Modeling Motivation Gain in Teams through Social Comparison: A Regulatory Focus Perspective

2012 ◽  
Vol 2012 (1) ◽  
pp. 11072
Author(s):  
Herbert K.S. Leung
Keyword(s):  
Social Comparison ◽  
Regulatory Focus ◽  
Motivation Gain

scholarly journals Fear, Peer Pressure, or Encouragement: Identifying Levers for Nudging Towards Healthier Food Choices in Multi-Cultural Singapore

2021 ◽  
Author(s):  
Kum-Seong Wan ◽  
Bryan Jun-Keat Choo ◽  
Kwok-Fong Chan ◽  
Joshua Yi Yeo ◽  
Clare Shu-Lin Tan ◽  
...  
Keyword(s):  
Social Comparison ◽  
Regulatory Focus ◽  
Food Choice ◽  
Instant Messaging ◽  
Demographic Data ◽  
Peer Pressure ◽  
Food Choices ◽  
Experimental Conditions ◽  
Psychological Measures ◽  
Cognitive Restraint

With roots beyond behavioural economics to psychology, nudges can be applied for influencing healthy behaviours such as food choice and portions to decrease obesity for better public health outcomes. However, the effectiveness of the type of nudges are contentious with conflicting literature. In this pilot study, we conducted a 23-day study surveying the food choices that included portion, locus of control, demographic data, and psychological measures of personality, perceived stress, narcissism, regulatory focus, food choice motive and dietary restraint, with the participants given four intervention conditions of 12 instant messaging sent every two days through WhatsApp. The messages were either factual (control), focused on consequences, through social comparison, or persuasive. Running over the COVID19 pandemic, 17 participants completed the full surveys showing significant effects between the experimental conditions with the psychological parameters except for diet confidence and extraversion and conscientiousness, as well as cognitive restraint. We found BMI and waistline measurements to be suitable measurements, with promising results from the fear and social comparison nudges for food-related behaviours and exercise. Our pilot findings have implications to the use of nudges upon which future studies investigating psychological factors can build on.

Perceptions of Fitspiration Posts on Social Media and Subjective Wellbeing Indicators Among College Students: The Potential Roles of Social Comparison Orientation and Regulatory Focus (Preprint)

2020 ◽  
Author(s):  
Kristen Marie Pasko ◽  
Danielle Arigo
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Social Media ◽  
Social Comparison ◽  
Regulatory Focus ◽  
The Self ◽  
Self Report ◽  
Cross Sectional ◽  
Social Comparison Orientation ◽  
Negative Feelings

BACKGROUND Information shared via social media influences college students’ self- perceptions and behavior, particularly fitspiration posts (i.e., images of healthy food, people exercising, or fitness quotations). Mixed findings currently exist regarding the mental health implications of fitspiration and its potential to motivate healthy behavior. Individual differences such as social comparison orientation and regulatory focus might aid in determining for whom fitspiration use may be helpful versus harmful, though these characteristics have received little attention in relation to students’ fitspiration perceptions. OBJECTIVE This cross-sectional study examined relations between students’ fitspiration use (i.e., intentional vs. unintentional exposure while using social media), response tendencies (i.e., feelings about the self and motivation for exercise on average), social comparison orientation, and regulatory focus. METHODS Participants (n=336 college students, 70% women) completed an electronic survey in which they self-reported the frequency of their social media use, exposure to fitspiration, typical feelings in response to fitspiration, and typical motivation for physical activity after viewing fitspiration posts. They also completed validated self-report measures of social comparison orientation and regulatory focus. RESULTS College students reported frequent exposure to fitspiration posts on social media, and they experienced negative feelings in response to these posts more often than positive feelings. Average motivation for physical activity was rated as “some of the time”. However, students who reported more negative feelings on average after viewing fitspiration also reported greater motivation for exercise after exposure. Relations between the frequency of intentional fitspiration use and motivation for physical activity after viewing fitspiration posts was moderated by social comparison orientation (b = -0.01, P = 0.03) but not by regulatory focus (b = -0.002, P = 0.67). CONCLUSIONS Negative feelings about the self may be motivating for students with weak social comparison orientation, as fitspiration may highlight a discrepancy between one’s real and ideal self that do not prompt dejection or disengagement. In contrast, negative feelings for prevention-focused students might not be as motivating because there are no salient negative outcomes to avoid. Further research into these relations is warranted, and could inform future efforts to promote student health and wellbeing during college.

scholarly journals The impact of social comparison information on motivation in patients with diabetes as a function of regulatory focus and self-efficacy.

2010 ◽  
Vol 29 (4) ◽  
pp. 438-445 ◽  
Author(s):  
Marike C. Schokker ◽  
Joost C. Keers ◽  
Jelte Bouma ◽  
Thera P. Links ◽  
Robbert Sanderman ◽  
...  
Keyword(s):  
Social Comparison ◽  
Regulatory Focus ◽  
Self Efficacy ◽  
Patients With Diabetes ◽  
The Impact ◽  
Comparison Information

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

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