applied social psychology · 2017. 4. 19. · developing and testing theories 8 basic and applied...
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Cambridge University Press978-1-107-04408-1 — Applied Social Psychology2nd EditionFrontmatterMore Information
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Applied Social Psychology
Applied Social Psychology combines the science of social psychology with the
practical application of solving social problems that exist in the real world. This
exciting textbook provides a thorough explanation of how social psychologists
can contribute to the understanding and management of different social problems.
A highly prestigious team of contributors from across Europe and the United
States illustrate how social psychological theories, research methods, and inter-
vention techniques can be successfully applied to problems encountered in the
fields of physical and mental health, immigration and integration, economic
behaviour, political behaviour, environmental behaviour, organizations, and the
classroom. This expanded edition also features new chapters on the fields of
consumer behaviour, traffic behaviour, criminal behaviour, sport, and develop-
ment aid. Each field studied features an overview of important problems, the role
of human behaviour in these problems, the factors influencing relevant behaviour,
and effective ways to change this behaviour. This is an essential volume for all
undergraduate and graduate students studying applied social psychology.
linda steg is Professor in Environmental Psychology at the University of
Groningen.
kees ke izer is Assistant Professor in Environmental Psychology at the
University of Groningen.
abraham p. buunk is Professor of Evolutionary Social Psychology at the
University of Groningen and Professor of Social and Organizational Psychology
at the University of Curaçao.
talib rothengatter was Professor of Applied Psychology at the Univer-
sity of Groningen.
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Applied Social PsychologyUnderstanding and Managing Social Problems
linda stegUniversity of Groningen, The Netherlands
kees keizerUniversity of Groningen, The Netherlands
abraham p. buunkUniversity of Groningen, The Netherlands, and University of Curaçao
talib rothengatterUniversity of Groningen, The Netherlands
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10.1017/9781107358430
© Cambridge University Press 2017
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First published 2017
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Table of contents
List of figures page xv
List of tables xix
List of boxes xx
List of contributors xxii
Acknowledgements xxv
1. Introduction to applied social psychology 1
linda steg and talib rothengatter
Introduction: social problems, human cognition, and behaviour 1
Definition of applied social psychology 4
Correspondence between basic and applied social psychology 8
Developing and testing theories 8
Basic and applied social psychology as science 9
Goals of science 10
Causes of behaviour and cognitions 11
Features of applied social psychology 14
The role of personal values 14
The use of multiple theories, intervention techniques, and research methods 16
Interdisciplinary research 17
Field settings 18
Social utility 18
Roles of applied social psychologists 21
Researcher 21
Consultant 22
Policy advisor 22
Overview of the book 22
Conclusion 23
Glossary 24
Review questions 24
Further reading 25
References 25
2. The use of theory in applied social psychology 27
mica estrada and p. wesley schultz
Introduction 27
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The role of theory in the field of applied social psychology 28
Theories, principles, and constructs 31
Social-psychological theories 33
Social thinking 33
Social influence 36
Social relationships 39
Things to consider when using theory in applied work 43
How basic, applied, and use-inspired researchers develop theory 45
Conclusion 47
Glossary 47
Review questions 49
Further reading 49
References 49
3. Applications of social psychology to increase the impactof behaviour-focused intervention 52
philip k. lehman, e. scott geller, and jan willem bolderdijk
Introduction 52
A behavioural-science approach to intervention 52
Behavioural intervention strategies 54
Antecedent strategies 54
Education and training 54
Prompts 55
Modelling 56
Behavioural commitment 56
Consequence strategies 57
Penalties 57
Rewards 58
Feedback 60
Enhancing interventions through social influence 61
Principle 1: consistency 62
