High Need For Affiliation Research Articles

A Network View on Workplace Inclusion: The Role of Closure, Centrality, and Need for Affiliation

Organizations are increasingly recognizing the important role employee inclusion perceptions play in promoting positive employee attitudes and behaviors. Although social networks are frequently cited as being a driver of perceived inclusion, little empirical work has examined the social network conditions that give rise to it. We address this gap by examining how both network position (indegree centrality) and network structure (network closure) relate to perceived workplace inclusion. We test our hypotheses with a sample of 364 professionals in a multinational pharmaceutical firm. We find that both indegree centrality and network closure are positively related to perceived workplace inclusion. In addition, the relationship between network closure and perceived workplace inclusion is strengthened by both a high level of indegree centrality as well as a high need for affiliation. Our results therefore suggest that both network position and structure play an important role in employee perceptions of inclusion and demonstrate the importance of considering need for affiliation as a boundary condition. We conclude by discussing implications for theory and practice.

Increasing teaching effectiveness in entrepreneurship education: Course characteristics and student needs differences

This study investigated the impact of entrepreneurship course characteristics on students' entrepreneurial intentions through fostering entrepreneurial self-efficacy and study engagement. Furthermore, the moderating role of student needs differences was examined. Data were collected among 302 Chinese undergraduates who enrolled in an entrepreneurship course. Students filled in a questionnaire before and after the course. Results of structural equation modeling revealed that a challenging learning environment positively related to entrepreneurial self-efficacy and study engagement, which in turn related to entrepreneurial intentions. Teacher-student relationships only related to study engagement. In addition, a challenging learning environment related stronger to enhanced study engagement for the high need for achievement students, and teacher-student relationships significantly and positively related to entrepreneurial self-efficacy only among students with a high need for affiliation. The findings can be used to improve entrepreneurship education. Theoretical and practical implications will be discussed.

I’m broken inside but smiling outside: When does workplace ostracism promote pro-social behavior?

The study aims to investigate the conditions under which workplace ostracism leads to pro-social behavior. Drawing on the temporal need-threat model and the future time perspective, the authors investigated the moderating roles of the need for affiliation and future orientation. They collected data from 704 employees in the Thai hospitality industry. They found that workplace ostracism was positively related to pro-social behavior. The positive link between workplace ostracism and pro-social behavior was separately and jointly moderated by a need for affiliation and future orientation. The positive relationship was strongest for those employees who had a high need for affiliation and high future orientation. The theoretical and practical implications of the findings are discussed. The limitations and directions for further research are outlined.

Impact of need for Affiliation on the relationship between Emotional intelligence and integrating style of conflict resolution

The research was conducted to gain an insight into how the Need for Affiliation (nAff) influences the relationship between Emotional intelligence (EI) and the integrating style of conflict resolution among state university undergraduates in Sri Lanka. Undergraduate disputes have frequently being a regular heading in many mainstream dialogues in the county, this study is expected to provide a deep understanding of the issue from the perspective of the impact of nAff on the link between EI and integrating style. The nAff as a moderating factor on the relationship between EI and integrating style of conflict resolution has persisted unexplored in the context of Sri Lankan state university undergraduates. Consequently, a study was conducted with the aim of providing an insight to bridge the prevailing gap. The investigation was based on a survey conducted with the participation of 388 undergraduates containing ten (10) state universities in Sri Lanka. Extensively used scholarly work tools were used to ensure the credibility of research in which EI was measured using Wong and law EI scale, nAff was measured using Unified Motive Scales (UMS), and conflict resolution strategies (integrating style) measured using Rahim’s Organizational Conflict Inventory-II. Moderated multiple regression analysis (hierarchical multiple regression) was applied to evaluate the moderating impact and level of interaction of nAff on the nexus between EI and integrating styles of conflict resolution. The results signify that emotionally intelligent people prefer to use the integrating style to resolve conflicts. The results of the hierarchical multiple regression analysis revealed that nAff (moderating variable) enhanced the relationship between EI and integrating style. It indicates that those who are emotionally intelligent and have a high need for affiliation have a stronger preference to choose the integrating style. Conclusively, research has contributed to understanding the role of nAff in defining the relationship between EI and conflict resolution styles and it confirms that higher EI combined with a higher need for affiliation increase the chances of selecting a more productive and collaborative conflict resolution approach.
 Keywords: nAff, EI, Integrating conflict resolution style, State University, Undergraduates

