Transforming “Apathy Into Movement”:The Role of Prosocial Emotions in Motivating Action for Social Change

Thomas, Emma F.; McGarty, Craig; Mavor, Kenneth I.

doi:10.1177/1088868309343290

Cited by 251 publications

(313 citation statements)

References 128 publications

(285 reference statements)

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“…However, how best to motivate striving toward a shared goal is yet unclear. One factor that can affect contributions is individual identification with the group Thomas, McGarty, & Mavor, 2009;Veenstra & Haslam, 2000). To explore the impact of identification, we first distinguished between the motivation to work on a shared goal because the goal appears worthwhile and the motivation to work on a shared goal because one recognizes a need for progress (Fishbach et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

Pursuing goals with others: Group identification and motivation resulting from things done versus things left undone.

Fishbach¹,

Henderson²,

Koo³

2011

Journal of Experimental Psychology: General

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This article addresses what factors best motivate individuals to work toward shared goals. We propose that when individuals do not identify highly with a group, their contributions will mimic others': An emphasis on things done will increase their contributions toward achieving a goal, because such emphasis suggests the goal is worth pursuing. Conversely, we propose that when individuals identify highly with a group, their contributions will compensate for others': An emphasis on things left undone will increase their own contributions, because missing contributions suggest insufficient progress toward a goal they already consider worthwhile. Five studies lend support to these predictions by measuring contributions to goals centered on idea generation and helping victims of various global disasters (earthquake in Haiti, wildfires in Southern California, rioting in Kenya).

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Section: Discussionmentioning

confidence: 99%

Pursuing goals with others: Group identification and motivation resulting from things done versus things left undone.

Fishbach¹,

Henderson²,

Koo³

2011

Journal of Experimental Psychology: General

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“…McGarty, Reynolds, & Muntele, 2006;McGarty, Bliuc, Thomas, & Bongiorno, 2009;Musgrove & McGarty, 2008;Postmes, Haslam, & Swaab, 2005;Postmes, Spears, Sakhel, & deGroot, 2001;Thomas, McGarty, & Mavor, 2009a, 2009bTurner, 1991;White, Smith, Terry, Greenslade, & McKimmie, 2009). With the inclusion of social identification and norms in our understanding of the learning process, we can then draw on this social influence literature to improve the effectiveness of the ways in which we attempt to shape student approaches to learning and educational outcomes.…”

Section: Running Head: Learning Behaviour and Outcomes: The Role For mentioning

confidence: 99%

Learning behaviour and learning outcomes: the roles for social influence and field of study

2017

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Abstract:Research has demonstrated a significant role of discipline social identification in predicting learning approaches, even controlling for individual differences. Smyth, Mavor, Platow, Grace and Reynolds. (2015) suggest that learners share disciplinebased social identifications, and that this identification, in combination with relevant norms, influences the adoption of learning approaches. The current paper extends this analysis in two directions. First, the effect of broad field of study is examined for systematic differences across content domains. Secondly, the model examines effects on student perceptions of teaching quality and intentions to continue within a discipline. Results provide support for Smyth et al.'s (2015) model, demonstrating links between discipline identification, perceived norms, learning approaches and outcomes.Strongly identified students, students who perceived deep learning norms and students taking a deep learning approach all reported more positive outcomes. Disciplinary variations in responses to learning approaches and outcomes were also found, broadly in line with that found in the Biglan-Becher literature.

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“…In a study which examined perspective taking and prejudice, it was found that participants who were encouraged to take on the perspective of an outgroup (indicating some level of priming) reported more positive attitudes towards that group when compared with a more "objective" control group (Vescio, Sechrist, & Paolucci, 2003;also Batson et al, 2002). Empathy thus seems to be an important affective, prosocial response when it comes to reducing prejudice (see Thomas, McGarty & Mavor, 2009, for a review).…”

Section: Affective Antecedents Of Prejudice: the Role Of Empathymentioning

confidence: 99%

“There but for the grace of God go we”: Prejudice toward asylum seekers.

Pedersen¹,

Thomas²

2013

Peace and Conflict: Journal of Peace Psychology

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for collecting and inputting the data. Running head: Prejudice against asylum seekers to AustraliaKey words: Prejudice; racism; asylum seekers; refugees; empathy Bio: Anne Pedersen BA(Hons)., PhD.I have been an asylum seeker advocate for approximately ten years and have a keen interest in the integration of such advocacy with my academic work. I work as an applied social/peace/community psychologist in the School of Psychology and Exercise Science at Murdoch University, Western Australia. My main academic interests involve prejudice and anti-prejudice against different cultural groups; in particular, asylum seekers, Indigenous Australians and Muslim Australians. Bio: Emma ThomasBA/BPsyc (Hons)., PhD.I am a Senior Lecturer in the School of Psychology and Exercise Science at Murdoch University, Western Australia. My social psychological research focuses primarily on the role of emotion and social identity in promoting collective action for social change with particular application to humanitarian contexts (global poverty, humanitarian emergencies and the refugee crises). 2 AbstractAustralia receives relatively few asylum seekers but the public debate on this issue is intense and there is a widespread prejudice towards them. The current research considers the role of two approaches in explaining prejudice towards asylum seekers: similarity priming and affective reactions of empathy. Participants (N = 119) were primed that asylum seekers were either "similar" or "different" to them and asked whether these similarities/differences were important. Dispositional empathy and asylum seeker empathy were measured. Results showed that priming was associated with increased prejudice when priming involved similarity and those similarities were held to be important. Moreover, cognitive similarity priming and affective empathy contributed separately and additively to the prediction of prejudice. Qualitative responses to the priming question revealed that even when "difference" was primed, two out of the three prevalent themes were positive. Results are discussed in relation to understanding the cognitive and affective bases of empathy and prejudice, and practical implications for activists working to reduce prejudice towards asylum seekers.

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Transforming “Apathy Into Movement”:The Role of Prosocial Emotions in Motivating Action for Social Change

Cited by 251 publications

References 128 publications

Pursuing goals with others: Group identification and motivation resulting from things done versus things left undone.

Pursuing goals with others: Group identification and motivation resulting from things done versus things left undone.

Learning behaviour and learning outcomes: the roles for social influence and field of study

“There but for the grace of God go we”: Prejudice toward asylum seekers.

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