Previous research has shown that it is common for job candidates to use faking tactics in the context of employment interviews, but situational antecedents of applicant faking has been understudied. Using an experimental design, we aimed to investigate if descriptive and injunctive norms interact to influence the intention to engage in mild types of faking during job interviews.The data were collected through an online survey, where participants (N = 447) were asked to rate their intentions to fake in a hypothetical scenario after being exposed to one out of four norm conditions or being assigned to a no norm control condition. The results did not support the hypotheses, as the respondents presented with both descriptive and injunctive honesty norms did not express significantly lower faking intentions than the respondents that were exposed to two unaligned norms or those in the control group. Moreover, no difference was observed between the participants that were presented with both descriptive and injunctive faking norms and the respondents in the norm condition in which a descriptive faking norm and an injunctive honesty norm were signaled. The participants presented with two faking norms also did not differ significantly from the control group. Thus, the findings do not support the idea that the exposure to two aligned norms influences people’s faking intentions, at least in this specific context. However, more research is needed on this topic before any general conclusions can be drawn.

Chaque jour, nos comportements sont influencés par les normes sociales qui nous entourent. En agissant selon les normes sociales, l’individu agit en conformité avec les comportements les plus consensuels et ainsi reçoit de l’approbation de son groupe. Malgré le fait que les normes sociales sont au coeur de nombreuses recherches, les processus cognitifs qui mènent un individu à agir selon elles sont encore inconnus. Les processus cognitifs expliquant le comportement sont, par ailleurs, expliqués dans la littérature sur les comportements motivés par l’atteinte de buts qui stipule que les stratégies cognitives seraient nécessaires afin d’émettre un comportement. Dans ce travail, nous proposons que les stratégies soient les processus cognitifs qui mènent un individu à agir selon une norme sociale. Deux études ont été menées et les résultats de ces deux études démontrent que les individus agissent selon une norme sociale parce qu’ils peuvent générer les stratégies nécessaires pour y arriver. Les implications théoriques et méthodologiques sont discutées. / Each day our behaviours are influenced by the social norms that surround us. When behaving according to social norms, the individual acts in accordance with the most consensual behaviours and thus receives approval from his/her group members. Notwithstanding the fact that social norms are at the centre of much research, the cognitive processes that lead an individual to act according to them are still unknown. However, the cognitive processes explaining behaviour are present in the literature on goal directed behaviour which states that cognitive strategies are needed achieve a behaviour. In this paper, we propose that strategies are the cognitive processes that lead an individual to act in accordance with a social norm. Two studies were conducted and the results of both studies show that individuals act according to social norms because they can generate the necessary strategies to reach the normative behaviour. The theoretical and methodological implications are discussed.

This thesis aims to investigate socio-psychological factors that affect foreign language learners&rsquo / pronunciation and focuses on the relationship between in-class injunctive norms for English pronunciation and Fear of Negative Evaluation (FNE). Injunctive norms are a type of social norms that define the expected behavior from the group members and sanctions for disobedience. They are evaluative in their nature. FNE is one of the three components of foreign language classroom anxiety and experienced when a person is in an evaluative situation. For this study, the quantitative data were collected through a questionnaire developed by the researcher and the qualitative data were gathered from the interviews. Freshman students at the Department of Foreign Language Education at Middle East Technical University participated in the study. v The results indicated that speaking with native like or Turkish-like English pronunciation and having some pronunciation mistakes, which are commonly observed in the classroom, are approved according to in-class injunctive norms for English pronunciation. However, if speakers cannot achieve sounding native like when they are trying to emulate native pronunciation, or if they make pronunciation mistakes which are not commonly observed in the classroom or overemphasized by the instructors, these performances are not approved. Speaking with an English pronunciation in the classroom which is not approved according to these norms triggers FNE in the learners. Therefore, learners generally prefer speaking with Turkish-like English pronunciation, which is within the frame of inclass injunctive norms. The results also demonstrated that the pronunciation rules that teachers emphasize become a part of injunctive norms / therefore, teachers have an important role in the determination of these norms.

Chaque jour, nos comportements sont influencés par les normes sociales qui nous entourent. En agissant selon les normes sociales, l’individu agit en conformité avec les comportements les plus consensuels et ainsi reçoit de l’approbation de son groupe. Malgré le fait que les normes sociales sont au coeur de nombreuses recherches, les processus cognitifs qui mènent un individu à agir selon elles sont encore inconnus. Les processus cognitifs expliquant le comportement sont, par ailleurs, expliqués dans la littérature sur les comportements motivés par l’atteinte de buts qui stipule que les stratégies cognitives seraient nécessaires afin d’émettre un comportement. Dans ce travail, nous proposons que les stratégies soient les processus cognitifs qui mènent un individu à agir selon une norme sociale. Deux études ont été menées et les résultats de ces deux études démontrent que les individus agissent selon une norme sociale parce qu’ils peuvent générer les stratégies nécessaires pour y arriver. Les implications théoriques et méthodologiques sont discutées. / Each day our behaviours are influenced by the social norms that surround us. When behaving according to social norms, the individual acts in accordance with the most consensual behaviours and thus receives approval from his/her group members. Notwithstanding the fact that social norms are at the centre of much research, the cognitive processes that lead an individual to act according to them are still unknown. However, the cognitive processes explaining behaviour are present in the literature on goal directed behaviour which states that cognitive strategies are needed achieve a behaviour. In this paper, we propose that strategies are the cognitive processes that lead an individual to act in accordance with a social norm. Two studies were conducted and the results of both studies show that individuals act according to social norms because they can generate the necessary strategies to reach the normative behaviour. The theoretical and methodological implications are discussed.

There has been substantial scientific debate about the impact of alcohol marketing on consumption. Relying mainly on econometric studies, the alcohol industry has traditionally maintained that alcohol marketing does not influence consumption, but is merely limited to brand level effects. Public health advocates, on the other hand, point to consumer-level research that shows a relationship between exposure to marketing and alcohol consumption, especially amongst the young. Recent longitudinal research has firmly established a causal relationship between alcohol marketing and alcohol consumption, giving the upper hand to the public health critics of alcohol marketing. The new consensus forged by these recent cohort studies has led to two separate, but related, debates. In the first instance, having answered the question of whether marketing influences drinking behaviour, there is a need to establish how and when such effects occur. Secondly, in the face of the mounting longitudinal evidence on the effects of marketing, representatives of the alcohol industry have sought to move the debate away from marketing by explicitly highlighting peer influence as a more significant causal factor in problematic youth alcohol consumption. This thesis tackles both of these new questions simultaneously by harnessing insights developed from social norms theory. An online survey (N = 1,071) was administered to undergraduates of the Dublin Institute of Technology in Ireland, and mediation relationships were tested with logistic and multiple linear regression methods as appropriate. Amongst other findings, the main contributions of this thesis are: (1) that marketing may play a key role in establishing perceived social norms around alcohol consumption, and that these perceived norms may act as an indirect pathway for the influence of marketing on behaviour and (2) that the association between alcohol marketing and consumption may increase as levels of engagement with marketing increase; this engagement appears to be at its most potent when marketing facilitates simultaneous interaction between the consumer, the brand and the consumer’s peers in an online social media environment. This thesis helps to move the field of alcohol marketing scholarship beyond questions of whether marketing influences alcohol consumption to how and when that influence occurs. By showing how peers may act as perpetuators and magnifiers of marketing influence it also undermines the argument that peers matter more than marketing, and suggests that peer norms can act as a powerful marketing tool.

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