Social Interdependence Research Articles

Midwifery students experience of continuity of care: A mixed methods study

Continuity of Care Experiences are a mandated component of Australian midwifery programs leading to registration. Despite research evidence of the benefits of Continuity of Care Experiences for student learning and for women, there is limited evidence on the personal impact of this experience to students. Additionally, there is limited guidance on how to best support students to successfully complete this valuable component of their program. To identify the emotional, psychological, social and financial costs of undertaking the Continuity of Care Experience component of a midwifery program and to provide information which may lead to educational strategies within CoCE aimed to improve student support and alleviate challenges. Using surveys and diary entries, a convergent parallel mixed methods approach was used to collect qualitative and quantitative data concurrently. Descriptive statistics were used to analyse financial cost, and clinical, travel and wait times. A constant comparative analysis was used for qualitative data about student's Continuity of Care Experiences. Integrative analysis was used to reconstruct the two forms of data. Two Australian universities offering Bachelor of Midwifery programs. Seventy students completed the demographic survey and 12 students submitted 74 diaries describing 518 episodes of care. There was a response rate of 18% recorded. Analysis identified four themes: perception of Continuity of Care Experiences; personal safety; impact on self and family; and professional relationships. The mean time spent per completed experience was 22.20 hours and the mean cost was $367.19. Although students found Continuity of Care Experiences to be a valuable learning experience, they identified numerous factors including time, money, and personal circumstances that impacted on their ability to successfully meet the requirements. Continuity of Care Experiences are a highly valuable, but often challenging component of midwifery education in Australia. Using a model of social interdependence, students, educators and maternity care providers may engage better with the process and philosophies of CoCE.

Socially Interdependent Investment

We report the results of an economic experiment on how social preferences and behavioral imitation lead to the social clustering of investment decisions, even if the expected return of the underlying asset is known. During the experiment, subjects are asked how much of their endowment they wish to allocate in an asset to which there is a 50% chance the amount they invest will be tripled and a 50% chance their investment will be lost. To study the social interdependence of investment decisions we use a 2 x 2 factorial design varying: (i) whether the subjects initially observed high or low investment social anchors, (ii) whether information about the investment decisions of other subjects in their social group is provided. Overall, we find strong evidence that individuals' investment decisions are malleable to the investment decisions of their peers, which in turn leads to the social clustering of investment decisions. Furthermore, social anchors shape initial investment levels, leading to mean investment rates that are double in size in the high anchor treatment relative to the low anchor treatment.

Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach

The big-fish-little-pond effect (BFLPE), the negative effect of school-/class-average achievement on academic self-concept, is one of educational psychology’s most universal findings. However, critiques of this research have proposed moderators based on achievement motivation theories. Nevertheless, because these motivational theories are not sufficiently well-developed to provide unambiguous predictions concerning moderation of the BFLPE and underlying social comparison processes, we developed a Theory-Integrating Approach; bringing together a panel of experts, independently making theoretical predictions, revising the predictions over several rounds based on independent feedback from the other experts, and a summary of results. We pit a priori hypotheses derived from achievement motivation theories against the more parsimonious a priori prediction that there is no moderation based on previous BFLPE empirical research and Darwinian-economic theory (N = 1,925 Hong Kong students, 47 classes, M age = 12 years). Consistent with both BFLPE research and Darwinian perspectives, but in contrast to achievement motivation theory predictions, the highly significant BFLPE was not moderated by any of the following: prior achievement, expectancy-value theory variables, achievement goals, implicit theories of ability, self-regulated learning strategies, and social interdependence theory measures. Although we cannot “prove” that there are no student-level moderators of the BFLPE, our synthesis of social comparison posited in the BFLPE theory and an evolutionary perspective support BFLPE’s generalizability. We propose further integration of our Theory-Integrating Approach with traditional Delphi methods, combining quantitative and qualitative approaches to develop a priori theoretical predictions and identify limitations in existing theory as an alternative form of systematic review.

أثر خريطة الشکل المجزأ على قوة الدولة

The study aims to reveal the role of the forms of states, especially the fragmented form in the state’s external and internal power, as the study touched on the importance of the fragmented form in terms of economic, military and social terms, as well as the cartographic representation of the fragmented form and its effect on the state’s internal and external strength. The study relied on the descriptive approach and the method of analysis The forces to reach the results, the most important of which were: that fragmentation weakens the state budget in the process of military protection, securing borders, and extending development in remote parts in comparison with other forms of states, as the map of the fragmented shape affects the social interdependence between the two parts of the state.

