On the basis of development of the concept of "defensive helping," the authors demonstrated that high ingroup identifiers thwart a threat to group identity through defensive help-giving (i.e., by extending help to an outgroup member whose achievements jeopardize their status). Participants were 255 Israeli high school students (130 boys and 125 girls) ages 16-18. The phenomenon of defensive helping was demonstrated in a minimal group (Study 1) and real-group (Study 2) experiment. Study 3, which examined real groups, supported the extension of the phenomenon of defensive helping to relations between high- and low-status groups, showing that members of a high-status group who perceive status relations with the low-status outgroup as unstable will protect the ingroup's identity by providing dependency-oriented help to the low-status outgroup. Priming for common ingroup identity reversed this pattern, with participants electing to offer autonomy-oriented rather than defensive help. Theoretical and applied implications of these findings are discussed with respect to social change, paternalism, and helping between nations.
The present study explores the relationship between music self-efficacy, help-seeking orientation, selfesteem, and the preferences of online music tutorials use among amateur musicians. We hypothesized that autonomy help-seeking orientation, high self-esteem, and the use of autonomy online music tutorials (which foster independent learners, incorporate context, and background) would be positively correlated with music self-efficacy, whereas dependent help-seeking orientation and preferring dependent online music tutorials would be negatively correlated with music self-efficacy. Participants were 316 amateur musicians from 26 countries, who use online music tutorials while learning to play new pieces. They answered questionnaires measuring different learning and playing habits (coplaying experience, studying music with a teacher, years of playing, hours spent playing per week). Ordinary least squares regression indicated that the independent variables accounted for 48% of the variance in the dependent variable, and that the model was significant. Furthermore, the theoretical independent variables accounted for 34% of the variance in the dependent variable, above and beyond the variance explained by the background independent variables. The results indicated that self-esteem, autonomy help-seeking orientation, preferences of autonomy online music tutorials, and weekly hours of playing were positive predictors of music self-efficacy. Conversely, dependent help-seeking orientation was a negative predictor of music self-efficacy. The uniqueness of the study lies in using personal characteristics and learning habits as MSE predictors among amateur musicians. The findings highlight the need to examine any possible causality in the relationship between learning and playing habits of amateur musicians and their music self-efficacy.
In light of the backdrop of change processes within the education system in recent years, including the enlarging of school boundaries and parents’ increasing involvement in school life, this study aspired to understand how parents perceive parent–teacher relations alongside their self-efficacy as influencing their help-seeking from teachers in two main dimensions: learning and socio-emotional. Using the quantitative method, 192 Israeli parents answered a questionnaire measuring parent–teacher relations, parental self-efficacy, help-seeking orientation from teachers, and socio-economic status. Regression analysis found that help-seeking in the socio-emotional dimension was mainly influenced by collaborative relations and by parents’ high self-efficacy. Help-seeking in the learning dimension was mainly (but not only) influenced by parents’ socio-economic status. In addition, positive significant correlations were found between parent–teacher collaborative relations and autonomic help-seeking from teachers by parents dealing with both learning and socio-emotional aspects. Negative significant correlation was found between collaborative parent–teacher relations and parents’ avoidance of help-seeking from teachers. The results highlight the importance of teacher–parent collaboration and illuminate the factors influencing parents to ask for help from teachers, in different dimensions.
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