Attributions for success and failure after cooperation, competition, or team competition

Stephan, Cookie White; Burnam, M. Audrey; Aronson, Elliot

doi:10.1002/ejsp.2420090111

Cited by 3 publications

(1 citation statement)

References 13 publications

(19 reference statements)

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“…Under conditions of inter-group competition, group members feel a strong sense of internal cooperation and external competition at the same time. Intra-group cooperation and inter-group competition significantly affect member participation in a task (Stephan et al, 1979). Cooperation constitutes a solid foundation for learning (Song and Thieme, 2006) and improves firm performance (Luo et al, 2006).…”

Section: Intra-group Competition and Cooperationmentioning

confidence: 99%

Impact of intra-group coopetitive incentives on the performance outcomes of knowledge sharing: evidence from a randomized experiment

Liu

Jiang

Huang

et al. 2020

JKM

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Purpose Knowledge sharing, as a kind of social behavior that incorporates collective intelligence to achieve a certain goal, has become a remarkable developing trend in recent years. Under the context of traditional teaching, this study aims to explore the manner in which students become effective in sharing knowledge to help optimize course design and improve our existing education. Design/methodology/approach Among 195 university students taking an elective, the effects of different incentives on group performance in completing tasks is explored on the basis of a randomized experiment. Findings Results show that intra-group cooperation can be helpful to student performance, whereas intra-group competition neither improves nor worsens student performance. The former is mainly driven by reciprocity, especially for that stimulated by inter-group competition, whereas the latter is stimulated by egoism. Thus, proper reciprocity can promote student behavior to increase voluntary contribution. In addition, intra-group differences do not interfere with group performance, especially task-oriented groups. Originality/value Certain suggestions are proposed to improve the curriculum design in large classrooms. Forming groups is the best way to strengthen student knowledge sharing. Within task-oriented groups, the incentives of inter-group competition can encourage students to deepen intra-group cooperation and thus effectively improve group performance under the conditions of external competition.

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Section: Intra-group Competition and Cooperationmentioning

confidence: 99%

Impact of intra-group coopetitive incentives on the performance outcomes of knowledge sharing: evidence from a randomized experiment

Liu

Jiang

Huang

et al. 2020

JKM

View full text Add to dashboard Cite

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Give the Bench the Boot! Using Manning Theory to Design Youth-Sport Programs

Hill

Green²

2008

Journal of Sport Management

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Modified children’s sport programs are intended to increase opportunities for participation, skill acquisition, satisfaction, and enjoyment. Unfortunately, teams in modified programs sometimes consist of more players than can participate at any one time. Barker and Gump’s (1964) manning theory is used to analyze the effects of a modified children’s soccer program that excludes children from game participation by relegating them to the role of substitutes. Participant observation and interviews with coaches, parents, and players were conducted over 2 seasons. Findings are consistent with propositions from manning theory. Children’s teams provide a better social climate, more skill development, and greater enjoyment and satisfaction when teams are not allocated substitutes. These advantages are not reduced, and are sometimes elevated, when teams must sometimes play short handed. Administrative concerns about the potential risks of fielding teams without substitutes are found to be unwarranted, and the presence of substitutes restricts opportunities for youth-sport organizations to attract and retain members. These findings suggest a framework for the design and maintenance of modified children’s sport.

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Totally Provocative and Perhaps Partly Right

Aronson¹

1992

Psychological Inquiry

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Attributions for success and failure after cooperation, competition, or team competition

Cited by 3 publications

References 13 publications

Impact of intra-group coopetitive incentives on the performance outcomes of knowledge sharing: evidence from a randomized experiment

Impact of intra-group coopetitive incentives on the performance outcomes of knowledge sharing: evidence from a randomized experiment

Give the Bench the Boot! Using Manning Theory to Design Youth-Sport Programs

Totally Provocative and Perhaps Partly Right

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