Being ignored by loved ones: Understanding when and why family ostracism inhibits creativity at work

SummaryThis paper extends the understandings of the contextual antecedents of employee creativity at work by examining what can happen when employees are ostracized by loved ones at home, a phenomenon referred to as family ostracism. Drawing on insights from the conservation of resources (COR) theory, we examine the moderated multiple mediation relationships between family ostracism and an individual's creativity at work through strain‐based family‐to‐work conflict (FWC) and creative process engagement (CPE), moderated by the need for affiliation. Using time‐lagged data collected from working adults in the United Kingdom, our results demonstrate that the relationship between family ostracism and creativity is negatively and serially mediated by both strain‐based FWC and CPE. These results hold even when controlling for the time‐ and behavior‐based dimensions of FWC, workplace ostracism, family undermining, harmonious passion, and Time 1 creativity. Furthermore, individuals with a higher need for affiliation react more strongly to their experiences of family ostracism than those with a lower need. The implications for research and practice are also discussed.

Who Commands the Little Soldiers?

Abstract. The popularity of miniature wargames (MWGs) has recently been on the rise. We aimed to identify the personality characteristics of people who play MWGs. Whereas the popular media have suspected that fantasy role-playing and war-related games cause antisocial behavior, past research on tabletop role-playing has shown that gamers are creative and empathetic individuals. Previous studies have investigated pen-and-paper tabletop games, which require imagination and cooperation between players. Tabletop MWGs are somewhat different because players compete against each other, and there is a strong focus on war-related actions. Thus, people have voiced the suspicion that players of this type of game may be rather aggressive. In the present study, 250 male MWG players completed questionnaires on the Big Five, authoritarianism, risk-orientation, and motives as well as an intelligence test. The same measures were administered to non-gamers, tabletop role-playing gamers, and first-person shooter gamers. Results indicated that according to self-reports, MWG players are more open, more extraverted, and have a higher need for affiliation than non-gamers. Further, high scores on reasoning and low scores on authoritarianism were typical of MWG players, and MWG players were similar to other gamers on these characteristics. All in all, our findings show that despite their penchant for (re)-enacting war scenes, MWG players seem to be open, nonauthoritarian individuals. Future research may add to these findings by using observer reports and longitudinal research to better understand whether intelligent and nontraditional people are attracted to MWGs or whether the setting of MWGs supports the development of such traits.

