This project examines the relationship between team identification and collaboration configuration and how they affect attributions to failure. In a sample of 110 participants, we examined reactions to failure. We manipulated perceptions of similarity among participants and a confederate of the study, we also manipulated collaboration configuration. We found that the collaboration configuration manipulation effected attributions; attributions about teammate failure in the collocated condition were more situational than attributions in the distributed condition, which were more dispositional. This finding supports the notion that collaboration configuration is important for understanding reactions to teammate failure.

Syftet med föreliggande studie var att undersöka hur gymnasieelever upplever sociala medier utifrån Tajfels (1974) Social identity theory (SIT) samt vilka negativa och positiva aspekter gymnasieelever upplever med sociala medier. Med hjälp av en kvalitativ intervjumetod utgör svaren från tolv gymnasieelever i södra Sverige empirin för studiens resultat. Tidigare forskning har visat att responsen av andra medlemmar på sociala medier spelar stor roll för ungdomars psykiska välbefinnande. Resultatet visade att anledningen till informanternas användning av sociala medier till stor del berodde på att andra i deras umgängeskrets var aktiva, att informanterna upplevde kränkningar som ett oacceptabelt, men vanligt förekommande, beteende på sociala medier. Allt material bearbetades utifrån Burnards (1991) innehållsanalys där författarna utifrån empirins basala koder konstruerade följande huvudteman/underteman: kommunikation/anonymitet, etik/olämpligt beteende och tillhörighet/gruppidentitet. I diskussionsavsnittet diskuterade författarna resultatet med utgångspunkt utifrån den tidigare forskningen samt SIT. Här diskuterades bland annat att både tidigare forskning samt föreliggande resultat har funnit att individer upplevde en trygghet i att diskutera ämnen av mer kontroversiell karaktär bakom en skärm.

Research Doctorate - Doctor of Philosophy (PhD) / The present work is a project in social psychology that looks at four different types of ingroup identification and investigates their possible variations as a function of defining personal characteristics and group-related phenomena. Five studies provide evidence for the validity of a qualitative distinction between centrality, social, communal, and interdependent identification and examine the way in which culture, gender, group status, relationship attachment style, and group type predicted each type of identification with groups. The research employs a multi-sample approach and combines correlational, experimental, and quasi-experimental designs. Research data was collected using purpose-built questionnaires that included a newly constructed Centrality, Social, Communal and Interdependent Identification Scale (CSCIIS) together with previously validated measures. Participants from Western and non-Western cultural backgrounds showed dispositional differences in their preferred type of identification, and differed in the extent to which their identification was focused on the group as a whole or on the individual group members. The studies integrate social identity theory, self-construal, and behavioural interdependence ideas, suggesting that there are some types of ingroup identification that are primarily based on interpersonal processes and relationships between group members. The leading themes are those of the conceptual complexity in assessing individuals’ identification with various social groups and the possibilities for deepening our understanding of the phenomenon by considering the key aspects that separate one type of ingroup identification from another. The results help bring clarity to a confusing literature dealing with ingroup identification and illustrate the value of a different level approach in the area.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Jacqueline Woolley. Vita. Includes bibliographical references. Also available from UMI.

Thesis (M.A.)--Cincinnati Christian University, 2008. / Includes abstract and vita. Description based on Print version record. Includes bibliographical references (leaves 151-157).

Thesis (M.A.)--Cincinnati Christian University, 2008. / Includes abstract and vita. Description based on Print version record. Bibliography: leaves 108-110.

This is a study into the impact of precarious work, defined as low-skill and low-pay jobs, on workers in the South West of Britain. In it, I investigate the experiences of three broad groups of precarious workers: migrants, care assistants (adult and nursery) and employees working for ‘Cleanwell’, an international provider of cleaning and catering services. My approach identifies and occupies the central ground between two opposing perspectives. Along with Guy Standing (2014; 2011), I acknowledge the existence of employment structures which can be objectively described as lacking the security of meaningful pay, tenure, access to training and progression. However, I reject the reductive structural determinism, from structures of work towards working experiences, which he implies. With Kevin Doogan (2015; 2013), I recognise the opposing, ‘rising security’ argument which cautions against homogenous classifications of precarious workers. Nevertheless, I view it as incomplete, challenging only the extent of precarity conditions but not the inherently negative experiences associated with them. In my investigation, I distinguish between ‘precarity’, as the terms and conditions of low-pay and low-skill work and ‘precariousness’, conceptualised as the corresponding worker experiences. Grounding my study in a phenomenological paradigm of enquiry and adopting a ‘meaning condensation’ method of analysis (Kvale, 1996), I seek to understand whether workers can re-construct the negative impact of precarious contexts. As a result, I present precariousness as essentially relational and not absolute. Furthermore, the re-construction of the precarious experience draws on the support of social groups and can lead to fulfilling professional identities. Lastly, precariousness can be a pedagogic experience, both positive and developmental, through which workers can follow the example set by parents and grandparents, as well as serving as role-models themselves. In the study, I challenge assumptions that precarious work has a predominantly negative impact on workers, yet caution against arguments for worker collectivisation and resistance. I argue that precariousness is a phenomenon neither fully determined by low-skill, low-pay contexts, nor simply a psychological state manifested in isolation from precarious work. Rather, it is the phenomenological ‘intending’ (Sokolowski, 2000) of precarious structures, that is, the conscious engagement of precarious workers with low-pay and low-skill work through a range of attitudes, beliefs, views and opinions. Defining it in such a way is a departure from conventional approaches and through it, I show that precariousness offers a wider range of, both positive and negative experiences. It is a means through which even the employment context of precarious work can be re-constructed by individual workers who do not have allegiance to a precariat class, whether actual, or ‘in-the-making’ (Standing, 2011).