Foot in the door 62
Cognitive dissonance 63
Public commitment 63
Principle 2: social proof 66
Normative prompts 67
Correcting misperceived norms 67
Normative feedback 67
Make participation salient 69
Principle 3: authority 69
Principle 4: liking 70
Block-leader approach 71
Principle 5: reciprocity 71
Pre-behaviour rewards 72
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Pay-what-you-want 72
Principle 6: scarcity 72
Avoid reactance 73
Make potential losses salient 73
Fear appeals 74
Conclusion 74
Glossary 75
Review questions 77
Further reading 77
References 78
4. The dilemmatics approach to applied research design:a case study of violent video game effects and aggression 82
melissa burkley and hart blanton
Research designs in applied social psychology 82
Selecting a research design 82
True experiments: maximizing precision 84
Defining features of true experiments 84
Advantages of true experiments 86
Disadvantages of true experiments 88
Minimizing the disadvantages of true experiments 89
Correlational research: generalizing to situations 91
Defining features of correlational research 91
Advantages of correlational research 92
Disadvantages of correlational research 93
Minimizing the disadvantages of correlational studies 93
Quasi-experiments: compromising between precision and
generalizability to situations 96
Defining features of quasi-experimental research 96
Advantages of quasi-experimental research 99
Disadvantages of quasi-experimental research 99
Survey research: generalizing to people 100
Defining features of survey research 100
Advantages of survey research 102
Disadvantages of survey research 102
Minimizing disadvantages of survey research 103
Rules for deciding between research designs 104
Rule #1: Pursue programmatic research 104
Rule #2: Do what has not been done before 104
Rule #3: Construct the best research team 104
Conclusion 105
Glossary 105
Review questions 106
Table of contents vii
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Further reading 107
References 107
5. The social psychology of consumer behaviour 109
wolfgang stroebe and kees keizer
Introduction 109
The function of goods 109
Deliberate versus impulsive buying 112
Theories of deliberate behaviour 112
Impulse buying 114
Goal conflicts, self-control dilemmas, and impulsive actions 115
The impact of advertising on consumer attitudes and behaviour 118
The cognitive route: advertising as persuasive communications 118
The affective route: evaluative conditioning 120
The subliminal route 122
Applied social psychology in context 124
Conclusions 125
Glossary 126
Review questions 126
Further reading 127
References 127
6. Social psychology and development aid 130
nina hansen
Introduction 130
The evaluation of development aid interventions 131
Testing the effectiveness of development aid interventions 133
Development aid and social psychology 136
Unanticipated cultural change through laptop usage 140
Applied social psychology in context 144
Conclusions 146
Glossary 146
Review questions 147
Further reading 147
References 148
7. Social psychology and economic behaviour: heuristics andbiases in decision-making and judgement 150
w. fred van raaij
Introduction 150
Economic theory of utility maximization 150
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Anomalies 151
Social-psychological factors 152
Personal, social, and situational reference 152
Personal reference 152
Social reference (social comparison) 153
Situational reference 154
Loss aversion 155
Introduction 155
Framing 157
Hedonic framing 157
Endowment effect 160
Status-quo bias 161
Sunk-costs effect 163
Time preference 164
Conclusions: towards a new ‘rationality’ of economic behaviour
of consumers, investors, and entrepreneurs 166
Applied social psychology in context 166
Conclusion 167
Glossary 168
Review questions 169
Further reading 170
References 170
8. Applying social psychology to the classroom 172
pascal huguet and hans kuyper
Introduction 172
Social comparison 173
Upward social comparison in the classroom 175
Students’ ‘theories’ of intelligence and academic self-concept 177
Academic self-concept of failure and performance 178
Academic self-concept of success and the BFLPE 180
Stereotype threat: the role of negative stereotypes 183
Classroom climate 185
Applied social psychology in context 186
Final thoughts 186
Conclusion 187
Glossary 188
Review questions 189
Further reading 189
References 190
Table of contents ix
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9. Social psychology and environmental problems 193
