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208. Les méfaits de la compétition : de la comparaison sociale et de la focalisation dans l'apprentissage

Author

Butera, Fabrizio, Darnon, Céline, Buchs, Céline, and Muller, Dominique

Subjects
ddc:370
Abstract

Ce chapitre présente une série de travaux qui montrent que la compétition entraîne des processus cognitifs de focalisation qui sont hautement nuisibles à l'apprentissage, et ceci à plusieurs niveaux. A un niveau cognitif, un axe de recherche montre comment une comparaison sociale menaçante peut amener à limiter l'activité attentionnelle aux seuls éléments centraux d'une tâche, avec des effets d'inhibition sur des tâches complexes. Un programme de recherches complémentaire met en évidence, justement avec une tâche complexe, que le raisonnement est inhibé par une comparaison sociale compétitive. A un niveau motivationnel, il est montré que la poursuit e d'un but de performance, défini comme l'objectif de réussir mieux que les autres, rend les interactions sociales délétères à l'apprentissage. Finalement, à un niveau interpersonnel, il apparaît que même dans un dispositif aussi bénéfique que celui de l'apprentissage coopératif, la focalisation sur la comparaison des compétences réduit l'apprentissage.

Published
2006

209. Quelles interactions sociales au service de l'apprentissage en petits groupes ?

Author

Buchs, Céline, Lehraus, Katia, Butera, Fabrizio, Gentaz, E. (ed.), and Dessus, Ph. (ed.)

Subjects
ddc:370
Abstract

Plusieurs recherches ont mis en évidence les liens entre les interactions qui prennent place dans les petits groupes et l'apprentissage. Il ressort de ces travaux que les échanges d'informations et de ressources favoriseraient le traitement cognitif. Premièrement, résumer des informations oralement serait un moyen efficace d'organiser et d'élaborer les informations et de les retenir. Deuxièmement, enseigner ses connaissances à quelqu'un d'autre serait un moyen puissant pour améliorer la compréhension de ces informations. Le discours se construirait dans l'interaction ; devoir expliquer à un autre étudiant permettrait de construire une signification commune de la situation (co-construction) et favoriserait un enrichissement mutuel. De plus, dans une perspective sociocognitive, les discussions et les conflits stimuleraient la curiosité et la motivation pour apprendre et favoriseraient le travail cognitif. La coordination des points de vue et l'influence mutuelle permettraient une meilleure compréhension. Ces travaux permettent de mettre en lumière des interactions spécifiques et des dynamiques interactives qui ont des conséquences positives pour l'apprentissage. Cependant ils soulignent l'importance de prendre en compte le contexte dans lequel s'insèrent les relations. La manière dont les relations sont gérées peut entraver les aspects potentiellement bénéfiques de ces interactions.

Published
2006

210. The social utility of performance-approach goals in a selective educational environment.

Author

Jury, Mickaël, Darnon, Céline, Dompnier, Benoit, and Butera, Fabrizio

Subjects
EDUCATIONAL objectives, ACADEMIC achievement, TEACHING, TRAINING, STUDENTS, HIGHER education
Abstract

According to the recent research, the educational system fulfills both an educational function (i.e., teaching and training students) and a selection function (i.e., determining students' future position in the social hierarchy), particularly in higher education. It has been argued that in the university system the selection function provides a social utility value to performance-approach goals (i.e., the goal to demonstrate one's own competences relative to others), which in turn increases the extent to which students endorse these goals. Two experiments investigated the influence of the salience of the selection function on performance-approach goals' social value and endorsement. The results showed that the salience of the selection function increased both performance-approach goal endorsement (experiment 1 and 2) and performance-approach goals' social utility (experiment 2). These goals' social utility contributes to explaining the effect of the salience of the selection function on performance-approach goal endorsement. Limitations of the present experiments and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Published
2017
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213. Comment l'enseignant peut-il organiser le travail de groupe ?

