Social Interdependence Research Articles

Children Delay Gratification for Cooperative Ends

To cooperate effectively, both in small-scale interactions and large-scale collective-action problems, people frequently have to delay gratification (i.e., resist short-term temptations in favor of joint long-term goals). Although delay-of-gratification skills are commonly considered critical in children’s social-cognitive development, they have rarely been studied in the context of cooperative decision-making. In the current study, we therefore presented pairs of children (N = 207 individuals) with a modified version of the famous marshmallow test, in which children’s outcomes were interdependently linked such that the children were rewarded only if both members of the pair delayed gratification. Children from two highly diverse cultures (Germany and Kenya) performed substantially better than they did on a standard version of the test, suggesting that children are more willing to delay gratification for cooperative than for individual goals. The results indicate that from early in life, human children are psychologically equipped to respond to social interdependencies in ways that facilitate cooperative success.

Why Tree analysis to find the root cause of environmental problem (case study on geothermal power plant)

Concept of sustainable development were introduced in 1987 by the world commission on environment and development, chaired by Gro Harlem Bruntland. Sustainable development is a development process that is principled to meet the needs of the present without compromising with the risk of fulfilment of the needs for future generations. Challenges that must be faced in order to achieve sustainable development is how to repair the environmental destruction without compromising the need for economic development and social justice. The 2005 World Summit outlined sustainable development consisting of three main pillars, includes economic, social and environmental interdependence and strengthening. Environmental aspects sometimes having problems either because they are directly caused by human error or mismanagement. Root cause analysis method is needed to find out the contributing factor of the problems. In this research, Why Tree method is used along with the RCA-Constructor software to investigate the root cause of geothermal power plant’s environmental problems in Indonesia. This finding is expected to formulate appropriate and continuous improvement steps to prevent the similar events in the future.

Responding to student feedback: Individualising teamwork scores based on peer assessment

Teamwork assessments often result in a single final product, for which all team members receive a single mark regardless of their contribution to the team project. In order to respond to feedback from students in terms of fair marking of the teamwork assessment, we implemented peer assessment as a recommended pedagogical intervention to individualise team marks and prevent team members from taking advantage of free riding. Team marks were individualised proportional to the average peer assessment mark each student received from their peers in the team. We analysed course evaluation data before (n = 151) and after (n = 129) the implementation of the peer assessment process from students participating in Engineering Design courses. Analysing data in light of Social Interdependence Theory (Johnson & Johnson, 2009) showed that the peer assessment process improved the cooperation of the team members which enhanced the students’ teamwork experience and their engagement with the course. While only 24% of the students appreciated teamwork aspects of the course before the peer assessment, it increased to 34% post peer assessment. Furthermore, the implementation of the peer assessment process decreased complains about free riding from 26% to 7%.

Teoria umysłu, oczekiwania społeczne a sytuacja osób z zaburzeniami w spektrum autyzmu, w tym z Zespołem Aspergera

The author attempted to analyse the state of research on the Theory of Mind and its deficit in people with Autistic Spectrum Disorders (ASD), especially those with Asperger Syndrome (AS). This analysis also searched for connections between the Theory of Mind and expectations which set the rules of social interdependence. In the aspect of the analysed research, it can be concluded that the Theory of Mind is connected – through a common expectation of empathy – with the need and the rules of acceptance and respect. The biologically conditioned deficit of the Theory of Mind of people with ASD causes a high risk of rejecting these people because they do not meet social expectations.

Shifting the instructional paradigm in higher education classrooms in Ethiopia: What happens when we use cooperative learning pedagogies more seriously?

This study examines the relative effectiveness of formal cooperative learning (CL) compared to the traditional lecture-based instructions in improving instructional processes and learning outcomes. For this, the study used non-equivalent control groups design, collecting data from a sample of volunteered undergraduate students (n = 347) in a large public University in Ethiopia. In general, results indicate that higher perception of academic challenge, cooperative interaction, learning gains, and overall satisfaction were associated with formal CL, rather than traditional lecture-based instructions. In addition, results show that cooperative learning lessons were associated with more positive relations between academic challenge, cooperative interaction, learning gains, and overall satisfaction. Implications for higher education teaching and learning from a social interdependence theory perspective is discussed.