linda steg and robert gifford
Introduction 193
Environmental influences on well-being and behaviour 194
Environmental problems and human behaviour 195
Understanding behaviour that affects the quality of the environment 198
Values and environmental concern 198
Norm activation model and value-belief-norm theory of environmentalism 200
Morality and personal costs 201
Habit 202
Promoting pro-environmental behaviour 204
Changing perceptions, cognitions, motivations, and norms 204
Changing the incentives 207
Applied social psychology in context 208
Conclusion 209
Glossary 209
Review questions 210
Further reading 210
References 211
10. Social psychology of health and illness 214
arie dijkstra and alexander rothman
Introduction 214
The societal burden of unhealthy behaviours 214
The societal burden of chronic illnesses 215
Contributions of social psychology to prevent and solve
health problems 216
Understanding health and illness behaviours 217
Motivation and self-efficacy expectations 217
Motivation 217
Self-efficacy expectations 218
Initiation and implementation of behaviour 220
Illness behaviour 221
Stage models 222
Research methods to assess changes over time 223
Promoting healthy behaviour 225
Tailoring messages 225
Framing messages 227
Changing the environment 229
Applied social psychology in context 229
Conclusion 230
Glossary 230
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Review questions 231
Further reading 232
References 232
11. Social psychology and immigration: relations betweenimmigrants and host societies 235
jan pieter van oudenhoven, charles judd,
and colleen ward
Introduction 235
Migration and cultural diversity in the twenty-first century 235
Acculturation theory and research 237
One-dimensional models of acculturation 237
Multidimensional models of acculturation 238
Social-psychological theories and research 242
Acculturation research and social-psychological theories 245
Interventions 247
Applied social psychology in context: the influence of globalization
on host-immigrant relationships 248
Conclusion 250
Glossary 251
Review questions 252
Further reading 252
References 252
12. Social psychology and mental health 255
pieternel dijkstra and abraham p. buunk
Introduction 255
Disturbed body image 255
Consequences of disturbances in body image 259
Theoretical explanations of disturbed body image 259
Social comparison theory 259
Self-discrepancy theory 260
Helping cope with body image disturbances 261
Depression 262
Theoretical explanations of depression 263
Coping with stress 263
Attributional model of depression 264
Preventing depression 265
Relationship problems 266
Theoretical explanations of relationship problems 267
Attachment theory 267
Table of contents xi
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Social exchange theory 268
Preventing relationship problems 271
Applied social psychology in context 272
Conclusion 272
Glossary 273
Review questions 274
Further reading 274
References 274
13. Explaining crime over the life course 277
arjan blokland
Introduction 277
Explaining the age-crime curve 277
Stable individual differences and crime: criminal propensity 278
The dynamics of criminal development: the Dual Taxonomy 279
Life course persistent offending 280
Adolescence-limited offending 282
The onset of Adolescence-limited offending 282
Desistance from Adolescence-limited offending 285
Cumulative disadvantage and continuity of offending 287
Policy implications 288
Critiques of the Dual Taxonomy 291
Social psychology in context 293
Conclusion 293
Glossary 294
Review questions 295
Further reading 295
References 295
14. The social psychology of organizations 298
dick de gilder and naomi ellemers
Introduction 298
Social psychology of organizations 299
A social identity perspective on organizations 300
Work motivation and commitment 302
Innovation and change in organizations 304
Diversity at work 307
Classical organizational issues and the social psychology of organizations 312
Applying social psychology in organizations 312
Applied social psychology in context 314
Conclusions 315
Glossary 315
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Review questions 316
Further reading 316
References 317
15. Social psychology and political behaviour 319
martin rosema and bert n. bakker
Introduction 319
Political leadership 321
‘Big Five’ personality factors 321
Profiling political leaders 322
Crisis decision-making 323
Groupthink 325
Voting behaviour 326
To vote or not to vote? 326
Theory of reasoned action 327
The Michigan model of voting 330
