Using Social Identity Theory to Predict Managers’ Emphases on Ethical and Legal Values in Judging Business Issues

Pearce, John A.

doi:10.1007/s10551-012-1274-x

Cited by 33 publications

(35 citation statements)

References 74 publications

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“…It is this approach that the current study adopts, and Yu and Sung (2015) provide two perspectives from social psychology that help to support and contextualize this adoption. Social Identity Theory (SIT) suggests that in addition to his/her unique personal identity as an individual, a person also forms a social identity according to the groups with which he/she affiliates (Pearce 2013). SIT has been used to explain and predict certain personal behaviors on the basis of, among other factors, interpersonal relationships in group situations (Hogg et al 2006).…”

Section: Anonymity As An Instructional Scaffold Within Peer Assessmentmentioning

confidence: 99%

Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills

2017

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Although previous research has indicated that providing anonymity is an effective way to create a safe peer assessment setting, continuously ensuring anonymity prevents students from experiencing genuine two-way interactive feedback dialogues. The present study investigated how installing a transitional approach from an anonymous to a non-anonymous peer assessment setting can overcome this problem. A total of 46 bachelor's degree students in Educational Studies participated in multiple peer assessment cycles in which groups of students assessed each other's work. Both students' evolution in peer feedback quality as well as their perceptions were measured. The content analysis of the peer feedback messages revealed that the quality of peer feedback increased in the anonymous phase, and that over time, the feedback in the consecutive non-anonymous sessions was of similar quality. The results also indicate that the transitional approach does not hinder the perceived growth in peer feedback skills, nor does it have a negative impact on their general conceptions towards peer assessment. Furthermore, students clearly differentiated between their attributed importance of anonymity and their view on the usefulness of a transitional approach. The findings suggest that anonymity can be a valuable scaffold to ease students' importance level towards anonymity and their associated need for practice.

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Section: Anonymity As An Instructional Scaffold Within Peer Assessmentmentioning

confidence: 99%

Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills

2017

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“…As a result, followers often transcend their own self‐interests for the sake of collective interests. More importantly, personal and social identities interact with one another to form individuals' overall identity (Pearce, ). An application of this notion to the context of this study implies that moral and environmental values instilled by charismatic leaders within the organization – or at least within the top management team – will affect the strength of managers' AC and AR beliefs and their subsequent decisions concerning EMI.…”

Section: Theory and Hypothesesmentioning

confidence: 99%

Corporate Environmental Management: Individual‐Level Drivers and the Moderating Role of Charismatic Leadership

Papagiannakis

Lioukas

2017

European Management Review

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Drawing upon norm‐activation and social cognitive theories, we examine whether the personal norms and self‐efficacy of top managers affect their decisions to engage in environmental management initiatives (EMI). We also investigate whether this relationship is moderated by CEO charisma. Empirical evidence from a sample of 125 companies indicates that significant variation in EMI is explained by the two activators of personal norms – namely, awareness of consequences and ascription of responsibility – as well as self‐efficacy with respect to environmental decisions. Furthermore, the effects of managers' personal norms on EMI engagement are more intense when charismatic leadership is present. The results offer insights into the microfoundations of proactive environmental management and their interplay with charismatic leadership. Managerial implications for firms seeking to advance their environmental conduct are discussed.

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“…SIT suggests that a person forms not only a unique personal identity as an individual, but also a social identity according to which groups (formed either explicitly and formally, or implicitly and informally) with which he or she affiliates (Pearce II, 2013;Tajfel, 1982;Tinson & Close, 2012). SIT has been used to explain and predict certain personal behavior and decision-making processes on the basis of perceived status differences, individual characteristics, and interpersonal relationships in group situations (Hogg et al, 2006;Tajfel & Turner, 1986).…”

Section: Introductionmentioning

confidence: 99%

A mixed methods approach to the assessor's targeting behavior during online peer assessment: effects of anonymity and underlying reasons

Sung

2015

Interactive Learning Environments

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This study examined the effects of identity revelation and concealment on the number of times students' work was assessed in an online peer assessment context. It also examined the underlying reasons guiding the assessor's targeting behavior. Two fifthgrade classes participated. The one-group pretest-posttest experimental research design coupled with qualitative research method was adopted. The results from social network analysis (SNA) showed a high redundancy rate for both high-and lowtargeted assessees in identity-revealed and identity-concealed conditions for both classes. Moreover, the density metrics indicated that all sociograms were similarly sparse. The Wilcoxon tests further confirmed that there were no significant differences in the assessees' ranking in the two conditions for both classes. Finally, analysis of students' self-reflective data revealed that the features/content of the work to be assessed, rather than who the question-author was, was the determining factor when it came to deciding the target for online peer assessment.

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Using Social Identity Theory to Predict Managers’ Emphases on Ethical and Legal Values in Judging Business Issues

Cited by 33 publications

References 74 publications

Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills

Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills

Corporate Environmental Management: Individual‐Level Drivers and the Moderating Role of Charismatic Leadership

A mixed methods approach to the assessor's targeting behavior during online peer assessment: effects of anonymity and underlying reasons

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