The network ROI

Purpose Leveraging social action theory, social network theory and the notion of network externality, the purpose of this paper is to model two different return on investment (ROI) measures: the networked ROI which captures the network effect originating from a social media investment, and the discrete ROI which focuses social media discrete returns from individual users. Design/methodology/approach A field experiment was set up over a period of three months to test the effects of two variants of an advertisement campaign (a social vs a discrete ad) on the modeled networked and discrete ROIs. Findings The authors find that emphasizing discrete user actions leads to lower network gains, but higher monetary returns while the social action emphasis produces higher network gains, but lower monetary returns. The study further suggests that social action focus is preferable for brand promotion and engagement, whereas the discrete action focus is suitable for boosting sales and website traffic. Practical implications Several potential implications for social media researchers and marketers are also discussed. Originality/value The authors for the first time showed that that the social media returns are derived not only from individual actions taken by the user (e.g. likes and shares) but also from users’ social interdependencies and the additional exposure that results from network effects.

Green Republicanism as a non-neutral and convivial politics

Green republicanism can be described as a subset of republican political theory that aims to promote human flourishing by ensuring a non-dominating and ecologically sustainable republic. It expands the republican idea of social interdependence with the natural world, and therefore requires promoting and protecting the autonomy within those interdependencies. As such, green republicanism will focus on moving away from the current situation of ecological unsustainability while protecting freedom as non-domination. In this article, I offer a green republican justification for non-neutrality while remaining non-perfectionist. Furthermore, I argue that participation and deliberation is essential in defining the concrete politics that should guide green republicanism. To do so I examine the idea of conviviality and argue that green republicanism is the political theory best placed to ensure the objective of conviviality: it allows individuals to confront their views and to cooperate, acknowledging the finitude of the planet’s natural resources.

Supporting Cooperative Dialogue in Heterogeneous Groups in Elementary Education

Literature agrees that learning in heterogeneous groups could benefit from support that structures the cooperative process, but has been inconclusive as to what this support should look like. This study investigated the effects of a worksheet that structured a heterogeneous cooperative process. The worksheet addressed the elements of social interdependence theory. Fourth to sixth graders ( n = 136) worked cooperatively in 34 heterogeneous groups of four, either with or without the worksheet. Results showed that heterogeneous cooperation benefited from the worksheet. Group members with the worksheet participated more equally in the domain-related dialogue, and a larger proportion of the group dialogue was task oriented and spent on exchanging domain-related explanations in comparison with the control group. However, adding the worksheet helped only low-ability children to increase their level of knowledge. Future research should look into possibilities for children’s learning outcomes to benefit more from improved heterogeneous group dialogue.

SUL RITORNO DELL’ECONOMIA POLITICA

The transformations of political economy since its formative period in the late 16th-early 17th century (Bodin, Botero, Serra, Monthchrestien) defines its object as a field of possibilities. A dynamic (that is, historical) view of political economy is therefore a condition for identifying the relationship between different theoretical frameworks addressing the economic domain. The relationship between ends and means is central to the conceptual structuring of that domain and is at the root of the cleavages and overlaps that characterize the dynamics of economic theory. This essay highlights the central role of interdependencies in the construction of economic theory and highlights their importance both for identifying the internal structure of constraints in the economy and for assessing the relative weights of partial interests that are at the origin of collective actions. The essay also highlights the intertwining of material and social interdependencies in the dynamics of economic theory, and discusses the relationship between partial interests and forms of systemic interest. The latter relationship highlights the possible coexistence of coalitions and conflicts within the same system of interdependencies and makes such coexistence to depend on the internal, multi-level structure of interdependencies in the polity. This analytical framework is then applied to the assessment of multiple possible visualizations of systemic interest in the Eurozone.