Motivated political reasoning 332
Ideology 334
Does ideology (still) exist? 334
Ideology and values 335
Prejudice 336
Applied social psychology in context 336
Conclusion 337
Acknowledgement 338
Glossary 338
Review questions 339
Further reading 339
References 340
16. Social sport and exercise psychology 342
remco polman, erika borkoles, and xavier sanchez
Introduction 342
Explaining and promoting exercise behaviour 343
The self in exercise 345
Explaining and enhancing sport performance 345
The dynamics of teams in sport: cohesion and performance 345
How to build successful teams 349
Best individual athletes do not make the best team 350
Social facilitation 352
Choking under pressure 353
Environmental influences on sport performance: game location/home
advantage 354
Table of contents xiii
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Applied social psychology in context 356
Conclusion 356
Glossary 357
Review questions 358
Further reading 358
References 358
17. Social psychology and driving behaviour 361
ayça berfu ünal and bryan e. porter
Introduction 361
Theories and models to explain driving behaviour 362
The ‘what’ factor: behavioural and attitudinal factors 362
The ‘who’ factor: influence of personality and individual differences on driving
behaviour 363
The ‘why and how’ factors: understanding the processes behind the
regulation of driver behaviour 365
Risk Homeostasis Theory 366
Task Capability Interface Model 367
Methods in traffic psychology 370
Driving simulators 370
Direct and naturalistic observations 371
Digging into databases: archival studies 372
Interventions to promote safe driving behaviour 372
Enforcement 372
Driver education 373
Persuasive messages 375
Applied social psychology in context 375
Conclusions 377
Glossary 377
Review questions 378
Further reading 378
References 378
Index 381
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Figures
Figure 1.1 Foot-in-the-door technique page 4
Figure 1.2 Cognitive dissonance reduction 5
Figure 1.3 Deductive (left) and inductive (right) approach 6
Figure 2.1 Three functions of theories in applied social psychology (USE) 28
Figure 2.2 Three roles of theory in applied social psychology 31
Figure 2.3 Quadrant model of scientific research (Stokes, D. (1997). Pasteur’s
quadrant: basic science and technological innovation. Washington, DC:
Brookings. Redrawn from p. 73.) 46
Figure 3.1 Polite prompts are usually more effective 55
Figure 3.2 A promise card can be used to encourage a number of behaviours 57
Figure 3.3 Negative consequences motivate, but don’t make us happy 58
Figure 3.4 Extrinsic rewards can stifle intrinsic motivation 61
Figure 3.5 When peers perform, there’s pressure to conform 66
Figure 3.6 Similarity increases liking 70
Figure 3.7 The reciprocity norm involves payback 71
Figure 4.1 Three-horned dilemma: most research choices involve trade-offs 83
Figure 4.2 Violent video games cause an increase in aggressive behaviour 85
Figure 4.3 Confounds 86
Figure 4.4 Effects of violent media preference and aggression during grade
3 and grade 13 (Eron et al., 1972) 95
Figure 4.5 Effects of video game violence and gender on noise blast intensity
(Bartholow and Anderson, 2002) 98
Figure 4.6 Context of survey research can impact the quality of the data 103
Figure 5.1 Consumers prefer brands associated with traits that are congruent
with their own self-image 110
Figure 5.2 The Theory of Planned Behaviour applied to exercising 113
Figure 5.3 Our level of self-control depends on both internal and
situational factors 115
Figure 5.4 Handing out a glass of champagne can increase sales by
lowering consumers’ self-control, raising their mood and
stimulating reciprocity 118
Figure 5.5 Many marketing strategies are still playing the unaware consumer 123
Figure 5.6 Percentage of participants choosing Lipton ice as a function of thirst
(From Karremans et al., 2006) 124
Figure 6.1 Example of a result chain for a laptop programme for students 133
Figure 6.2 How to measure and study effects 136
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Figure 6.3 Instructions on how to use the solar water disinfection
method (SODIS) 137
Figure 6.4 Ethiopian students sitting under a tree with their laptops while
herding their cattle 142
Figure 6.5 Mean difference in attitude change in gender equality for children
who received and did not receive a laptop, in urban versus rural
areas. Standard errors are presented in the figure by the error bars
attached to each column (Hansen, Postmes, Tovote, and Bos, 2014) 143