조직 내 무례행동과 지식은폐간의 관계 : 소속욕구의 조절효과

조직은 직원의 "지적 자산"을 소유할 수 없을 뿐만 아니라, 직원들에게 자신들의 지식을 조직의 다른 구성원에게 지식을 이전하라고 강요 할 수 없다. 이러한 이유로 지식이전 및 지식공유는 조직의 노력에도 불구하고 성공하기 어려우며, 좀 더 나아가 조직 구성원의 입장에서는 자신이 보유한 지식을 다양한 이유로 의도적으로 은폐하는 행동을 하게 된다. 최근 진행되는 지식은폐 연구를 통하여, 지식은폐의 부정적 효과가 검증되었으며 그 결과 지식은폐를 유발하는 선행요인에 대한 연구 중요성이 증가하였다. 이에 본 연구에서는 자원보존이론과 정서적 사건이론을 바탕으로 지식은폐를 발생시키는 선행요인을 조직 내 상호작용에서 발생되는 부정적 행동의 형태인 조직 내 무례행동을 선정하여 이들 간의 관계를 실증 분석하였다. 또한 조직 내 무례행동과 지식은 폐간의 관계가 개인의 소속욕구에 의하여 조절될 것이라 예측하여 연구모델 및 연구가설을 제시하였다. 국내 기업에 종사하는 종업원 309명 대상으로 실증분석 결과는 다음과 같다. 첫째, 조직 내 무례행동이 지식은폐행동을 유의하게 증가시키는 것으로 밝혀졌다. 즉, 조직 내 무례행동을 경험한 종업원들은 정서적, 사회적 자원이 손실된다는 위협을 느끼게 되어 자신의 자원인 지식을 보호하고자 노력하게 된다. 그뿐만 아니라 무례행동의 경험은 부정적 정서의 경험으로 부정적 행동인 지식은폐로 나타나게 된다고 해석할 수 있다. 둘째, 조직구성원의 소속 욕구가 조직내 무례행동과 지식은폐간의 정의 관계를 유의하게 감소시키는 것으로 나타났다. 즉, 소속욕구가 높은 조직 구성원의 조직 내 무례행동의 경험은 소속욕구가 낮은 조직 구성원에 비하여 지식은폐행동을 유의하게 낮추는 것으로 나타났다. 본 연구결과를 바탕으로 이론적, 인적자원 개발 및 관리 측면의 시사점을 제시하였다. Not only do organizations have no ownership of their "intellectual assets", they cannot force employees to transfer their knowledge to other members of the organization. For this reason, knowledge transfer and knowledge sharing are difficult to succeed despite the efforts of the organization, and moreover, from the point of view of members of the organization, they act to intentionally conceal their own knowledge. Recent research on knowledge hiding has verified the negative effects of knowledge hiding, and as a result, the importance of research on the antecedents inducing knowledge hiding has increased. Therefore, this study empirically analyzes the relationship between the workplace incivility, which is a form of negative behavior that occurs in the interaction of the organization, as a antecedent in generating knowledge hiding based on the resource conservation theory and the emotional event theory. We also predicted that the relationship between workplace incivility and knowledge hiding would be controlled by the individual"s need for affiliation. Based on the contents, the research model and research hypothesis were presented. The results of empirical analysis of 309 employees in domestic companies are as follows. First, workplace incivility was found to significantly increase knowledge hiding. In other words, employees who have experienced workplace incivility find themselves threatened with the loss of emotional and social resources and seek to protect their resources. In addition, the experience of workplace incivility can lead to negative emotions, which translates into knowledge hiding, which is a negative behavior. Second, the need for affiliation of organizational members was found to significantly reduce the relationship between workplace incivility and knowledge hiding. In other words, the experience of workplace incivility of members with high need for affiliation was found to significantly lower knowledge hiding compared to those with low need for affiliation. Based on the results of this study, the implications of theoretical and human resource management were suggested.

The impact of motive disposition on group performance

AbstractPeople exert less effort when performing in groups than when working alone. Based on the collective effort model’s core principle that individuals are only willing to work hard if they expect their individual contribution to be instrumental in obtaining personally satisfying outcomes, this study demonstrates the strong influence of individual motive dispositions on group performance. Motive dispositions vary from person to person and, when triggered by appropriate cues in the environment, form the current motivation and determine behavior. In experimental ad-hoc groups designed to provoke social loafing for individuals with a high need for achievement, i.e. with few opportunities for self-evaluation, team-members with a high need for achievement (N = 28) substantially reduced their effort to participate in the task at hand. Contrary, in the same situation, team-members with a high need for affiliation (N = 55) showed no social loafing at all, but social laboring instead, resulting in nearly 50% be...