Towards a Cooperative Learning Environment in Universities through In-Service Training

The goal of this study is to determine the extent to which faculty training in cooperative learning (CL) transfers to university teaching, according to students’ opinions. The design was quasi-experimental, with a control group and an intervention group. During two years, 346 first-year university Business School students and 12 university teachers of four disciplines (Business and Economy, Communication, Mathematics and Knowledge Integration) took part in the study. The results show that, after specific training in CL methodology, teachers showed significant improvement in the application of several CL dimensions: social skills, evaluation, reflection, interdependence, interaction and tutoring. In addition, a multivariate analysis of variance was calculated to examine the possible interaction effect of teacher training and disciplines on CL application. The results indicate that training based on participants’ needs and context fosters transference to university teaching. Teachers from different disciplines respond differently when applying CL to the classroom after training, especially in evaluation, heterogeneity, and tutoring. The results highlight the importance of a quality faculty professional development program.

Moderating effect of requirements uncertainty on task interdependence and NPD performance

PurposeThis study aims to validate whether enhancing interorganizational task interdependence among tier 2 suppliers can act as an effective approach for the tier 1 supplier to enhance collaborations among these suppliers in the buyer-tier 1 supplier-tier 2 supplier triadic new product development (NPD) project when buyer's requirements are unstable.Design/methodology/approachBased on social interdependence theory, a model linking interorganizational task interdependence to interorganizational collaboration and NPD product performance is built. The authors conducted a survey study to collect data from 169 automotive tier 1 suppliers and performed regression analysis to empirically test the hypotheses.FindingsThe test results suggest that interorganizational task interdependence among tier 2 suppliers can promote interorganizational promotion-oriented information sharing and interorganizational joint decision making among these suppliers. These improvements can ultimately improve supplier’s NPD product performance. However, the buyer’s requirements uncertainty can reduce the positive effects of such an interdependence arrangement.Originality/valueThis study provides new insights into the role of a tier 1 supplier to enhance the collaboration among tier 2 suppliers in the limited condition of this relationship while providing an alternative explanation regarding contradictory ideas about task interdependence among suppliers.

Overcoming Barriers of Study Delay by Implementing A Warm Bounded Learning Community

We hypothesise that warm bounded learning communities (WBLC) contribute to social and academic integration of students. Eleven students facing study delay participating in a WBLC to write their bachelor thesis were interviewed. They described important episodes in their graduation process, prior to and during their participation. Results indicate that a WBLC that supports interaction, stimulates the development of a community identity, focuses on student collaboration, and mutual appropriation, guides students believing in student agency and supporting a positive self-belief system, can break down barriers students experience. Characteristics of the implemented WBLC and appropriate teacher roles can enlarge motivation, sense of belonging, academic knowledge and self-efficacy. Social interdependence is an important engine to increase social connections and academic self-efficacy, enhancing the growth of academic skills. Our research indicates that well implemented WBLCs can contribute to social and academic integration of students with a study delay.

Globalization and Bankruptcy of SMEs in Slovakia

Research background: Globalization - the process of increasing social, cultural, political, and economic interdependence - has resulted in several changes in business environment. Global market opportunities and threats are major effects of globalization; they refer to the increases in market potential, trade and investment potential and resource accessibility. Global market threats refer to the increases in the number and level of competition, and the level of uncertainty. Global competitors can have the impact on bankruptcy of local SMEs in less developed or smaller countries. Are globalization in economics and company bankruptcy related? In the past, the cause of bankruptcy was mainly in the company itself. The development of globalization has brought a number of positive as well as a number of negative consequences for several areas of society. Is one of the negative effects of globalization the bankruptcy of companies? Purpose of the article: The paper presents a classification of external and internal causes of bankruptcy and indicators of the threat of company bankruptcy. The paper also focuses on the results of the research analysis about the causes of small and medium-sized enterprises mortality in Slovakia and the impact of globalization factors as the causes of their bankruptcy. The analysis of bankruptcies is oriented on the research of the causes of small and medium-sized enterprises mortality in Slovakia and the influence of globalization factors as the causality of their bankruptcy. Methods: The research sample presents structured interview with 16 SMEs´ owners. They identified more aspects of globalization impact to Slovak SMEs bankruptcy. Findings & Value added: The results of research indicate that there is an evidence of impact of globalization on the bankruptcy of SMEs in Slovakia, but there are some differences among various industries.