Master of Arts / Department Not Listed / Colene Lind / The world relies on agriculture and its producers for food, fuel, and fiber. These agricultural producers make up approximately two percent of the United States population, and they attempt to feed the world even as a minority group (American Farm Bureau, 2017). A growing world population and depleted natural resources challenge the global food system, agricultural producers, and everyone who eats. However, the two percent, who are the most directly involved and knowledgeable, are not talking about the problems or processes of agriculture with others (Higgins, 1991). Feeding the world’s population increasingly will demand personal and collective decision-making that would be aided by a fully engaged and informed public. But only if those in agriculture talk about their livelihoods can we close the communication gap between producers and non-producers and thereby work together to solve the shared problems in and of agriculture. Through qualitative interviews with agricultural producers, this study used Social Identity Theory (SIT) and intergroup communication to explore how producers understood their social identity, as well as how their social identity impacted communication with non-producers. This study is unique in that it uses SIT as the guiding theory, focusing on how agricultural producers identify as compared with the relevant out-group, non-producers. This study finds two major themes in producer self-understandings. First, this study shows that agricultural producers view themselves as high in social status while they presume that others do not afford them the same respect. Second, agricultural producers orient themselves to non-producers in two different ways, including the Determined and the Resigned, with each holding a different sense of their ability to bridge the communication gap. This thesis makes several contributions to communication scholarship and practice. First, the findings suggest that social competition and social creativity—two strategies for gaining and maintaining group status—might have different communication and group-relation outcomes when enacted via direct contact with the out-group. Future research is therefore needed to potentially extend SIT theory in regard to these status strategies. Second, the findings suggest that group members who could speak to the tensions within their social identity engaged with out-group members, also prompting the need for more research to clarify this phenomenon relative to SIT. Third, a striking cleavage between those who seek to engage with the out-group as compared to those who do not merits further study, and this study offers several possible avenues for explaining this difference. Fourth, and more practically, the study suggests that producers ought to be introduced to the concepts of social identity and competition to reduce tensions and to encourage interaction between producers and non-producers.

This is a multi-method research which consists of four studies. The first examined the influence of cultural values and ethnic identity on collective self-esteem, acculturative stress and attitudes toward seeking psychological help among 117 Saudi students living and studying in the UK, 20 of them were interviewed in the second part of the study in order to examine their acculturation strategies and their attitude toward seeking psychological help. The measures used were: Asian Values Scale (AVS), Male Arab Acculturation Scale (MAAS), Male Arabic Ethnic Identity Measure (MAEIM), Attitudes toward Seeking Professional Psychological Help-Short Form (ATSPPH-SF), and Collective Self-Esteem (CSE-R). The study sample was divided into two groups: 49 (Junior) newly arrived students and 68 (senior) students who had spent more than one year in the UK. Also, gender and marital status were considered as variables. Interviews were conducted to examine the questionnaire's findings in depth. Results supported the hypothesis that adherence to original cultural values is a positive predictor of collective self-esteem. Also it was found that there was a difference between new and senior students in the scores on the following scales: AVS, CSE, SAFE, ATSPP, and MAAS Int. Results also supported the hypothesis that ethnic identity is a positive predictor of collective self-esteem. However, no relation was observed between adherence to original cultural values and students‟ attitudes towards seeking psychological help, acculturative stress, and communication styles. Also, ethnic identity did not correlate with acculturative stress. Regarding gender and marital status, findings suggest that they are not significant predictors of the research‟s dependent variables. In the third part of the study: the researcher examined and measured the effect of providing counselling sessions for a sample of 12 Saudi students during their stay in the UK using a pre- and post- Culture Shock Questionnaire, and results were compared with a control group of 12 Saudi participants who were not engaged in the counselling sessions. Results were statistically significant for the experimental group which indicated a positive effect of providing counseling services for Saudi students. In the fourth part of the study: the researcher measured the effect of reverse culture shock on students who returned home using a modified version of the Home-comer Culture Shock Scales (HCSS) and inviting view participants to take part in un formal interview. The thesis will be concluded with an explanatory conclusion which might lead to further studies.

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