend to select more classes in the rejection response condition than in the acceptance response condition. Participantsalso tend to select enrichment classes in both response conditions. However, their preference to enhancement classes in the rejection response condition was significantly higher than that in the acceptance response condition. All the three experiments show that the rejection response option has a significant boost to a more balanced selection of primary school parents. This study successfully proved that the use the reject option is also applicable to decision making strategies of child education. The result of this work can serve as a direct reference to both educators as well as student families when making choices on extracurricular classes. "
Hits
YES
Hits
Downloads
Comment