Is stress good for negotiation outcomes? The moderating effect of social value orientation

PurposeNegotiations are often conducted under stress. Previous studies show that stress can help or hurt negotiation outcomes. This study suggests that individual differences explain these effects, and the purpose of this study is to examine the effect of social value orientation (SVO) and stress on negotiation outcomes.Design/methodology/approachTwo experimental studies and a pilot investigate the influence of stress and SVO (prosocial vs proself) on negotiation offers and outcomes. The authors’ studies are grounded on social interdependence theory and arousal literatures to explain the effects of stress on negotiation.FindingsStress has a positive influence on integrative offers (S1) and joint outcomes (S2). SVO moderates the effect of stress on joint negotiation outcomes (S2), such that, under stress, prosocials fare better than proselfs.Research limitations/implicationsManagers negotiating under stress should pay attention to their own as well as the others’ SVOs. Managers could also build their negotiation teams considering this individual difference and favor the presence of prosocials in stressful negotiations.Practical implicationsThe findings have practical implications for managers who are under stress on a daily basis.Social implicationsThis research contributes to managers that need to understand how to reach integrative agreements under stress. This is especially important when negotiators are representatives of employees or companies, as the outcomes can affect many individuals.Originality/valueTo the best of the authors’ knowledge, this is the first study examining the relationship between stress, SVO and negotiation offers and outcomes.

Advantages of Cooperative Learning: A Systematic Review

Nursing education is responsible for the production of competent nursing staff with the collaborative skills required by the workforce. Nursing recruitment and retention requirements have made nursing education more challenging. Consequently, alternative teaching methods are being explored in nursing education to narrow the gap between workforce requirements and training. This article contains literature review conducted to examine the advantages of cooperative learning. The purpose of this study is to survey the advantages of cooperative learning using articles outlining the advantages of cooperative learning. A literature search with focus on studies published between 2009 and 2018 was undertaken from four electronic databases. Identified articles were pruned with the help of the Prisma (2009) Flow Diagram. Forty-five articles were identified, 15 reviewed and 11 considered eligible for this study. Significant differences were found in favour of cooperative learning, between the various teaching methods in almost all the studies. Additionally, cooperative learning was noted to markedly enhance human development. The studies reviewed concluded that cooperative learning was better than traditional teaching methods like lecture as cooperative learners were noted to display higher achievements and positive social interdependence than their peers from traditional methods. These results are important for both nursing administrators/managers and faculty in planning lessons; hiring and assigning faculty respectively. The implications of this study are that nursing curricula should be designed to incorporate cooperative learning as a means to enhance learning and hiring of nursing faculty should be based on the appropriate display of cooperative learning skills.

Cooperative, competitive, or individualistic? Exploring the role of social interdependence in the classroom

ABSTRACT This study examines how different social interdependence structures influence students’ perceptions of anticipated affective learning, motivation, classroom communication apprehension, and classroom climate. Participants were randomly assigned one of three conditions (cooperative, competitive, and individualistic) and were asked to complete a short survey. The highest levels of affective learning and motivation were found in the individualistic structure, followed by the cooperative and competitive structures. Regarding classroom communication apprehension, students in the competitive structure were most apprehensive, followed by students in the cooperative and individualistic structures. Finally, both students in the cooperative structure and students in the individualistic structure viewed their classroom climate more favorably than students in the competitive classroom.

The Impact of Teammates' Online Reputations on Physicians' Online Appointment Numbers: A Social Interdependency Perspective.

Online medical team is an emerging online medical model in which patients can choose a doctor to register and consult. A doctor’s reputation cannot be ignored. It is worth studying how that online reputation affects the focal doctor’s appointment numbers on the online medical team. Based on the online reputation mechanism and social interdependence theory, this study empirically studied the impact of the focal doctor’s own reputation and other teammates’ reputation on his/her appointment numbers. Our data include 31,143 doctors from 6103 online expert teams of Guahao.com. The results indicate that for a leader doctor, his/her appointment numbers are not related to his/her own reputation, and there was an inverted U-shaped relationship with the ordinary doctors’ reputations on the team. For an ordinary doctor, his/her appointment numbers were positively correlated with his/her own reputation and positively correlated with his/her leader’s reputation and there was an inverted U-shaped relationship with the other ordinary doctors’ reputations. The research showed that there is a positive spillover effect on the team leader’s reputation. There are two relationships between team doctors: competition and cooperation. This study provides guidance for the leader to select team members and the ordinary doctor to select a team.

