Social representations, social attribution and social identity: The intergroup images of ‘public’ and ‘comprehensive’ schoolboys

Hewstone, Miles; Jaspars, Jos; Lalljee, Mansur

doi:10.1002/ejsp.2420120302

Cited by 109 publications

(52 citation statements)

References 40 publications

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“…Battistich, Solomon, Kim, Watson, and Schaps (1995) found relations between elementary school students' sense of community and their academic attitudes and motives, social and personal attitudes, motives and behaviour, and academic achievement. Hewstone, Jaspars, and Lalljee (1982) reported effects on students' attribution style and identity. According to Battistich et al (1995, p. 629) differences between these approaches are partly methodological and partly conceptual-the methodological issue pertaining to the focus of measurement: the group or the individual.…”

mentioning

confidence: 97%

Students' perception of school moral atmosphere: From moral culture to social competence. A generalizability study

Beem

Brugman

Høst³

et al. 2004

European Journal of Developmental Psychology

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The School Moral Atmosphere Questionnaire (SMAQ) was constructed to measure differences in students' perception of school moral atmosphere between schools. The instrument is based upon the constructs defined by the Just Community Approach that focused on students' shared perspective and portrayed ideal types of school moral culture. This study presents reliability estimates of the SMAQ based on a generalizability study. A total of 1280 students from 32 normal secondary schools participated in the study. The design of the study includes the factors: type of school varying in educational level; school; grade level; class; and student. Variance components and reliabilities are estimated for two models. In Model 1 grade level is a fixed effect, in Model 2 grade level is a random effect. The results indicate that moral atmosphere in school can be measured reliably, although in Model 2 a considerable number of observations may be needed. Because score levels for some subscales depend on the school type, reliabilities are higher for the entire population than for populations consisting of one particular school type. It is concluded that students' perception of moral atmosphere in normal secondary schools have a strong individual flavour. Perceived moral atmosphere should # 2004 Psychology Press Ltd

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mentioning

confidence: 97%

Students' perception of school moral atmosphere: From moral culture to social competence. A generalizability study

Beem

Brugman

Høst³

et al. 2004

European Journal of Developmental Psychology

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“…The very concept of 'dispositional property' has been misunderstood to mean an individual personality disposition instead of all types of causal invariance, Social category memberships have been considered as factors leading to external attributions (e.g. Jones & McGillis, 1976) and in more recent work as social influences on the attribution process (Hewstone & Jaspars, 1982; Hewstone, Jaspars & Lalljee, 1982). The additional point being argued here is that social category memberships are not only background social contextual influences upon the attribution process but are themselves a special kind of attribution, a cognitive representation of a distinct type of social dispositional property.…”

mentioning

confidence: 99%

Perceiving people as group members: The role of fit in the salience of social categorizations

Oakes

Turner

Haslam

1991

British J Social Psychol

419

317

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It was hypothesized that the perceived social category membership of others becomes salient as a description and explanation of their behaviour where their attitudes ‘fit’ the social categorization. Fit is defined as the degree to which the attributes of others are perceived to correlate with group membership in a normatively consistent direction. In Expt 1 subjects viewed tape—slide presentations of six‐person groups where gender composition (‘solo’ or ‘collective’) and the pattern of agreement (‘deviance’ or ‘conflict’) were manipulated in a 2 × 2 design to produce a correlation between gender and attitudes in the solo/deviance and collective/conflict conditions. In Expt 2, subjects viewed videos of a group of three arts and three science students in which the normative consistency of an arts target person (‘consistent’ or ‘inconsistent’) and the pattern of agreement (‘consensus' or ‘conflict’ or ‘deviance’) were manipulated in a 2 × 3 design to produce a normative correlation between faculty membership and attitudes in the consistent/conflict condition. Salience was measured by stereotyping in terms of, and attributions to, social category memberships. The results of both experiments were largely consistent with predictions.

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“…These search (statistically) for groups of similar ratings or answers. So Group A might show common attitudes, beliefs, and attributions, which are consistent and coherent within Group A, while Group B shows another typical pattern which is consistent and coherent within Group B but not with those of Group A (e.g., Echabe & Rovira, 1989;Hewstone, Jaspars & Lalljee, 1982). This is important work, and I am not suggesting that it should stop.…”

Section: Social Representation Theorymentioning

confidence: 92%

Some Recent and Future Developments in the Study of Social Representations

Guérin

1995

THE JAPANESE JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY

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Social representation theory studies social knowledge created by groups which becomes objectified, as if it existed outside of social processes. In this paper, some new themes and directions for social representation research are discussed. Overall, it is suggested that more emphasis be placed back onto the group dynamics which create, change and maintain social representations.Too much emphasis, perhaps, has been put on finding and describing the objectified knowledges rather than the social processes which sustain them. In particular, more needs to be known about the groups themselves which create and maintain social representations, and the conditions for such groups' existence. The methods for research need to reflect the social processes over time and anthropological methods of research might help in this regard. It is then argued both that social relations are a prerequisite for social representations and that social representations can be utilized by groups for various functions. Both these points emphasize that social representations exist through, and are maintained by, group dynamics, which need to be studied in addition to descriptions of the content of social representations.

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Social representations, social attribution and social identity: The intergroup images of ‘public’ and ‘comprehensive’ schoolboys

Cited by 109 publications

References 40 publications

Students' perception of school moral atmosphere: From moral culture to social competence. A generalizability study

Students' perception of school moral atmosphere: From moral culture to social competence. A generalizability study

Perceiving people as group members: The role of fit in the salience of social categorizations

Some Recent and Future Developments in the Study of Social Representations

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