Figure 7.1 The value function of prospect theory 156
Figure 7.2 Segregation of gains 158
Figure 7.3 Integration of losses 159
Figure 7.4 Integration of a loss with a larger gain 159
Figure 7.5 Segregation of a gain from a larger loss 160
Figure 8.1 Children doing a geometry or drawing test 178
Figure 8.2 The complex figure used by Huguet et al. (2001b) 178
Figure 8.3 Memory recall score of students (max = 44 points) by task
context and academic standing 179
Figure 8.4 The big-fish-little-pond effect (BFLPE): theoretical predictions
(adapted from Marsh and Hau, 2003) 182
Figure 9.1 The level of noise annoyance depends on social-psychological
factors 195
Figure 9.2 World energy consumption by fuel type, 1990–2040 (EIA,
International Energy Outlook, 2013) 197
Figure 9.3 A schematic representation of the VBN theory of environmentalism
(adapted from Stern, 2000) 200
Figure 9.4 Self-serving denial 202
Figure 10.1 Percentages of healthy years lost caused by health-related
behaviours and risk factors (World Health Organization, 2002) 216
Figure 10.2 Increasing self-efficacy 219
Figure 10.3 A stage model of health behaviour change 223
Figure 10.4 Computer-tailored persuasion composes individualized output
(on paper or on screen) based on an individual assessment 226
Figure 10.5 Computer-tailored information 228
Figure 11.1 One-dimensional model of acculturation 237
Figure 11.2 A two-dimensional model of acculturation strategies (Berry, 1997) 238
Figure 11.3 Integration 239
Figure 11.4 Assimilation 239
Figure 11.5 Separation 240
Figure 11.6 Marginalization 240
Figure 11.7 Liking (1 = little; 5 = much) of ‘neighbours’ dependent on
nationality, religion, and employment status (N = 2389) 243
Figure 12.1 Disturbed body image 256
Figure 12.2 Stimuli presented to the participants in Fallon and Rozin’s
study (1985) 258
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Figure 12.3 Possible feared selves 261
Figure 12.4 Attachment theory: the four-group model of attachment 268
Figure 12.5 Relationship inequity 270
Figure 13.1 Age-crime curve based on the number of registered crime suspects
in 2009 278
Figure 13.2 Who is the fledgling career criminal? 278
Figure 13.3 Schematic representation of the two developmental pathways
proposed by the Dual Taxonomy 280
Figure 13.4 Bridging the maturity gap 283
Figure 13.5 Peer influences on deviance 285
Figure 13.6 Social control may explain desistance from crime 287
Figure 13.7 Labeling theory's self-fulfilling prophecy 289
Figure 14.1 An organization is a social arrangement for achieving controlled
performance in pursuit of collective goals
Diego Rivera, 1932 – Mural Ford Factories, Detroit 299
Figure 14.2 In a sports team, distinctive personal features are less important. What
matters is how individuals can contribute to achieving team goals.
Kazimir Malevich, 1928 – Sportsmen 301
Figure 14.3 Organizational-level (or team-level) comparisons can be a
source of pride for individual employees, regardless of their
personal merits or contributions to this success 302
Figure 14.4 In larger or multinational organizations, employees are likely to
self-categorize and identify in terms of lower level and more
specific units 303
Figure 14.5 Socialization programmes can make new employees more reluctant
to share their fresh perspective by conveying what procedures,
practices, and rules of conduct are considered standard, common,
or acceptable in the organization 306
Figure 14.6 Components of identification and commitment in organizations
(based on Ouwerkerk, Ellemers, and De Gilder, 1999) 308
Figure 14.7 With citizens originating from all parts of the world, the workforce
is becoming increasingly diverse 308
Figure 14.8 Increased diversity implies that the variety of goals, ambitions, and
motives among workers is greater than ever. Organizations that seek
to enhance the motivation and performance of their workers need to
cater for these diverging concerns by offering different incentives,
career paths and growth opportunities, as one size no longer fits all 309
Figure 15.1 Poster used to encourage people to vote 320
Figure 15.2 Psychological processes bring leaders support from their staff 325
Figure 15.3 Why some people do not bother to vote 327
Figure 15.4 The relevance of politics to the young 328
Figure 15.5 Facebook messages to encourage voting (Bond et al. 2012, p.296) 329
Figure 15.6 The Michigan model of voting 331
Figure 15.7 Candidate differences determine level of electoral turnout 332
List of figures xvii
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Figure 16.1 Together Everyone Achieves More (TEAM) 346
