Social Loafing Research Articles

Perilaku Social Loafing pada Mahasiswa Pendidikan Agama Islam : Individualisme Gen-Z di Era Media Sosial

Nowadays, Students are the parts of z generation also the agents of change. But, in this social media era there are many deviant behavior. This study aims to describe the social loafing behavior that occurs in Islamic Religious Education (PAI) students based on its aspects. This research uses descriptive qualitative research. Data collection in this study was in the form of questionnaires, interviews, and documentation. Meanwhile, the sample is the active students of the Islamic Religious Education (PAI) study program in semesters 2, 4 and 6 of 2021/2022 as z generation. Based on the result of this research, it is known that social media creates an individualism in z-generation. It made social loafing in Islamic Religious Education (PAI) Students

SAĞLIK KURUMLARINDA İŞ ARKADAŞLARININ SOSYAL KAYTARMASI İLE BİREYİN KAYTARMA DAVRANIŞI ARASINDAKİ İLİŞKİDE İŞ TATMİNİ VE ÖRGÜTSEL BAĞLILIĞIN ARACI ETKİSİNİN İNCELENMESİ

Bu çalışmanın amacı sağlık kurumlarında sosyal kaytarma davranışının öneminin ortaya koyulması ve bireyin kendi sosyal kaytarması ile iş arkadaşlarının sosyal kaytarması arasındaki ilişkide iş tatmini ve örgütsel bağlılığın aracı rolünün incelenmesidir. Araştırma örneklemi, Ankara'da bir üniversite hastanesinde görev yapan 336 sağlık çalışanıdır. Araştırmada veri toplama aracı olarak anket formu kullanılmıştır. Veriler, IBM SPSS 21.0 kullanılarak analiz edilmiştir. İş arkadaşlarının sosyal kaytarma davranışı ile bireyin kendi sosyal kaytarma davranışı arasındaki ilişkide iş tatmini ve örgütsel bağlılığın aracılık rolünün belirlenmesi için hiyerarşik regresyon analizinden yararlanılmıştır. Analiz sonucunda, iş arkadaşlarının sosyal kaytarmasının bireyin sosyal kaytarması üzerinde anlamlı ve pozitif bir etkisinin olduğu bulunmuştur. İş arkadaşlarının sosyal kaytarma davranışı ile bireyin kendi sosyal kaytarma davranışı arasındaki ilişkide iş tatmininin kısmi aracılık etkisinin olduğu, örgütsel bağlılığın ise herhangi bir aracılık etkisinin bulunmadığı sonucuna ulaşılmıştır.

NARCISSISM OF SCHOOL STUDENTS IN RELATION TO THEIR SELF-COMPASSION AND SOCIAL LOAFING

The study was conducted to explore the relationship of narcissism with social loafing and self-compassion.The study was conducted on 200 government school students.The Narcissism scale was developed by the researchers,Social Loafing Scale (SLS) by Q.G.Alam and Ramji Srivastava (2008) and Self-compassion Scale (SCS) by Kristin Neff (2003) were used to collect the data.The results revealed a no significant gender differences in narcissism of school students.But there were significant locale wise differences in narcissism among school students.It was also found that there is a significant positive relationship of narcissism with both self-compassion and social loafing.

The Relationship between Research Assistants’ Social Loafing and Organizational Commitment