Author

Buchs, Céline, Filisetti, Laurence, Butera, Fabrizio, and Quiamzade, Alain

Subjects
ddc:370
Abstract

Encouragé par les textes officiels et largement étudié par la recherche, le travail de groupe est une situation pédagogique qui présente de nombreux avantages. Les publications officielles le préconise pour favoriser l'autonomie, l'appropriation du savoir et la connaissance de nouvelles méthodes de travail. La recherche qui l'étudie sous la forme d'apprentissage coopératif révèle très largement ses bénéfices sur l'apprentissage en comparaison à d'autres méthodes. Si les caractéristiques du travail de groupe (nombre restreint, expression plus libre, élève plus actifs...) plaident en sa faveur, il n'en demeure pas moins que concrètement sa mise en place pose quelques difficultés pouvant contraindre l'enseignant à ne pas l'organiser. Au regard de la littérature sur l'apprentissage coopératif, ce chapitre propose de fournir quelques pistes pouvant aider les enseignants à utiliser cet outil pédagogique. Les facteurs à prendre en compte pour qu'il s'avère efficace y sont alors développés et les dispositifs les plus couramment présentés dans les recherches y sont exposés à titre d'exemples (voir les encadrés). Enfin, pour mieux comprendre le bien-fondé de telles méthodes, sont développées les raisons qui expliquent en quoi les interactions sociales suscitées par cette structuration de classe génèrent de tels bénéfices au niveau cognitif.

Published
2004

216. Socio-cognitive conflict and the role of student interaction in learning

Author

Buchs, Céline and Butera, Fabrizio

Subjects
ddc:370, socio-cognitive conflict, student interaction, peer learning
Abstract

Work on socio-cognitive conflict has shown that confrontations can benefit learning when conflict is regulated in an epistemic manner, but can hinder learning when conflict is merely relational. The present research links this line of research to the work on peer learning, that has indicated that the climate is cooperative and the partner's competence can be beneficial when working on complementary information, whereas the climate is competitive and partner's competence is detrimental when working on identical information. Two studiesshowed that student confrontations during peer learning can be beneficial when working on complementary information, but detrimental when working on identical information.

Published
2004

217. The Effect of Grades on the Preference Effect: Grading Reduces Consideration of Disconfirming Evidence

Author

Hayek, Anne-Sophie, Toma, Claudia, Oberlé, Dominique, Butera, Fabrizio, Hayek, Anne-Sophie, Toma, Claudia, Oberlé, Dominique, and Butera, Fabrizio

Abstract

The tendency to look for evidence that supports, rather than questions, one's viewpoint (preference effect) is a pervasive phenomenon. Although one important goal of education is developing critical thinking, the widespread practice of grading might discourage students in appreciating disconfirming evidence. We hypothesized that individual grading increases the preference effect. In Experiment 1, participants who expected to be graded exhibited a higher preference effect compared to participants who expected their work to be merely visible. Experiment 2 replicated this effect and further showed that grading increased participants' perception of a competitive social comparison. Implications for educational policies are discussed., SCOPUS: ar.j, info:eu-repo/semantics/published

Published
2014

222. Assigned experts with competitive goals withhold information in group decision making

Author

UCL - SSH/IPSY - Psychological Sciences Research Institute, Toma, Claudia, Vasiljevic, Dimitri, Oberlé, Dominique, Butera, Fabrizio, UCL - SSH/IPSY - Psychological Sciences Research Institute, Toma, Claudia, Vasiljevic, Dimitri, Oberlé, Dominique, and Butera, Fabrizio

Abstract

Expertise assignment has been proposed to improve unshared information pooling in group decision making. The current research revises this view by hypothesizing that expertise assignment is beneficial when group members have cooperative goals, but is detrimental when group members have competitive goals. Three-person groups were confronted with a hidden-profile task. Members were either assigned experts or not and were instructed to either cooperate or compete with other members. The results confirmed that expertise decreased unshared information pooling and repetitions in competition, while the reverse was found in cooperation. This interaction effect was mediated by self-other difference in perceived competence. Thus, expertise favours or hinders information sharing in group decision making as a function of members' cooperative or competitive goals. © 2012 The British Psychological Society.

Published
2013

223. Because I'm worth it! (morethan others.): Cooperation, competition, and ownership bias In group decision-making

Author

Toma, Claudia, Bry, Clémentine, Butera, Fabrizio, Toma, Claudia, Bry, Clémentine, and Butera, Fabrizio

Abstract

In group decision-making, people take insufficient account of the information coming from others. We hypothesize that this can be explained by an ownership bias that would especially occur in competition, rather than in cooperation. In a two-phase decisionmaking situation, people reached an initial decision and then evaluated the value of their own information and the consistent and inconsistent information of others under different conditions of goal interdependence (cooperation or competition). Finally, then had to reach a final decision regarding a road accident. Results showed an ownership bias in information value which is stronger in competition than in cooperation. Moreover, decision quality was lower in competition than in cooperation, an effect mediated by the ownership bias, beyond the preference effect. © 2012 Hogrefe Publishing., SCOPUS: ar.j, info:eu-repo/semantics/published

