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Results for “subordinate behavior”

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PubMed1991

The basic level in personality-trait hierarchies: studies of trait use and accessibility in different contexts.

A person's behavior and experiences can be described at different levels of abstraction. For example, a person might be described as charitable, as generous, as kind, or as good. Is there a level in such a trait hierarchy that is particularly useful in personality descriptions? The present 4 studies show that there is indeed a general preference for a particular level; the size of this preference depends on the familiarity and likability of the target people, which included various others and the self. These findings suggest that in trait hierarchies, people prefer the highest level of abstraction that is still descriptive of behavior (e.g., kind) over more descriptive subordinate levels (e.g., charitable and generous) and over an even broader level devoid of descriptive meaning (e.g., good). This level is basic in that it represents the optimal resolution of the trade-off between bandwidth and fidelity that characterizes all hierarchies.

Adult↗
PubMed2006

Intergroup helping as status relations: Effects of status stability, identification, and type of help on receptivity to high-status group's help.

Integrating research on social identity processes and helping relations, the authors proposed that low-status group members who are high identifiers will be unwilling to receive help from the high-status group when status relations are perceived as unstable and help is dependency-oriented. The first experiment, a minimal group experiment, found negative reactions to help from a high-status outgroup when status relations were unstable. The 2nd and 3rd experiments, which used real groups of Israeli Arabs and Israeli Jews, replicated this finding and showed that high identifiers were less receptive to help from the high-status outgroup than low identifiers. The 4th experiment, a help-seeking experiment with real groups of competing high schools, found that the least amount of help was sought from a high-status group by high identifiers when status relations were perceived as unstable and help was dependency-oriented. Theoretical and applied implications are discussed.

Adolescent↗
PubMed2002

Adaptive self-regulation: meeting others' expectations of leadership and performance.

The authors used longitudinal multisource field data to examine core aspects of the adaptive self-regulation model (A. S. Tsui & S. J. Ashford, 1994) in terms of linkages between self-monitoring, discrepancy in manager match-to-position, 5 measures of leadership, and manager performance. At Time 1, 64 superiors of focal managers rated the managers' matches to their positions within the organization; at Time 3, they rated the managers' performance. At Time 2, the 64 focal managers completed a measure of self-monitoring, and 192 subordinates rated the focal managers' leadership behaviors. Results of partial least squares analysis revealed that discrepancy in manager match-to-position was associated with reductions in laissez faire and passive management-by-exception behaviors and increases in transformational leadership behavior. Self-monitoring was positively associated with all 5 leadership behaviors. Performance was related positively to transformational leadership behavior and negatively to passive management-by-exception and contingent-reward behaviors

Adaptation, Psychological↗
PubMed2003

Picture-word matching: flexibility in conceptual memory and pupillary responses.

The influence of levels of abstraction in picture-word matching was examined. The items each consisted of one picture and three successively presented words. Hierarchies with words for superordinate, basic, and subordinate level concepts were used (e.g., plant, flower, rose). The picture-word condition (congruent, incongruent), the word position (first, second, third), and the level of categorization (subordinate, basic, superordinate) were manipulated. Reaction times, error rates, and pupillary responses were recorded. Pupillary responses coincided with behavioral data. In general, there was an advantage for subordinate and basic level processing compared to superordinate level processing. However, switches to words for superordinate concepts were most facilitated. These findings support a two-step account of picture-word matching. First, the picture is categorized according to its concrete features. Second, amodal features are processed.

Adult↗
PubMed2005

Aggression, social cognitions, anger and sadness in bullies and victims.