Organizational commitment and social loafing are important and interrelated concepts in working life. Employees who think that their performance will decrease and their effort will be lost, their work is not important and meaningful, prefer to hide in the crowd and socially loaf. It is crucial to reveal the exact nature of this relationship in terms of employee productivity, cooperation, competitiveness and inexhaustibility. Organizational commitment and social loafing are thought to have an important efficiency-, performance- and job satisfaction-related impact on the work outcomes of research assistants. This study aims at determining the relationship between social loafing and organizational commitment of research assistants, and finding out whether the levels of social loafing and organizational commitment differ significantly depending on the type of staff and length of service. The criterion sampling method, one of the purposeful sampling methods, was used for the sampling. The participants are 34 research assistants working in a faculty. Correlational survey model was used to investigate the relationship between the levels of organizational commitment and social loafing of research assistants. Personal Information Recognition Form, Organizational Commitment Scale, and Social Loafing Scale were used as the data collection tools. Pearson’s and Spearman’s correlation analyses, independent sample t-test, one-way analysis of variance and Kruskal-Wallis analysis were used in the analysis of the data. A significant and inverse relationship was found between affective commitment (as a sub-dimension of organizational commitment) and social loafing. No significant difference could be identified between the groups in social loafing and organizational commitment levels in terms of demographic variables.

How Team Members' Transformational Leadership and Effective Followership Work During Team Interactions

In the current study, a mixed‐method research design was used to explore how team members' transformational leadership and effective followership relate to teamwork quality. Data were collected from 10‐student project teams (N [team] = 10; N [individual] = 84 team members) in a leadership class at a large‐sized public university in the United States. As a follow‐up, focus group interviews were conducted with two teams (n = 13 team members) to explore how team members' transformational leadership and effective followership work during team interactions. Correlation results showed that team members' transformational leadership was positively related to teamwork quality (r (82) = .84, p < .01). In the qualitative phase, findings showed that the team exhibiting centralized transformational leadership also exhibited passive team followership and low‐quality teamwork. Low‐quality teamwork was described as social loafing and polarization. In contrast, the team exhibiting shared transformational leadership also exhibited proactive team followership and high‐quality teamwork. High‐quality teamwork was described as conflict resolution and team synergy. The findings have important implications for leaders, followers, leadership educators, teams, organizations, and researchers.

Authentic Design and Administration of Group-Based Assessments to Improve the Job-Readiness of Project Management Graduates

Group-based assessments have been recognized as one of the ways of developing work-ready attributes in project management graduates. This paper is aimed at exploring the best practices for improving the administration process of group-based assessments to make it fit for purpose. The study adopted a systematic literature review and 22 semi-structured interviews with project management academics in higher education. The study found that teams should be small in size and formed by the faculty. Tasks should be based on a real-world context and be sufficiently challenging for students. The group should create a team charter to establish expectations and ground rules for group members. Group assessments should include team member peer evaluations and oral presentations to curb social loafing. Academics should be actively involved in giving regular feedback, training students about teamwork, and communicating their expectations to students. The study findings are useful to inform project management academics about the design and administration characteristics that need to be considered to achieve the ultimate purpose of group-based assessments in polishing the job-readiness attributes of project management graduates.

İş yaşamı kalitesinin sosyal kaytarma davranışı üzerindeki etkisi: Hemşireler üzerinde bir araştırma

Bu çalışmada sağlık kurumlarında çalışan hemşirelerin iş yaşamı kalitesinin sosyal kaytarma davranışı üzerindeki etkisinin belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda, Kahramanmaraş ilinde Kahramanmaraş Sütçü İmam Üniversitesi Sağlık Uygulama ve Araştırma Hastanesi’nde çalışan 224 hemşire üzerinde anket uygulanmıştır. Araştırmada frekans analizi, t testi, ANOVA testi, korelasyon ve regresyon analizi yapılmıştır. Sonuç olarak, hemşirelerde iş yaşamı kalitesinin sosyal kaytarma algısını istatistiksel olarak anlamlı ve negatif yönde etkilediği belirlenmiştir. İş yaşamı kalitesi alt boyutlarından iş algısı alt boyutunun sosyal kaytarma algısını istatistiksel olarak anlamlı ve negatif yönde etkilediği saptanmıştır.