Why and When Family Ostracism Inhibits Creativity at Work: The Resource and Need Perspectives

This study extends the ostracism literature by examining what might happen when employees are ostracized at home, a phenomenon we refer to as family ostracism. Specifically, we examine the mediated relationship between family ostracism and individual’s creativity at work through family-to-work conflict (FWC) and harmonious passion for work by considering the moderating role of need for affiliation. Drawing on the conservation of resources (COR) theory and self- determination theory, the results obtained from a 4-wave field study of 262 employees and their direct supervisors demonstrate that the relationship between family ostracism and creativity is serially mediated by FWC and harmonious passion for work. In addition, need for affiliation moderates the relationship between family ostracism and FWC, such that the effect of family ostracism on FWC was stronger for individuals with higher need for affiliation rather than for those with lower need for affiliation. We discuss the theoretical and practical implications of these findings.

Need for Affiliation as a Motivational Add-On for Leadership Behaviors and Managerial Success.

In a sample of 70 leader-follower dyads, this study examines the separate and interactive effects of the leaders’ implicit needs for power, achievement, and affiliation on leadership behaviors and outcomes. Results show that whereas the need for achievement was marginally associated with follower-rated passive leadership, the need for affiliation was significantly related to ratings of the leaders’ concern for the needs of their followers. Analyzing motive combinations in terms of interactive effects and accounting for the growing evidence on the value of affiliative concerns in leadership, we assumed the need for affiliation would channel the interplay among the needs for power and achievement in such a way that the leaders would become more effective in leading others. As expected, based on high need for achievement, the followers were more satisfied with their jobs and with their leaders and perceived more transformational leadership behavior if power-motivated leaders equally had a high need for affiliation. Moreover, the leaders indicated higher career success when this was the case. However, in indicators of followers’ performance, the three-way interaction among the needs for power, achievement, and affiliation did not account for additional variance.

Exploring Connections between Students' Psychological Sense of School Membership and Their Resilience, Self-Efficacy, and Leadership Skills

Throughout the history of psychological research, scholars have investigated the fundamental want to build and keep social bonds and ties with others and have thus generated a large pool of constructs with different names but essentially analogous meanings. This desire has been variously discussed as the need for belongingness (Baumeister & Leary, 1995; Goodenow, 1993b; Maslow, 1954), the affiliative motive (McClelland, 1987), and the need for relatedness (Alderfer, 1969; Deci & Ryan, 1991). While terminology may differ, there are certain undeniable overlaps in the way different theorists have conceptualized this need. McClelland (1987) contended that individuals with a high need for affiliation seek harmonious with people who make them feel accepted. Baumeister and Leary (1995) proposed the 'belongingness hypothesis' pointing out that human beings have a pervasive drive to form and maintain at least a minimum quantity of lasting, positive, and significant interpersonal relationships (p. 497).Belongingness is relevant for almost all aspects of existence. Taking Bronfenbrenner's ecological systems model (1979) into account, experiences are embedded within a number of systems ranging from micro-systems (comprising of an individual's immediate environment) to the macro-systems (encompassing the overarching social fabric of a community).The need for social approval, acceptance, and connectedness within significant social circles is especially strong during adolescence. As it is a developmental phase characterized by a heightened need for the search of personal identity outside of familial boundaries, adolescents tend to engage more in the exploration of social contexts beyond family and family relations. It is a period when a young person's of personal place is still largely malleable and susceptible to influence in both positive and negative directions (Goodenow, 1993, p. 81). School forms part of a young person's 'microsystem' and is therefore a central social setting exerting influence on their psycho-social development (Bronfenbrenner, 1979). Students' experiences with and in school, including their relations and interactions with their peers, teachers, and school authorities, may thus serve as a vital link in understanding the development of their psycho-social capacities.Psychological sense of school membershipIn the past few decades, the idea of a 'community' has cropped up in the academic discourse concerning schools. The term community is often used to refer to the same concept that expressions like 'belongingness' or 'connectedness' describe. Belonging in a school community means that the student has friendly interactions with others, perceives being valued and accepted by them, and is engaged in the pursuit of shared institutional goals (Goodenow, 1991).Of the diverse experiences that children have in school, an encompassing sense of being attached to or being a part of the school is of prime importance. Studies have related the students' sense of belongingness or school membership to positive academic outcomes (Goodenow, 1993; Osterman, 2000; Sanchez, Colon, E Voelkl, 1995), increased student motivation (Goodenow, 1993), positive attitudes toward learning (Roeser, Midgley, & Urdan, 1996), decreased health-risk behaviors (Bond et al., 2007; McNeely & Falci, 2004), and low social rejection and school problems ( Anderman, 2002), among other variables.Finn ( 1989), based on his review of the literature on student dropout behavior from school, proposed the 'participation-identification model'. The model postulates that when students identify with their school, they develop a sense of attachment and belonging toward the school, which facilitates an increased commitment and participation in school activities and larger school goals. This identificationparticipation may be instrumental in decreased drop-out rates from school through a decrement in the at-risk students' sense of alienation. …