The Paradox of Leader-Member Exchange (LMX) Differentiation

Abstract. Drawing from the equity-equality paradigm and social interdependence theory, we examine cross-level effects of leader-member exchange (LMX) differentiation on both task performance and creativity using 461 team members and 98 team leaders in China. We demonstrate the paradoxical (i.e., positive and negative) effects of LMX differentiation in teams. Specifically, while LMX differentiation was positively, directly associated with task performance and creativity in more interdependent teams, it also had negative, indirect influences, through interactional justice climate, on these outcomes. Overall, in more interdependent teams, LMX differentiation had positive effects on employee performance-based outcomes, but in less interdependent teams, the effects were more negative. Our findings also provide practical implications for team governance.

Contested and interdependent appropriation of space in a multicultural commercial neighbourhood of Santiago, Chile

ABSTRACT This article examines experiences of making, inhabiting and appropriating space, in relation to the transformations of the political economy in an increasingly multicultural urban setting. Through processes of social production and construction of space, it explores the material, societal and symbolic processes at play. The entry points are memories, images, uses and material connection to Patronato neighbourhood (Santiago, Chile) by people of Korean and Palestinian ancestry. It analyses how claims of space authenticity, processes of ethnicisation and material appropriation of space – commonly understood as given by ‘cultural differences’ – respond to historical, economic and political shifts happening at a global and local level. Moreover, challenging the prism of socioeconomic conflict and separation, it shows emerging dynamics of social interdependence and adjustment, taking place alongside the reorganisation of ethnic boundaries. Such reorganisation allows settled migrants to develop a sense of belonging and control over space in a rapidly changing neoliberal city.

Learning, friendship and social contexts

PurposeThe purpose of this paper is to introduce a social network analysis (SNA) toolkit aiming to enable leaders, educators and researchers work together to deepen their understanding of classroom social network dynamics. In doing so, the authors provide both theoretical and practical steps in building a bridge between theory and practice and a step-by-step introduction to designing and implementing SNA to understand socially responsive classrooms. To make the case, the authors present data that were collected through an SNA survey completed by eighth graders in two highly diverse classrooms in Southern California.Design/methodology/approachDriven by an SNA perspective, the authors highlight the potential value of examining social interdependencies and interconnectedness among students in a classroom network. The SNA toolkit was employed to calculate social network measures and develop network maps for each classroom.FindingsThe toolkit has shown to provide a comprehensive platform in gaining important insights into students’ social relationships, particularly those who are underserved and at higher risk of exclusion. The findings have shown that some of the students in the two classrooms were more likely to remain on the periphery of their social networks, particularly those who are traditionally more likely to be marginalized including students with disabilities as well as racially and linguistically diverse students.Originality/valueThe toolkit in the hands of leaders and teachers may provide a powerful tool for personalized professional development and act as a catalyst in bridging the gap between research and practice.

Teamwork behaviors in implementing enterprise systems with multiple projects: Results from Chinese firms

Enterprise system (ES) implementations are unique in their scope to encompass information transfer and standardization across an entire organization. The ES has become a ubiquitous software product essential for many organizations. A successful ES implementation requires integrating multiple projects, over a wide time span, led by managers across diverse functions and interests. The single project principles proven useful for the development of less complex systems require an upgrade to account for the need to integrate the activities and outputs of the multiple projects in an ES implementation. In particular, the set of goals must move all projects to deliver the ES scope while expending only the allocated resources available to an organization. Based on the literature of social interdependence theory, we develop a model to examine teamwork behaviors in the context of an ES implementation. Specifically, goal interdependence among the multiple ES projects fosters promotive interteam behaviors of monitoring across ES project teams and ES project team adaptability, which, in turn, lead to higher levels of implementation performance. The model holds true according to data from a sample of key participants in recent ES implementations in small to medium Chinese enterprises. Interdependent goals allow for a degree of functional independence while pursuing goals important to the organization as a whole.