Figure 16.2 Social loafing: taking a free-ride! 351
Figure 16.3 Why teams are more likely to win at home than away! 355
Figure 17.1 When perceived risk is low, drivers might engage in risky driving
behaviours to meet their target level of risk 366
Figure 17.2 Task Capability Interface Model (adopted from Fuller, 2005) 367
Figure 17.3 Task Capability Interface Model 368
Figure 17.4 Self-reported mental effort among participants who carried out the
simulated driving with and without music 370
Figure 17.5 Enforcement is effective when perceived chance of being
caught is high 374
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Tables
Table 2.1 Summary of focus, examples, and application of social-psychological
theories page 34
Table 3.1 Applications of social influence principles for behaviour-focused
intervention 75
Table 4.1 Summary of the four research designs 84
Table 7.1 Preference for a coffee mug or a piece of chocolate 162
Table 7.2 Average amounts to delay and speed up receiving a gift
certficate of $7 165
Table 10.1 Changes in life expectancy in years by world region 215
Table 16.1 Factors and sample item of the Group Environment Questionnaire 347
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Boxes
Box 1.1 Solving social problems via changing cognitions and behaviour page 2
Box 1.2 The power of situations: the Stanford prison experiment 12
Box 1.3 City dwellers are less friendly when many people are around 13
Box 2.1 Knowledge is not enough: knowledge-deficit model of behaviour change 29
Box 2.2 Applying the elaboration likelihood model to reduce HIV-risky
behaviours 39
Box 3.1 The hypocrisy effect: facilitating behaviour change with reminders
of past failures 65
Box 3.2 The social-norms approach to reducing college student drinking 68
Box 4.1 Example of experimental research 85
Box 4.2 Example of correlational research 92
Box 4.3 Example of quasi-experimental research 98
Box 4.4 Example of survey research 101
Box 5.1 The categorization of goods 111
Box 5.2 Applying theories: extending the standard Theory of Planned Behaviour 114
Box 5.3 Applying methods: explicit versus implicit measures of attitudes 116
Box 5.4 Applying interventions: weapons of influence 117
Box 5.5 The unaware consumer 123
Box 6.1 Applying methods: an example of a result chain as methodological
tool of the intervention planning and evaluation 132
Box 6.2 Applying interventions: effects of different interventions on
immunization rates among children aged 1–3 135
Box 6.3 Applying theories: promotional strategies to increase solar water
disinfection 139
Box 7.1 Applying research methods: choice prospects 151
Box 7.2 Applying intervention strategies: Save More Tomorrow™ 161
Box 7.3 Research design on the endowment effect 162
Box 8.1 Theory application: how to make use of social comparison principles 175
Box 8.2 Application of a research technique 181
Box 8.3 Application of a research method: should the two genders be
separated in the school setting? 184
Box 9.1 Applying research methods: social design saves pain and
improves moods in hospitals 196
Box 9.2 Applying theories: habit versus planned behaviour 203
Box 9.3 Applying intervention strategies: effects of feedback on household
gas use 206
Box 10.1 Sources of self-efficacy 219
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Box 10.2 Near real-time versus retrospective recall 224
Box 10.3 Computer-tailored persuasive messages 227
Box 11.1 Testing the theory: the similarity-attraction hypothesis 243
Box 11.2 From theory to practice: how to promote a common ingroup identity 245
Box 11.3 An innovative research method 246
Box 12.1 How satisfied are you with your body? 257
Box 12.2 Experiment: gender differences in weight dissatisfaction 258
Box 12.3 Symptoms of a depression 263
Box 12.4 Cognitive coping strategies 264
Box 12.5 Example of possible attributions in the case of romantic rejection 265
Box 12.6 Assessing attachment style 269
Box 12.7 Applying theories: individual differences in exchange orientation 270
Box 13.1 Predicting persistence in offending 281
Box 13.2 The influence of peer deviance 283
Box 13.3 Youth mentoring programmes 290
Box 14.1 Applying theories: the relevance of distinguishing team commitment
and organizational commitment 305
Box 14.2 Applying methods: finding ways to deal with the dual identity as
worker and parent 310
Box 14.3 Applying intervention strategies: changing expectations about
working in cross-gender teams 311
Box 15.1 Prospect theory and the Cuban missile crisis 324