Gender differences in the relation between depression and social support in later life

Prevalence of depression is twice as high in women as in men, also in older adults. Lack of social support is a risk factor for late-life depression. The relation between depression and social support may be different for men and women. Data from the Longitudinal Aging Study Amsterdam were used to investigate gender differences in the relation between social support and depression in a population-based sample aged 55-85 years, with n = 2,823 at baseline and using the 13-year follow-up data on onset of depression. Respondents without a partner in the household, with a small network, and with low emotional support were more often depressed, with men showing higher rates of depression than women. A high need for affiliation was associated with depression in women but not in men. Lack of a partner in the household and having a small network predicted onset of depression in men but not in women. In respondents with high affiliation need and low social support, depression rates were higher, with men being more often depressed than women. Low social support and a high need for affiliation were related to depression in later life, with men being more vulnerable for depression than women. Considering the serious consequences of depression, especially in older people, it is important to identify the persons with low social support and a high need for affiliation, and to help them to increase their social support or to adjust their needs.

The interaction between motivational disposition and participative budgeting

PurposeThe purpose of this paper is to report the findings of a study of how dispositional factors of motivation rooted in personality interact with participative budgeting to affect budget goal commitment.Design/methodology/approachThe study is based on a survey among bank managers from a Scandinavian regional bank. To assess the motivational disposition of the bank managers, the short version of the multi‐motive grid test (MMG‐S) is used. The management accounting variables are measured by traditional and well‐tested instruments.FindingsThe results indicate that the effect of increased budgetary participation on budget goal commitment is largest for subordinates with a high need for power or a low need for affiliation. For subordinates with a low need for power or a high need for affiliation the effect of budgetary participation is small.Research limitations/implicationsThe study confirms that the interaction between personal‐level psychological variables, e.g. motives, and situational variables, e.g. budget participation, determine action, e.g. budget commitment. Taking personal‐level variables into consideration in research on management accounting systems are thus important in studies which include individual level factors.Practical implicationsThe practical implications are that a general management concept, as budget participation, should be applied with knowledge of how situational factors will interact with the personal characteristics of the involved employees.Originality/valueMost management accounting research that uses psychological theory, focuses on the effects of management accounting on the minds and behaviour of individuals and not on the effect of individual's minds on management accounting as this paper does. The paper is the first to use the MMG‐S in a management accounting study.