Consequences of Abusive Supervision at Work:Expanding Boundary Conditions and Mechanisms

Abusive supervision is defined as a supervisor’s sustained display of hostile verbal and nonverbal behavior and it is a significant problem in organizations. Subordinates consider it to be highly unfair and it results in negative, counterproductive, and destructive behavior impacting individuals, teams, and organizations (Tepper, Simon, & Park, 2017). Although a great deal of research has examined this topic over the last decade, considerable work remains to be done. The purpose of this symposium is to advance our understanding of the processes underlying the relationship between abusive supervision and outcomes, the boundary conditions impacting the existing nomological network of abusive supervision, and consequences previously not considered by scholars. This symposium contributes in the following ways: 1) it examines how abusive supervision impacts other organizational stakeholders (e.g., co-workers, team members, and upper-level managers); 2) it identifies behavioral (e.g., workplace gossip) and psychological mechanisms (e.g., HIV-related stigma, performance enhancement attribution) linking abusive supervision and its consequences;3) it explores contextual (e.g., team member exchange and abusive supervision dispersion) and person-oriented moderators (e.g., trait variables such as dispositional forgiveness, perfectionism and clinical health variables such as CD4 count) of the relationship between abusive supervision and outcomes; and 4) it highlights the consequences of abusive supervision previously not considered by scholars (e.g., HIV-related stigma, supervisors’ reputation, and upper-level managers’ exhaustion). The symposium papers draw from a diverse set of workers (e.g., HIV-positive employees, worker triads consisting of subordinate-co-workers-upper-level managers), use strong theoretical frames (e.g., research on social stigma and social interdependence theory), and employ a variety of methodological and analytical techniques. Theoretical and practical implications of each paper will be discussed in the symposium. Demons and Angels: Protective and Destructive Mechanisms in Abusive Supervision Presenter: Hieu Nguyen; U. of Queensland An Investigation of Abusive Supervision’s Performance Enhancing Effect: An Attribution Perspective Presenter: Jun Yang; U. of North Carolina, Greensboro Presenter: Yonghong Liu; U. of North Carolina, Greensboro An Examination of the Upward Effects of Abusive Supervision Presenter: Anna Carmella Ocampo; Australian National U. Presenter: Simon Lloyd D. Restubog; U. of Illinois at Urbana-Champaign Presenter: Lu Wang; Australian National U. Presenter: Mindy Krischer Shoss; U. of Central Florida HIV-Positive Employees Facing Abusive Supervision: The Roles of Fear, HIV Stigma, and CD4 Count Presenter: Anthony Decoste; Global Virtuoso Presenter: Simon Lloyd D. Restubog; U. of Illinois at Urbana-Champaign Presenter: Yueyang Chen; U. of Illinois at Urbana-Champaign Presenter: Wei Wang; U. of Minnesota

The impact of group composition and task design on foreign language learners’ interactions in mobile-based intercultural exchanges

AbstractThis study examines the impact of group composition (one-on-one vs. multiple-to-multiple) and task design (student-selected vs. teacher-assigned) on undergraduate foreign language learners’ interactions in a mobile-based intercultural exchange. The participants, 27 Korean students learning English as a foreign language and 27 American students learning Korean as a foreign language, interacted in pairs and groups via mobile phones to complete weekly tasks for eight weeks. This study used mixed methods to analyze the data from mobile chat scripts, questionnaires, and interviews. The results indicated that the one-on-one and multiple-to-multiple groups did not differ significantly regarding contact frequency or number of written chats. However, one-on-one and multiple-to-multiple interactions did differ with regard to the quality of the interactions, reflecting the unique nature of each group composition. A one-on-one relationship promoted a higher level of intimacy and friendship, thus rendering it appropriate for providing linguistic and emotional support in learning foreign languages. In contrast, multiple-to-multiple communications were found to be more beneficial for learning about different perspectives on the target cultures. In terms of task design, teacher-assigned tasks guided students to engage in productive interactions effectively, whereas student-selected tasks elicited their personal investment in the tasks. Supporting social interdependence theory (Johnson & Johnson, 1989, 2009), we argue that the establishment of intimate relationships among group members may be the key to quality interactions in mobile-based intercultural exchanges.