BACKGROUND: The present study aimed to investigate children's social information processing (SIP) and emotions in the bullying situation, taking into account reactive and proactive aggression. More specifically, we investigated the way in which children interpret social information, which goals they select, how they evaluate their responses and which emotions they express in hypothetical situations. METHOD: The participants comprised 242 Dutch children (120 girls and 122 boys; mean age: 117.2 months), who were assigned by means of peer nominations (Salmivalli, Lagerspetz, et al., 1996) to one of the following roles: bully (n=21), follower of the bully (n=38), victim (n=35), defender of the victim (n=48), outsider (n=52) and not involved (n=32). Sixteen children (including 3 bully/victims) were not given any role. The reactive and proactive aggression scale (Dodge, & Coie, 1987) was filled out by teachers in order to test the association between these types of aggression and involvement in bullying. Children were presented with ambiguous scenarios and responded to questions about attribution of intent, goal selection and emotions (anger and sadness). In addition, two questionnaires were administered to children: one assessed perceived self-efficacy in performing aggression, inhibiting aggression and using verbal persuasion skills, and the other assessed expected outcomes from behaving aggressively or prosocially. RESULTS: Results showed that while reactive aggression was common in bullies and victims, proactive aggression was only characteristic of bullies. Both bullies and victims, compared to the other children, scored higher on hostile interpretation, anger, retaliation and ease of aggression. Bullies and followers claimed that it was easy for them to use verbal persuasion, while victims turned out to be the saddest group. All children, irrespective of their role in the peer group, thought that aggressive as well as prosocial behavior was more likely to produce desired results from a friendly peer than from an aggressive one. CONCLUSIONS: Bullies and victims seem to be similar in reactive aggression, SIP, and in the expression of anger, but the motivations which lead to their behavior may be different, as well as the final outcomes of their acts.

Aggression↗
PubMed2005

Different levels of gamma-synuclein mRNA in the cerebral cortex of dominant, neutral and submissive rats selected in the competition test.

Synucleins are small proteins regulating the filamentous network that in turn influences the release of dopamine and glutamate neurotransmitters involved in mood and motivation processes. We have studied the pattern of synuclein expression in animal models for mania and depression. Dominant behavior, as defined in a food competition test with dyads of rats, can serve as a model of mania and submissive behavior as a model of depression. The expression of alpha-, beta- and gamma-synuclein was analyzed in four regions of cortex from dominant, neutral and submissive rats using TaqMan reverse transcription-polymerase chain reaction technology. The expression levels of gamma-synuclein were elevated consistently in all regions of cerebral cortex of dominant rats (P <0.05; 23.5 +/- 1.1, normalized units) in contrast to the submissive rat group (10.3 +/- 1.2). Neutral rats had intermediate cerebral cortex levels of gamma-synuclein expression (15.7 +/- 1.4) that were significantly lower than that in dominant rats (P <0.05). No changes in alpha- or beta-synuclein expression were observed among the groups. These studies indicate that gamma-synuclein levels in the cerebral cortex were differentially associated with dominant and submissive behavior.

Animals↗
PubMed1977

Rape: a sexual deviation.

Clinical work with offenders and victims is cited to support the concept of rape as a sexual deviation, as well as a sexual offense. It is suggested that rape is directed toward the sexual expression and gratification of needs that are not basically sexual, and that it represents a developmental crisis for the offender, which in turn triggers a situational crisis for the victim.

Aggression↗
PubMed1980

Homosexuality and parental guilt.

Homosexuality in the male is commonly held to be the product of a specific family constellation consisting of a dominant mother and an ineffectual or hostile father. Prospective studies however, on boys with early effeminate behaviour, the majority of whom subsequently become homosexual, show that their closeness to the mother and distance from the father spring from their own needs. The physician should feel free to relieve parents of guilt for this condition.

Adolescent↗
PubMed1996

Construction of a personal development competitive attitude scale.

Theory development and research in the area of psychologically healthy competition has been impeded by the lack of a psychometrically sound instrument. Four studies were conducted as part of a research program designed to remedy this deficiency by constructing an individual difference measure of general personal development competitive attitude with satisfactory psychometric properties. In Studies 1 and 2, a 15-item scale was derived primarily through item-total correlational analysis; it demonstrated satisfactory internal and test-retest reliabilities. Studies 3 and 4 were concerned with establishing the construct validity of the scale. Both Studies 3 and 4 showed the scale's discriminant validity through its lack of association with hypercompetitiveness. In addition, its construct validity was seen in its negative association with neurosis and its positive links with personal and social self-esteem and optimal psychological health. Also, as expected, personal development competitiveness was positively correlated with needs for affiliation, whereas hypercompetitiveness was unrelated to affiliation needs. Although hypercompetitive individuals were more aggressive, dominant, and exhibitionistic, this was not the case for personal development competitors.