Preventing School Violence

One of the most isolating experiences that students can have is to be rejected by their peers. In reviewing the research on this problem, Ms. Osterman made the surprising discovery that educators -- through action or inaction -- influence the quality of peer relationships, for better or for worse. I AM BOTH a parent and a professor. A few years ago, after hearing repeated complaints from high school students about how isolated and lonely they felt, I did a small observational study. Two doctoral assistants and I followed six students through an entire day. What we found was that these students -- from high-, average-, and low-ability groups -- had very little, if any, contact with other students during the school day. There were few opportunities to interact with peers in classes and little interaction in the halls or in the cafeteria. Many of my professional colleagues didn't seem too concerned about this, so I decided to look into the research more deeply and see what I could learn about peer relationships. Were they important, and what kinds of factors influenced the quality of the relationships among students? What I learned in an analysis of over 150 research studies has, I believe, important implications for preventing student violence.1 First, we found that peer relationships were important, but not for the reason that I thought. Originally, I had thought that positive peer relationships would have a direct effect on student learning. But what I found was that the quality of students' relationships with teachers had the most direct and significant effect on students' involvement in learning. Peer relationships, however, had a very significant impact on students' emotional health. Rejection by peers was devastating and particularly so for boys with a high need for affiliation. This gender difference is probably related to the facts that boys have fewer friends and that masculine stereotypes make it difficult for boys to express their need for friends and emotional support. Boys who want to be accepted by other boys can't afford to complain or to seek adult assistance in dealing with their problems. The other important finding was that many children in elementary and secondary schools have no friends and are not part of any group. Not being a part of a group, however, is not as important as is rejection. It's okay not to be popular. But if you're ostracized from the group, that's when the trouble begins. This is likely to be more problematic in secondary school than in elementary school simply because of the school structure. For the most part students in elementary school remain together with a single group of peers and a single teacher, but even this family-like arrangement is no barrier to bullying and victimization. At the secondary level, departmentalization contributes even more to fragmentation, and there are fewer opportunities for students to develop positive relationships with others. Research also tells us a lot about what happens in schools that contributes to peer rejection and also what can be done to prevent it. The most important fact here is that students who are rejected by their peers are also rejected by their teachers and by other adults in the school. Students who are rejected by the whole school community, in effect, are those who are different in some way: they don't dress well, they're not physically attractive, and they're not socially attractive. They may be bright, but they're not typical learners. They either have behavior problems or are withdrawn. The behavior problems get attention from teachers, but it's negative attention. Those students who are withdrawn are no more able to develop a positive relationship with teachers than with their peers. This lack of support from anyone exacerbates the sense of emotional isolation. Students who are rejected by teachers and peers become more and more isolated. Teachers avoid them or criticize them, and peers refuse to work with them in class or on projects. …

What Does Your Workspace Say about You?

Approximately 70% of American workers personalize their workspaces. However, some employees personalize more than others, such as managers and employees with enclosed offices. Studies examining personality traits suggest that employees who personalize the most tend to be creative and have a high need for affiliation and a low need for privacy. However, major personality factors have not been examined. This study examines the relationships between workspace personalization and the Big Five personality factors by surveying 234 employees from 33 companies. Results indicate that personality is only indirectly related to personalization through employee characteristics such as status and type of workspace. Personalization is primarily predicted by the company’s personalization policy and an employee’s status and workspace.

Motivational Needs Of Middle Grad Students Enrolled In Agricultural Education In Georgia

The purpose of this study was to examine the motivational needs of middle grade (grade 7-8) students who enroll in Agricultural Education classes in Georgia. McClelland=s motivational needs theory served as the framework for the study. The data determined that agricultural students had a higher need for achievement than for affiliating or power and that no differences existed between FFA members and non FFA members. The study also determined that female agricultural education students had a higher need for affiliation and power than male students. No differences were found in the need for achievement, affiliation or power when students were grouped by grade orgeographic location. African-American students had a higher need for achievement and power than students in all other ethnic categories.

Motivational Needs Of Students Enrolled In Agricultural Education Programs In Georgia

The purpose of this study was to examine the motivational needs of students enrolled in agricultural education classes in Georgia. The study was based on McClellands motivational needs theory. The data determined that agricultural students were motivated by the need for achievement and that FFA members had a greater need for achievement, affiliation, and power than non FFA members. The study also determined that female agricultural education students had a higher need for affiliation and power than male students, and that African-American students had a higher need for achievement and power. Freshmen had a lower need for power than students in the upper grades. Caucasians students had a higher need for affiliation: students living on a farm and in a rural setting had a higher need for power than students living in an urban setting.