Ethical leadership, organisational citizenship behaviours and social loafing: The mediating effect of perceived organisational politics

Purpose: The main objective of this study was to provide empirical evidence in order to enhance the understanding of how ethical leadership influences employees’ organisational citizenship behaviours and occurrence of social loafing through the mediating role of perceived organisational politics in the higher education sector. Design/methodology/approach: The respondents of the study were academics engaged in the education sector in North Cyprus. Structural equation modelling (SEM), regression analysis and bootstrapping technique were employed to test the model and the hypotheses. Findings/results: The statistical findings confirm that the presence of an ethical leader encouraged and motivated employees to develop a politically transparent environment, which in turn encouraged academics to develop organisational citizenship behaviours and reduce social loafing intentions in their workplace. Practical implications: The results demonstrated that organisations aiming to increase organisational performance through encouraging employee discretionary behaviours are recommended to hire and promote ethical leaders and develop strategies to measure perceived levels of organisational politics. Originality/value: This study fills a gap in the literature by asserting that the complete chain effects of an ethical leadership network enhance employee positivity and reduce negative discretionary behaviours. It also highlights that the effect of ethical leadership on organisational citizenship behaviours (OCBs) and social loafing was partially contingent on perceived organisational politics.

Social Loafing in Work Group Settings: The Role of Servant Leadership and Felt Obligation

Throughout human history, the value of groups of individuals working together to achieve, conquer, and discover has been emphasised. Teams and organisations are increasingly relied upon to perform a wide range of duties, from product creation to service production, in today's world. People's motivation and effort may be affected by collaborative efforts, which can result in significant losses for groups as well as lower productivity for businesses. As a phenomenon known as "social loafing," the tendency of other team members not to put in their fair share of effort and do less than they might when working in teams is one of the most important factors affecting group success. An important contribution to our knowledge of servant leadership, social loafing, and the sense of duty in the workplace is provided by this study's examination and analysis of relevant literature as well as theoretical underpinning and empirical investigations. There are several theoretical and empirical possibilities for further study in the areas of servant leadership, social loafing, and felt obligation.

Addressing the Social Loafing Problem in Assessment Practices from the Perspectives of Tanzania’s Pre-service Teachers

Recent developments of higher teacher education in Tanzania have witnessed high student enrolments necessitating change of an emphasis from individual assessment to group-based assessment practices. In this context, informed by the constructivist philosophical perspective, this article reports on the pre-service teachers’ voices regarding the prevalence, impacts and counteractive strategies of social loafing. The pre-service teachers are drawn from one higher education institution in Tanzania that serves as a case study. It draws on qualitative data collected from a sample of purposively selected undergraduate pre-service teachers. The study found social loafing tendencies to be commonplace and with far-reaching consequences amongst students as they engaged in group-based assessment tasks, hence calling for measures to redress them. Addressing social loafing in higher teacher education is crucial to avoid compromising the quality of assessment practices in the contexts of ever-rising student enrolments in many lower income countries

The influence of perceived social loafing on knowledge sharing intentions among college students

Introduction. From the students’ perspective, social loafing has also become a major challenge and problem in group tasks in the classroom. Social loafing may affect students’ enthusiasm and attitude to share knowledge.Aim. This study aims to investigate the mediating effects of knowledge sharing (KS) attitudes on the relationships between KS intentions, perceived social loafing, and learning goal orientation.Methodology and research methods. This study used a game-based team learning situation to explore the students’ KS attitudes and intentions. Questionnaires were also delivered to 336 students in business colleges in Ho Chi Minh City, Vietnam. The authors used Structural Equation Modelling (SEM) with bootstrapping estimation to test all the hypotheses.Results and scientific novelty. The findings show that (1) perceived social loafing has a negative influence on KS attitudes and intentions; (2) learning goal orientation has a positive influence on KS attitudes and intentions; (3) KS attitudes have mediating effects on the relationships of perceived social loafing, learning goal orientation and KS intentions.Scientific novelty. This study uses business simulation games as team learning activities to verify the impact of students’ attitudes and intentions on KS in the context of perceived social loafing.Practical significance. Based on the findings, the authors suggest that teachers should not only enhance students’ learning goal orientation, decrease perceived social loafing to promote the intention to share knowledge in teams, but also make students have positive attitudes towards KS.