Priming third-party ostracism does not lead to increased affiliation in three Serbian communities

Young children rely on establishing and maintaining social relationships. As a consequence, social exclusion poses a significant threat that should be avoided actively. Previous research reports that children react to ostracism with an increased tendency to affiliate. For example, they draw more affiliative pictures and engage in more faithful (over)imitation following primes depicting social exclusion. However, all prior studies to date tested this effect in children from strongly socially independent societies, emphasizing individual freedom and psychological autonomy. The current study tested whether these effects also occur among children growing up in a society where social interdependence is emphasized more strongly. We assessed affiliative reactions to video primes depicting either third-party ostracism or control stimuli among 128 preschoolers (Mage = 4.73 years) from an urban community (Belgrade), a semi-urban community (Pozarevac), and a rural community (Kostolac) in Serbia. Across communities, children detected ostracism when it was depicted in the priming stimuli. However, children neither drew more affiliative pictures nor engaged in more faithful overimitation following primes depicting ostracism as compared with control stimuli. The two measures for affiliation (i.e., affiliative drawings and increased overimitation) were not linked on an individual level. Although these results suggest that young children from diverse societies are capable of recognizing third-party social exclusion, their response to such information is strongly shaped by cultural values on social interdependence.

Creating Mutual Gains to Leverage a Racially Diverse Workforce: The Effects of Firm-Level Racial Diversity on Financial and Workforce Outcomes Under the Use of Broad-Based Stock Options

Despite substantial scholarly attention to workforce demographic diversity, existing research is limited in understanding whether or in what contexts firm-level racial diversity relates to performance and workforce outcomes of the firm. Drawing on social interdependence theory along with insights from social exchange and psychological ownership theories, we propose that the use of broad-based stock options granted to at least half the workforce creates the conditions supporting a positive relationship between workforce racial diversity and firm outcomes. We examine this proposition by analyzing panel data from 155 companies that applied for the “100 Best Companies to Work For” competition with responses from 109,314 employees over the five-year period from 2006 to 2010 (354 company-year observations). Findings revealed that racial diversity was positively related to subsequent firm financial performance and individual affective commitment and was not significantly associated with subsequent voluntary turnover rates, when accompanied by a firm’s adoption of broad-based stock options. However, under the nonuse of broad-based stock options, racial diversity was significantly related to higher voluntary turnover rates and lower employee affective commitment, with no financial performance gains. By documenting the beneficial effects of financial incentives in diverse workplaces, this paper extends theory asserting the value of incentives for performance.

Information, peer comparison and social interdependence: theorising the impacts of COVID-19 on Gulf domestic politics

This article theorizes three layers of impacts of the Coronavirus crisis on internal GCC politics, and then identifies potential causal mechanisms operating at each level. A first and primary layer concerns governance, and revolves around the state’s performance in managing the virus outbreak. A secondary level relates to scarcity and inequality, and is linked to the state’s handling of economic and social knock-on effects of the pandemic. A tertiary level is connected to peer comparison, and involves GCC states’ (lack of) coordination of political responses at the regional or sub-regional level. Several key factors emerge from the investigation as potent catalysts for new political dynamics in the Arab Gulf states. One is the unusual availability and clarity of information about state performance surrounding Covid-19, which stands in stark contrast to the general lack of reliable governance indicators for GCC and other MENA countries. Another is the universal nature of the Coronavirus shock, which allows Gulf citizens and residents to make direct comparisons of state performance and policy responses that may reveal a disproportionately negative (or positive) personal or collective outcome. Third, the person-to-person transmission of Covid-19 shatters the traditional social and geographical segregation of Gulf societies, with once-isolated communities now directly and profoundly impacted by each other’s behavior, preferences, and incentives. Finally, variation in resource endowments and political institutions across the GCC precludes easy regional harmonization of post-Covid social and economic policy, once more inviting individual comparison with relatively advantaged or disadvantaged peers in neighboring states.

Voluntary restrictions on self-reliance increase cooperation and mitigate wealth inequality

Humans are considered a highly cooperative species. Through cooperation, we can tackle shared problems like climate change or pandemics and cater for shared needs like shelter, mobility, or healthcare. However, cooperation invites free-riding and can easily break down. Maybe because of this reason, societies also enable individuals to solve shared problems individually, like in the case of private healthcare plans or private retirement planning. Such "self-reliance" allows individuals to avoid problems related to public goods provision, like free-riding or underprovision, and decreases social interdependence. However, not everyone can equally afford to be self-reliant, and amid shared problems, self-reliance may lead to conflicts within groups on how to solve shared problems. In two preregistered studies, we investigate how the ability of self-reliance influences collective action and cooperation. We show that self-reliance crowds out cooperation and exacerbates inequality, especially when some heavily depend on collective action while others do not. However, we also show that groups are willing to curtail their ability of self-reliance. When given the opportunity, groups overwhelmingly vote in favor of abolishing individual solutions to shared problems, which, in turn, increases cooperation and decreases inequality, particularly between group members that differ in their ability to be self-reliant. The support for such endogenously imposed interdependence, however, reduces when individual solutions become more affordable, resonating with findings of increased individualism in wealthier societies and suggesting a link between wealth inequality and favoring individual independence and freedom over communalism and interdependence.