Published
2013

231. Le traitement motivé de l'information dans la prise de décision en groupe: le cas du paradigme des « profils cachés »

Author

Toma, Claudia, Vasiljevic, Dimitri, Oberlé, Dominique, Augustinova, Maria, Butera, Fabrizio, Toma, Claudia, Vasiljevic, Dimitri, Oberlé, Dominique, Augustinova, Maria, and Butera, Fabrizio

Abstract

When complex problems are to be solved, groups are often used to make decisions. A popular reason for this is the assumption that group members work in a cooperative way and, by consequence, they make more informed decisions. This article reconsiders the classic cooperation assumption and reviews the literature on hidden-profiles from the perspective of competitive motivations. By using recent experimental evidence, this article casts doubt on some classic results and opens new perspectives of research with regard to the role of cooperative and competitive motivations on group decision-making., SCOPUS: ar.j, info:eu-repo/semantics/published

Published
2012

232. La conferma di sé.

Author

Butera, Fabrizio, Toma, Claudia, Butera, Fabrizio, and Toma, Claudia

Abstract

info:eu-repo/semantics/published

Published
2012

234. Perceived Legitimacy of Collective Punishment as a Function of Democratic versus Non-Democratic Group Structure

Author

Falomir-Pichastor, Juan M., Staerklé, Christian, Depuiset, Marie-Aude, Butera, Fabrizio, Falomir-Pichastor, Juan M., Staerklé, Christian, Depuiset, Marie-Aude, and Butera, Fabrizio

Abstract

The present research tested the hypothesis that the political structure of groups moderates the perceived legitimacy of collective punishment. Participants read scenarios of fictitious summer camps in which unidentified members of one group aggressed members of another group. The political structure of both the offender and the victim groups was described as either egalitarian or hierarchical (defined with democratic or non-democratic decision-making procedures). Perceived legitimacy of collective punishment directed against all members of the offender group was assessed by measuring the acceptability of sanctions administered by an authority and of revenge actions inflicted by members of the victim group. Results showed that collective punishment was evaluated as less legitimate when the offender group was egalitarian and the victim group was hierarchical. Supplementary analyses showed that this effect was mediated by the higher value attributed to members of the offender egalitarian group when the victim group was hierarchical.

Published
2011

235. Hidden Profiles and Concealed Information: Strategic Information Sharing and Use in Group Decision Making

Author

UCL - SSH/IPSY - Psychological Sciences Research Institute, Toma, Claudia, Butera, Fabrizio, UCL - SSH/IPSY - Psychological Sciences Research Institute, Toma, Claudia, and Butera, Fabrizio

Abstract

Two experiments investigated the differential impact of cooperation and competition on strategic information sharing and use in a three-person group decision-making task. Information was distributed in order to create a hidden profile so that disconfirmation of group members' initial preferences was required to solve the task. Experiment 1 revealed that competition, compared to cooperation, led group members to withhold unshared information, a difference that was not significant for shared information. In competition, compared to cooperation, group members were also more reluctant to disconfirm their initial preferences. Decision quality was lower in competition than in cooperation, this effect being mediated by disconfirmation use and not by information sharing. Experiment 2 replicated these findings and revealed the role of mistrust in predicting strategic information sharing and use in competition. These results support a motivated information processing approach of group decision making.

Published
2009

236. Hidden profiles and concealed information: Strategic information sharing and use in group decision making

Author

Toma, Claudia, Butera, Fabrizio, Toma, Claudia, and Butera, Fabrizio

Abstract

Two experiments investigated the differential impact of cooperation and competition on strategic information sharing and use in a three-person group decision-making task. Information was distributed in order to create a hidden profile so that disconfirmation of group members' initial preferences was required to solve the task. Experiment 1 revealed that competition, compared to cooperation, led group members to withhold unshared information, a difference that was not significant for shared information. In competition, compared to cooperation, group members were also more reluctant to disconfirm their initial preferences. Decision quality was lower in competition than in cooperation, this effect being mediated by disconfirmation use and not by information sharing. Experiment 2 replicated these findings and revealed the role of mistrust in predicting strategic information sharing and use in competition. These results support a motivated information processing approach of group decision making. © 2009 by the Society for Personality and Social Psychology, Inc., SCOPUS: ar.j, info:eu-repo/semantics/published