Hubungan Antara Kohesivitas Kelompok dengan Social Loafing pada Tugas Kelompok yang Dilakukan Mahasiswa Universitas Negeri Padang

This study aims to look at the relationship between group cohesiveness and social loafing in group assignments carried out by Padang State University students. This study uses a correlational quantitative design. Sampling in this study uses a purposive sampling technique. The subjects of this study were 110 students from Padang State University. Data were analyzed using product moment correlation and obtained r = -0.615 and p = 0.00 (p <0.05). These results indicate that there is a significant negative relationship between group cohesiveness and social loafing in group assignments carried out by Padang State University students.

Taking a free ride: How team learning affects social loafing.

Taking a free ride: How team learning affects social loafing.

The Impact of Teacher and School Factors on Teachers’ Perception of Their Personal and Group Organizational Citizenship Behaviors

ABSTRACT The purpose of this study is to examine the relationship between school ethical climate, organizational citizenship behavior and social loafing. The study participants included 878 teachers, 50 principals and 50 school counselors from 50 primary schools. The data analysis was based on multilevel SEM. The findings indicate different behavioral mechanisms between the individual and the group levels among teachers. A positive relation was found between personal organizational citizenship behavior and group organizational citizenship behavior, as well as a negative relation between group organizational citizenship behavior and social loafing. In practice, school leaders should encourage workgroups for maximizing school effectiveness.

Social Loafing on Empoyees: The Influences of Individual Level and Group Level Factors

The success of group is determined by the completion of the tasks assigned to each member. However, not all group members can contribute as they should. Passive and less motivated individuals in completing group tasks refer to social loafing. This study aims to determine influence of individual and group factors on employees’ social loafing. This study conducted a quantitative approach with analyzing data from 30 employees. Our findings show that individual factors (task interdependence, task visibility, distributive justice, and procedural fairness) and group factors (group cohesiveness and perceived coworkers social loafing) do not influence social loafing behavior.

Investigating the Effective Factors on Social Loafing in Sports Leisure Time of University Students

Investigating the Effective Factors on Social Loafing in Sports Leisure Time of University Students

The effect of the perceived instructor feedback on team interaction, social loafing, and performance in university team project-based learning

목적 본 연구는 대학에서 활성화되고 있는 팀 프로젝트 학습에서 학습자가 인식한 교수자의 피드백 제공 정도가 팀 학습과정과 학습성과에 미치는 효과를 검증하는데 목적이 있다. 방법 팀 학습과정에서 학습자의 능동적 참여를 보여주는 요인으로 팀 상호작용과 태만을 선정하였고, 학습성과는 팀 차원의 성과와 개인 차원의 성과로 선정하였다. 프로젝트 수업에서 학습자가 지각한 교수자의 피드백 제공 수준에 따라 세 집단으로 구분하고, 집단에 따라 팀 상호작용, 태만, 학습성과에 차이가 있는지 검증하였다. 자료 수집은 수도권 소재 A대학에서 2020학년도 2학기에 3학년을 대상으로 운영된 프로젝트 교과목 수강생을 대상으로 이루어졌다. 총 500명의 수집된 자료를 일원분산분석(Kruskal-Wallis 비모수 통계)으로 분석하였다. 결과 주요 연구결과는 다음과 같다. 첫째, 지각된 교수자의 피드백 제공 정도에 따라 분류된 세 집단 간에 팀 상호작용에 차이가 있었으며, 교수자 피드백이 활발히 제공되었다고 인식한 집단에서 팀 상호작용이 가장 높게 나타났다. 둘째, 교수자의 피드백이 활발히 이루어졌다고 인식한 집단에서 팀 내 태만이 발생했다고 지각하는 수준이 가장 낮았으며 자신이 팀 프로젝트 수행에 태만했다고 보고한 수준 역시 낮았다. 셋째, 교수자의 피드백이 활발하게 이루어졌다고 인식한 집단일수록 팀 차원의 학습성과와 개인 차원의 학습성과를 더욱 높이 인식하였다. 결론 연구결과를 토대로 교수자의 피드백 제공이 프로젝트 학습과정 참여와 성과 향상에 미치는 영향을 논의하고 교수자의 학습촉진 역량 강화 방안을 제언하였다.