Capital Social, Covid-19 y Desarrollo Regional. Comentarios a Una Relación Relevante

Por lo regular, el capital social influye positivamente en el desarrollo facilitando a la sociedad en su conjunto realizar sus actividades productivas; sin embargo, en ocasiones puede tener efectos negativos. Aparentemente, la pandemia por Covid-19 genera efectos sociales nocivos a través de los mayores grados de asociatividad e interacción de la población, asociados con mayores niveles de dicho capital, al aumentar los contagios y las enfermedades derivadas del virus. Sin embargo, los efectos positivos de otros componentes del capital social como la identificación generalizada con valores sociales, la confianza mutua y el espíritu de cooperación entre los miembros de un grupo, pueden contrarrestar los efectos negativos. Por otro lado, el desarrollo, al mismo tiempo que se asocia con mejores niveles de bienestar social, también genera mayores grados de interdependencia e interacción entre la población, asociados, a su vez, con mayores niveles de contagio del virus. Con la ayuda del análisis de correlación, aplicado a información estatal de Estados Unidos y México, en este trabajo se muestra que las áreas con mejores condiciones de desarrollo y de capital social pudieran ser los más afectados negativamente por el virus en el corto plazo, pero están en mejores condiciones para enfrentar la pandemia y recuperarse de sus efectos negativos que aquellos donde la población vive en desventaja.

Blank Canvas

The majority of learning in arts entrepreneurship education is experiential (Essig & Guevara, 2016). Experiential and entrepreneurial learning theories indicate that to facilitate entrepreneurial knowledge generation which “enables [entrepreneurs] to recognize and act on entrepreneurial opportunities and to organize and manage new ventures” (Politis, 2005, p. 400), individuals need to exercise personal agency and engage in explorative behavior (Kolb & Kolb, 2009; Politis, 2005). If arts entrepreneurship education is to help students generate such entrepreneurial knowledge, arts entrepreneurship educators should create learning environments in which their students can exercise personal agency and behave exploratively. Despite this, how students exercise personal agency and explore within arts entrepreneurship education has not been empirically studied. This empirical paper attempts to answer the following question: How do students explore and exercise personal agency in arts entrepreneurship education? Using rigor to systematically analyze qualitative data (Gioia et al., 2013) from a five-week course in entrepreneurship in higher music education to produce a data structure and model, I find that within a teacher-created learning environment, students balance personal factors (their values and beliefs, habitual modes of thought, prior experience and personal goals) against social factors (social interdependencies and conditions of approval) while taking actions to reduce uncertainty. The findings imply that teacher-created learning environments and engagement in social contexts influences how students exercise personal agency and explore.

Rousseau’s Post-Liberal Self: Emile and the Formation of Republican Citizenship

ABSTRACT This article discusses Rousseau’s theory of the genesis and development of a “post-liberal self” and its political implications. In his Emile, or Education, Rousseau explores the distinctive features of the post-liberal self through Emile’s growing capacity to think in terms of his social interdependence with others and yet to maintain his critical autonomy. For Rousseau it is only such individuals with a highly developed moral and civic consciousness who are capable of articulating the general will and of properly participating in a modern republic. I argue that the general will for Rousseau is therefore not a property of the community but of the post-liberal self, for whom the common good is a larger dimension of the individual good. I then discuss the political implications of this theory by relating it to The Social Contract where Rousseau urges us to examine the legitimacy of existing social norms, laws and practices. Rousseau, I conclude, is one of the great radical thinkers of self-transformation as the prerequisite for overcoming the pathologies and limitations of liberal society.

France in the Levant: Trade and Immaterial Circulations in the “Long Eighteenth Century”

Abstract The article analyzes aspects of French trade in the Levant during the eighteenth century by tracing the link between commercial exchange, institutions, and socio-cultural interaction within the system of French échelles in the Eastern Mediterranean. As the paper argues, this trade not only acquired a primary relevance within Ottoman and French economies but also created institutional and social interdependencies that prefigured nineteenth-century developments. The study discusses how economic, institutional, and social aspects are highly intertwined, each of them playing a core role in explaining the relevance of the French presence in the Early Modern Eastern Mediterranean.