Social interdependence on crowdsourcing platforms

As part of their embrace of open innovation, many organizations have established innovation contests to gather creative ideas from online users. Some of these contests are deployed on platforms that use hybrid coopetitive models to promote a combination of competition and cooperation. In this paper, we use a theoretical framework, namely social interdependence theory, to understand and explain the behaviors of users of idea crowdsourcing platforms to support organizational innovation. In our empirical study using both behavioral and social network data of 19,516 registered users of a crowdsourcing platform, we first analyze different user profiles that display varying levels of competitive and cooperative behaviors. Second, through a qualitative analysis, we explore the users' perceptions of the structured coopetition model. Our results reveal that the mixture of cooperative and competitive design features positively impacts the creative process and nudges the nature of competition along constructive lines.

4 The Phenomenology of Neighborhoods in the Early Historic Period of the Indian Subcontinent (3rd Century BCE – 4th Century CE)

ABSTRACTNeighborhoods are places of social interdependence expressed in material forms of proximity represented by closely packed households, pathways, and open spaces. Archaeological remains provide the opportunity to analyze neighborhoods as the physical locale of urban residence that included daily routines of eating, sleeping, and self‐care; regular acquisition of provisions; and interactions with other people. However, the experiences of neighborhood interaction were not unique to the urban form. In the Indian subcontinent in the mid‐first millennium BCE, there were three configurations that brought people together into crowded physical and social spaces, each of which provided the opportunity for repeated, standardized, and routinized mutual interdependence: urban settlements, religious pilgrimage centers, and army encampments.

Exploring Collective Teacher Efficacy in an International School in Shanghai

This exploratory study attempts to determine the presence of collective teacher efficacy (CTE) and provide clarity about the construct in the context of an international school in Shanghai. A mixed-method approached was utilised in this study. The design involved two phases, survey data collection, then further exploration through semi-structured interviews. Results revealed that CTE not only exists among expatriate teachers, but it is also high in this context. Further analysis identified two dimensions are key to the CTE construct, Group Confidence and Task Analysis. Three themes emerged from the semi-structured interviews highlighting the importance of an interconnected community; collaboration; and, the effect of academic pressure. Social interdependency and proximity may positively contribute to CTE. This research addresses a gap in existing literature relating to CTE and further investigates this notion among expatriate teachers in an underexplored setting of an international school in Shanghai. The study concludes with insights about the presence of CTE and identifies themes and dimensions explaining the nature of CTE in an international context. https://doi.org/10.26803/ijlter.18.6. 13

Integrating Cooperative Learning in Reading Classrooms: An Investigation of Saudi EFL Learners' Perception

The Social Interdependence Theory offers pedagogical implications indicating that positive participation in the learning process results in higher academic and social progress. In light of this theory, this study explores Saudi EFL learners’ perceptions of cooperative learning (CL) activities in English reading classrooms. A large body of research has investigated the application of CL in language classrooms, but it has mostly focused on how implementing CL affects learners’ achievements and academic performance rather than their perceptions of CL. Therefore, this study investigates Saudi learners’ perceptions of CL in reading classrooms. The study’s participants were 64 low-level EFL learners taking a general English course as part of their preparatory year requirements. The study adopted a descriptive survey-based design. The participants were first given a language background questionnaire and the Oxford Quick Placement Test to determine their proficiency levels. Then, they were taught using a method of CL – Reciprocal Teaching – for six one-hour sessions. The learners were next given a survey questionnaire that consisted of 14 items concerning their perception of CL activities in reading classrooms after all of the Reciprocal Teaching sessions had been completed. Overall, the findings reveal that the participants have positive views of CL in reading classrooms. Based on the findings, the study offers pedagogical implications for future classroom practices.

대학운동선수의 사회적 상호의존성과 팀성과의 관계에서 팀원관계 및 응집력의 이중매개효과

대학운동선수의 사회적 상호의존성과 팀성과의 관계에서 팀원관계 및 응집력의 이중매개효과