Adolescent↗
PubMed2000

Social competition in school: relationships with bullying, Machiavellianism and personality.

BACKGROUND: Bullying is investigated as part of the individual's general framework of attitudes towards interpersonal relationships, social competition and motivation in school. AIMS: It was hypothesised that bullying behaviour and pro-bullying attitudes would be associated with socially competitive attitudes in the classroom, Machiavellianism, and the personality constructs of Psychoticism and Extraversion. SAMPLES: 198 9- to 12-year-old children from two Glasgow primary schools. METHODS: Children completed several measures: a newly developed questionnaire assessing motivations behind social competition and effort in class, the Kiddie-Mach scale, the Pro-Victim scale, items from the Olweus Bullying Questionnaire, and the Junior Eysenck Personality Questionnaire. RESULTS: A 'Desire for social success' factor (incorporating a deliberate lack of effort) was negatively correlated with support for victims of bullying, even after partialling out Machiavellianism, Psychoticism, and social desirability. Pro-victim attitudes were in turn negatively correlated with Machiavellianism and Psychoticism, and positively correlated with Lie score. Finally, children categorised as bullies scored significantly higher than controls on Machiavellianism, and significantly lower in terms of pro-victim attitudes. CONCLUSIONS: Results are discussed in terms of further study and implications for classroom practice and anti-bullying policy.

Aggression↗
PubMed2005

National campaign effects on secondary pupils' bullying and violence.

BACKGROUND: Research on pupils' bullying (1991) and violence (1993) motivated the Dutch Ministry of Education, Culture and Science to initiate a national campaign on school safety. The government campaign was undertaken from 1995 to 2000. AIM: To test for differences in secondary pupils' bullying and violence before and after the campaign while controlling for different contextual variables. SAMPLES: In 1991, a representative survey on bullying was conducted in 36 secondary schools with 1,055 pupils from Year 2 and 4 classes (age range 13-16 years). In 1993, a survey on violent behaviour took place in 71 secondary schools with 1,998 pupils from Year 3 and 4 classes (age range 14-16 years). In 2000, a survey on bullying and violence was conducted in 60 secondary schools with 9,948 pupils from Year 1 to 6 classes (age range 12-18 years). METHODS: The data from pupils in identical school years were compared with respect to bullying (1991-2000) and violence (1993-2000). The statistical relations were analysed in two stepwise multiple regression analyses. Year of investigation (1991- 2000, 1993-2000) was the respective dependent variable. The independent variables were pupils' bullying or violence scores, sex, school year, contextual lesson, school, and community variables. RESULTS: In both regression analyses, the contextual lesson and school variables discriminated between the measurement years. Also, compared with 1991, the pupils in 2000 scored lower for being a bully and higher for being bullied directly. Compared with 1993, the pupils in 2000 scored lower for being a victim of intentional damage to property or emotional violence, lower for being a perpetrator of disruptive behaviour in school, and higher for being a perpetrator of intentional damage to property. CONCLUSIONS: The differences between the contextual variables measured before and after the campaign reflect changes in educational and instructional situations. Independent of these differences, the national campaign appears to have helped improve the awareness of pupils' social behaviour and elicit, in particular, a decrease in pupils' violent behaviour. However, more specific pedagogical and preventative support for pupils socially at risk appears to be needed to have a more prosocial impact on the behaviour of secondary school pupils.

Adolescent↗
PubMed1985

Touching behaviors of winners and losers in swimming races.

This study compared touching behaviors of swimmers who were winners and losers. The number and location of interpersonal touches given and received by winners and losers of swimming races were recorded. Winners gave and received significantly more touches than losers. Most touches were hands, back, or shoulders, confirming earlier findings for college men and women.

Achievement↗