Social Values, Conformity, and Dress

This study examined the influence of social values on the importance of various clothing features. A model is hypothesized in which social values lead to differing needs for group identification, affiliation, and conformity, which influence clothing feature importance. In general, social values are associated with a high need for affiliation and group identification, conformity, and a greater emphasis on both the utilitarian and the display aspects of clothing (style and brand name).

Meanings of Work and Personal Values of Canadian Anglophone and Francophone Middle Managers

AbstractThe goal of this study was to see if the meaning of work and personal values of Canadian Anglophone public sector male middle‐managers would be more individualist (e. g., more achievement‐oriented in the business world) than those of Francophone managers, who were predicted to be more collectivist (i. e., more concerned with affiliation and family concerns). This was done using a modified version of Triandis's (1972) antecedent‐consequent method. Managers gave logical associations to 21 work and personal values, reporting antecedents (what leads to) and consequents (what results from) of progress toward each value. In Study 1, 86 Anglophone and 82 Francophone managers provided antecedents and consequents to the values in a free‐response questionnaire. In Study 2, a different but comparable group of 80 Anglophone and 94 Francophone managers completed a multiple‐choice questionnaire based on high‐frequency responses given in Study 1. Results from chi‐square analyses (no differences between groups for 86% of the value stimuli) and Pearson's correlation for profile similarity (r = 0.92, p <0.01) showed that, in general, Anglophone and Francophone managers in this study shared a similar individualist‐collectivist understanding of most of the 21 values. This overall similarity was discussed in terms of the social change that has occurred in Québec over the past 15 years as well as the growing similarity in business school curricula and the work experience of Anglophone and Francophone managers.RésuméLe but de cette recherche était de vérifier si la signification des valeurs au travail et personnelles de gestionnaires anglophones masculins de la Fonction publique canadienne est plus individualiste (i. e., plus orientée vers le succès dans les affaires) que celle des gestionnaires francophones posée comme étant plus collective (i. e., plus orientée vers les relations et les questions familiales). Une version modifiée de la méthode des antécédents et conséquents de Triandis (1972) a été utilisée. Les gestionnaires, par associations logiques, donnaient les antécédents (ce qui mène à) et les conséquents (ce qui découle) de 21 valeurs personnelles et au travail. Dans la première étude, 86 anglophones et 82 francophones ont exprimé les antécédents et conséquents à ces valeurs dans des réponses à des questions ouvertes. Dans la deuxième étude, un groupe différent, mais comparable, de 80 gestionnaires anglophones et de 94 francophones ont rempli un questionnaire à choix multiples construit à partir des réponses les plus fréquemment obtenues dans la première étude. L'analyse par la méthode du chi‐carré (aucune différence entre les deux groupes pour 86% des stimuli de valeurs) et le coefficient de corrélation de Pearson pour la similitude de profil (r=0.92, p<0.01) révèlent qu'en général, les gestionnaires anglophones et francophones, dans cette recherche, ont la měme compréhension individualistecollective pour la plupart des 21 valeurs. Cette signification similaire a été interprétée à la lumière des changements sociaux survenus au Québec dans les dernières 15 années et de la ressemblance de plus en plus grande entre les programmes d'études des écoles en gestion et les expériences de travail des gestionnaires anglophones et francophones.

Effects of cooperative learning and need for affiliation on performance, time on task, and satisfaction

The purpose of this study was to investigate the effect of cooperative learning and the need for affiliation on performance, time on task, and satisfaction. Subjects used either a cooperative or individual learning strategy while receiving information, examples, practice, and feedback from an instructional television lesson. Results indicated that subjects who worked cooperatively spent more time working on practice exercises and reported greater satisfaction than those who worked individually. In addition, results revealed an interaction between instructional method and the need for affiliation. Performance of subjects with a high need for affiliation who worked alone was lower than that of all other groups when subjects were asked to apply what they had learned from the lesson. Implications for employing cooperative groups in settings that were originally designed for individual learning are provided.