Box 15.2 Effects of personal appeals on voter turnout 329
Box 15.3 The dynamic information board 333
Box 16.1 Intervention study: increasing physical activity using the TPB 344
Box 16.2 Testing theories: the Ringelmann effect 350
Box 16.3 Social facilitation: Triplett’s legacy 352
Box 17.1 Applying theories: the Theory of Planned Behaviour 364
Box 17.2 Applying research methods and tools: a driving simulator study 369
Box 17.3 Applying an interdisciplinary approach as an intervention:
‘shared space’ in traffic 376
List of boxes xxi
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Contributors
bert n. bakker, University of Amsterdam, Amsterdam School of
Communication Research
hart blanton, University of Connecticut, Department of Psychological
Sciences
arjan blokland, Leiden University, Institute of Criminal Law and
Criminology
jan willem bolderdijk, University of Groningen, Department of Economics
and business
erika borkoles, Bournemouth University, Department of Sport and
Physical Activity
melissa burkley, Oklahoma State University
abraham buunk, University of Groningen, Department of Psychology
arie dijkstra, University of Groningen, Department of Psychology
pieternel dijkstra, Private Practice of Social Psychology, The Netherlands
naomi ellemers, Utrecht University, Faculty of Social Sciences
mica estrada, University of California, San Francisco, Department of Social
and Behavioural Sciences
scott geller, Virginia Polytechnic Institute and State University
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robert gifford, University of Victoria, Department of Psychology
dick de gilder, VU University Amsterdam, Department of Organization
Sciences
nina hansen, University of Groningen, Department of Psychology
pascal huguet, Université Clermont Auvergne et CNRS, Laboratoire de
Psychologie Sociale et Cognitive (UMR 6024)
charles judd, University of Colorado Boulder, Department of Psychology and
Neuroscience
kees keizer, University of Groningen, Department of Psychology
hans kuyper, University of Groningen, Institute for Educational Research
phil lehman, Virginia Polytechnic Institute and State University
jan pieter van oudenhoven, University of Groningen, Department of
Psychology
remco polman, Bournemouth University, Department of Psychology
bryan e. porter, Old Dominion University, Department of Psychology
fred van raaij, Tilburg University, Department of Social Sciences
martin rosema, University of Twente, Department of Political Science and
Research Methods
alexander rothman, University of Minnesota, Department of Psychology
xavier sanchez, University of Cumbria, Department of Medical and Sport
Sciences
List of contributors xxiii
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p. wesley schultz, California State University, Department of Psychology
linda steg, University of Groningen, Department of Psychology
wolfgang stroebe, University of Groningen, Department of Psychology
ayça berfu ünal, University of Groningen, Department of Psychology
colleen ward, Victoria University of Wellington, School of Psychology
xxiv List of contributors
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Acknowledgements
We express our gratitude to the following students from the Bachelor of Science in
Psychology course at the University of Groningen for carefully reviewing the draft
chapters of this book: Anita Vlasma, Anika Schultz, Julian Mestwerdt, Radboud Huizinga,
Manolya Oflazoglu, Steven de Rooij, Kristina Rocho, Güven Kandemir, Hagen Brüg-
mann, and Julian Mutz. Their comments have significantly improved this book.
Our thoughts and also gratitude go out to Talib Rottengatter, who was editor and
contributor to the first edition of this book. We regret that Talib passed away in 2009,
and was not able to contribute to this second edition. Talib was very successful in
promoting the application of social psychological theories, methods, and interventions to
manage real life problems. He was Professor of Traffic Psychology at the Faculty of
Behavioural and Social Sciences at the University of Groningen, and played a major role in
this field. He launched the very successful series of International Congress of Traffic and
Transport Psychology, established Division 13 ‘Traffic and Transportation Psychology’
within the International Association of Applied Psychology, and founded the journal
Transportation Research Part F. We really enjoyed working with him on this book, and
we miss him greatly.
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