Relationships among teachers' perceptions on coworker social loafing, organizational justice and task visibility

Purpose The main aim of the research is to investigate the relationships among primary school teachers' perceptions on coworker social loafing, organizational justice and task visibility. It is also examined whether teachers' opinions on organizational justice and task visibility are statistically significant predictors of their perceptions on coworker social loafing.Design/methodology/approach Research was designed by using correlational survey model. The sample of the study consisted of 656 teachers selected by cluster sampling method among primary school teachers working in Eskisehir.Findings Research results showed that teachers' perceptions on their coworkers' social loafing levels were low, while their perceptions on organizational justice and task visibility were high. Furthermore, it was determined that distributive justice and task visibility predicted 13% of teachers' perceptions about their coworkers' social loafing levels. According to this finding, as teachers' perceptions of distributive justice and task visibility increase, their perceptions about coworker social loafing decrease.Originality/value This paper is unique in terms of examining the most probable antecedents of social loafing perceptions according to the literature among teachers which are organizational justice and task visibility together in Turkey context. The facts that social loafing studies are rare and hardly encountered among studies in the field of educational administration distinguish this study and make it appropriate to be published in a journal whose scope includes creation of an environment in which the management of resources provides the most efficient outputs.

How Students' Big Five personality traits manifest in perceived social loafing behavior.

Social loafing (SL) has a detrimental impact on cooperative learning. SL dysfunctionalities are causing more faculty to avoid assigning group projects as part of their course work. This qualitative case study examines how students' personalities are expressed in social loafers' behavior during university-level group assignments at a Texas university. The case study added further depth and breadth to current literature on SL in cooperative learning by exploring the perpetrator's personality expressions. Ten faculty members were interviewed, 32 students were surveyed, and 10 loafers were identified and self-assessed. A qualitative case study was used to provide in-depth investigation of Big Five personality in SL behavior. The faculty interviews and students' surveys revealed that Openness to Experience and Conscientiousness were not expressed in SL behavior for university-level group assignments assessed by four IPIP facets. Openness to Experience (values, ideas, actions, and fantasy) was not expressed. Faculty and students indicated that loafers were not curious, barely prepared, with very short attention spans after which they get lost. Social loafers showed no originality, no active imagination, and no deep thinking. Conscientiousness (achievement striving, dutifulness, competence, and order) was not expressed. For Extraversion, Agreeableness, and Neuroticism, some facets were expressed, and others were withheld. The results of this study provide faculty with a multifaceted understanding of students' personality traits to better guide their group interaction and cooperative learning.

Pengaruh Self-Esteem terhadap Social-Loafing dengan Academic Honesty sebagai Mediator

This research aims to analyze the relationship of self-esteem with social loafing through academic honesty as a mediator variable. We involved 232 junior high school students in Banda Aceh which selected using cluster random sampling. This study uses a scale of psychological adaptation and questionnaire as instruments. The results showed that self-esteem had a significant association with social loafing with a value of (β = -0.436 and significantly at the level of p < 0.05). Academic honesty also has a significant relationship with social loafing with values (β = -0.264 and significantly at the level of p < 0.05). Self-esteem is significantly related to academic honesty with values (β = 0.992 and significantly at the level of p < 0.05). Research indicates that academic honesty is a mediator in the relationship between self-esteem and social loafing. Students with high self-esteem tend to have high academic honesty. This is expected to reduce social loafing behavior in students.