Published
2009

237. The climate change research that makes the front page: Is it fit to engage societal action?

Author

Perga, Marie-Elodie, Sarrasin, Oriane, Steinberger, Julia, Lane, Stuart N., and Butera, Fabrizio

Subjects
CLIMATE research, CLIMATE change mitigation, CLIMATE change, COLLECTIVE action, SCIENCE publishing
Abstract

• News media strongly select which results of climate change research get publicized. • News media concentrate attention on research outputs from natural science. • End-of-the-century projections and large-scale consequences of climate change are privileged features. • News media discard the social, economic, technological, and local aspects of climate change research. • Selected features may move the public but are unlikely to trigger public movements. By growing awareness for and interest in climate change, media coverage enlarges the window of opportunity by which research can engage individuals and collectives in climate actions. However, we question whether the climate change research that gets mediatized is fit for this challenge. From a survey of the 51,230 scientific articles published in 2020 on climate change, we show that the news media preferentially publicizes research outputs found in multidisciplinary journals and journals perceived as top-tier. An in-depth analysis of the content of the top-100 mediatized papers, in comparison to a random subset, reveals that news media showcases a narrow and limited facet of climate change knowledge (i.e., natural science and health). News media selectivity reduces climate change research to the role of a sentinel and whistleblower for the large-scale, observed, or end-of-century consequences of climate change for natural Earth system components. The social, economic, technological, and energy aspects of climate change are curtailed through mediatization, as well as local and short-term scales of processes and solutions. Reviewing the social psychological mechanisms that underlie behavioral change, we challenge the current criteria used to judge newsworthiness and argue that the consequent mediatization of climate change research fails to breed real society engagement in actions. A transformative agenda for the mediatization of climate change research implies aligning newsworthiness with news effectiveness, i.e., addressing the extent to which communication is effective in presenting research that is likely to produce behavioral change. [ABSTRACT FROM AUTHOR]

Published
2023
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245. Grades degrade group coordination: deteriorated interactions and performance in a cooperative motor task.

Author

Hayek, Anne-Sophie, Toma, Claudia, Guidotti, Sofia, Oberlé, Dominique, and Butera, Fabrizio

Subjects
TASK performance, RATING of students, ACADEMIC achievement
Abstract

At school, pupils often cooperate on common projects and must coordinate their different individual actions. However, grades are pervasively used even in cooperative situations, which make the pupils' differences in achievement and their relative rank salient and may reduce their inclination to work constructively with others. Thus, we hypothesized that grades would elicit disruptive interactions and reduce performance in a cooperative cognitive-motor task necessitating inter-individual coordination of members. In a study with 5th graders, grades (vs. a neutral concept) were primed at the onset of a cooperative group interaction. Results showed that, although pupils were set to work cooperatively, priming grades (vs. neutral concepts) harmed inter-individual coordination by eliciting more negative dominant behaviours among pupils during interactions, which decreased group performance. [ABSTRACT FROM AUTHOR]

Published
2017
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246. When and why people don' t accept cheating: self-transcendence values, social responsibility, mastery goals and attitudes towards cheating.

Author

Pulfrey, Caroline and Butera, Fabrizio

Subjects
*INFIDELITY (Couples), *SOCIAL responsibility, *MOTIVATION (Psychology), *ETHICS, *ACCEPTANCE (Psychology)
Abstract

Although self-transcendence values have received top rankings as moral values, research has yet to show how they relate to cheating. In two studies, ( N = 129) and ( N = 122), we analyze the indirect motivational path between self-transcendence values and acceptance of cheating. Both studies were carried out with third-year students in an international management school: Study 1 included 58 male and 65 female students (six missing values), mean age: 22.38 ( SD = 1.60). The study 2 sample comprised 46 male and 73 female students, (three missing values), mean age: 22.01 ( SD = 1.74). We find that adherence to self-transcendence values positively predicts a social-responsibility driven motivation to study, namely wanting to study to help improve society. This, in turn, predicts the adoption of study-related mastery-approach achievement goals, characterized by a desire to understand course material. These learning-oriented goals negatively predict the acceptance of cheating. Study 2 also reveals that exposing individuals to representations of society characterized by opposing self-enhancement values of power and achievement is sufficient to render non-significant the negative relation between self-transcendence values and acceptance of cheating. The theoretical and practical significance of understanding motivational connections between higher-order life values and context-specific acceptance of dishonest behaviors is discussed. [ABSTRACT FROM AUTHOR]

Published
2016
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