Motivation and emotion/Book/2024/Social dominance and motivation
What drives social dominance motivation, and how does it influence behaviour?
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Overview
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The Overview should start with an engaging scenario or case study which illustrates the problem and engages reader interest. Ideally, also include an image (e.g., see Figure 1). Present the scenario in a feature box. The feature box colour can be changed. In a university setting, a professor consistently favors certain students over others, giving them more opportunities to participate in discussions and offering them better grades. This behavior, driven by a need for social dominance, creates a competitive atmosphere where students feel compelled to align with the professor’s views to succeed. As a result, the classroom dynamic becomes less collaborative and more hierarchical, reflecting the broader impact of motivation on social interactions
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In today's
society, social dominance motivation often manifest in hierarchical settings, such as workplaces, where individuals strive to assert control and influence over others. This drive for dominance can lead to competitive environments where collaboration is stifled, and power dynamics become central to interactions. Such behaviors can perpetuate social inequalities, reinforcing existing hierarchies and limiting opportunities for marginalized groups. These dynamics are underpinned by a desire to maintain status and authority within social and organizational structures (Sidanius & Pratto, 1999; Lee et al., 2011).
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Introduction to Social Dominance and Power Motivation
[edit | edit source]Definition and Concepts
[edit | edit source]- Overview of social dominance and power motivation
- Key theories and models in psychology
- Importance of understanding these concepts in contemporary society
- social dominance theory
(Sidanius & Pratto, 1999)
Relevance in modern society
[edit | edit source]- Application in various social contexts (workplace, politics, education)
- Influence on group dynamics and interpersonal relationships
- Significance in shaping social hierarchies
History
[edit | edit source]Origins of Social Dominance Theory
[edit | edit source]- Development of social dominance theory by Sidanius and Pratto
- Historical context of social hierarchy and power dynamics
- Machiavellianism
- Evolution of the theory over time
- (Van Vugt et al., 2008)
Power Motivation Research
[edit | edit source]- Early studies on power motivation (McClelland's work)
- Key findings and contributions to the field of psychology
- Development of measurement tools (e.g., TAT, questionnaires)
The relationship between Social Dominance and Power Motivation
[edit | edit source]Interconnection of Traits
[edit | edit source]- How social dominance and power motivation reinforce each other
- The role of these traits in achieving and maintaining authority
- The dark triad (Walker et al., 2022)
- Examples from various social contexts (e.g., politics, business)
- (Pratto et al., 1994)
Psychological Theories
[edit | edit source]- Theoretical frameworks linking social dominance and power motivation
- Discussion of studies supporting the relationship
- Analysis of individual differences in these traits
- (Lange et al., 2011)
The benefits of Social Dominance and Power Motivation
[edit | edit source]Positive Impacts in Leadership
[edit | edit source]- Effectiveness in decision-making and organizational management
- Ability to inspire and motivate others
- Contribution to achieving goals and driving progress
- (Szabó et al., 2021)
Social and Economic Advantages
[edit | edit source]- Access to resources and opportunities
- Influence on social networks and professional advancement
- Role in negotiating and asserting social roles
The consequences of Social Dominance and Power Motivation
[edit | edit source]Negative Impacts on Group Dynamics
[edit | edit source]- Potential for creating hierarchical and competitive environments
- Risk of marginalizing less dominant individuals
- Influence on group cohesion and collaboration
- (Elliott & Smith, 2004)
Ethical and Moral Considerations
[edit | edit source]- Ethical dilemmas in the pursuit of power and dominance
- Impact on societal values and norms
- Long-term consequences for social justice and equality
Key points
[edit | edit source]- Provide at least three bullet-points per headingʔ and sub-heading, including for the Overview and Conclusion
- Include key citations
Figures
[edit | edit source]- Use figures to illustrate concepts, add interest, and to serve as examples
- Figures can show photos, diagrams, graphs, video, audio, etcetera
- Embed figures throughout the chapter, including the Overview section
- Figures should be captioned (using Figure #. and a caption). Use captions to explain the relevance of the image to the text/
- Wikimedia Commons provides a library of embeddable images
- Images can also be uploaded to Wikimedia Commons if they are openly licensed
- Refer to each figure at least once in the main text (e.g., see Figure 2)
Learning features
[edit | edit source]Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter.
- Scenarios
- Scenarios or case studies describe applied/real-world examples of concepts in action
- Case studies can be real or fictional
- A case study could be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages)
- It is often helpful to present case studies using feature boxes.
- Feature boxes
- Important content can be highlighted in a feature box. But don't overuse feature boxes, otherwise they lose their effect.
- Consider using feature boxes for:
- Scenarios, case studies, or examples
- Focus questions
- Tips
- Quiz questions
- Take-home messages
- Links
- When key words are introduced, use interwiki links to:
- Wikipedia (e.g., Sigmund Freud wrote about (e.g., dreams) or
- Related book chapters (e.g., writer's block)
- Tables
- Use to organise and summarise information
- As with figures, tables should be captioned
- Refer to each table at least once in the main text (e.g., see Table 1)
- Example 3 x 3 tables which could be adapted
Table 1. Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model
Known to self | Not known to self | |
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Known to others | Open area | Blind spot |
Not known to others | Hidden area | Unknown |
- Quizzes
- Using one or two review questions per major section is usually better than a long quiz at the end
- Quiz conceptual understanding, rather than trivia
- Don't make quizzes too hard
- Different types of quiz questions are possible; see Quiz
Example simple quiz questions. Choose your answers and click "Submit":
Conclusion
[edit | edit source]- The Conclusion is arguably the most important section
- Suggested word count: 150 to 330 words
- It should be possible for someone to only read the Overview and the Conclusion and still get a pretty good idea of the problem and what is known based on psychological science
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See also
[edit | edit source]Provide internal (wiki) links to the most relevant Wikiversity pages (esp. related motivation and emotion book chapters) and Wikipedia articles. Use these formats:
- Light triad (Book chapter, 2021)
- Collaborative authoring using wiki (Wikiversity)
- Self determination theory (Wikipedia)
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References
[edit | edit source]List cited references in APA style (7th ed.) or wiki style.
APA style example:
Lange, V., M, P. A., Higgins, Tory, E., Kruglanski, & W, A. (2011). Handbook of Theories of Social Psychology : Geographical Perspectives. Handbook of Theories of Social Psychology, 1–1144. https://www.torrossa.com/gs/resourceProxy?an=4912667&publisher=FZ7200#page=1025
Pratto, F., Sidanius, J., Stallworth, L. M., & Malle, B. F. (1994). Social dominance orientation: A personality variable predicting social and political attitudes. Journal of Personality and Social Psychology, 67(4), 741–763. https://doi.org/10.1037/0022-3514.67.4.741
Szabó, Z. P., Simon, E., Czibor, A., Restás, P., & Bereczkei, T. (2021). The importance of dark personality traits in predicting workplace outcomes. Personality and Individual Differences, 183, 111112. https://doi.org/10.1016/j.paid.2021.111112
Van Vugt, M., Hogan, R., & Kaiser, R. B. (2008). Leadership, followership, and evolution: Some lessons from the past. American Psychologist, 63(3), 182–196. https://doi.org/10.1037/0003-066x.63.3.182
Walker, S. A., Double, K. S., Birney, D. P., & MacCann, C. (2022). How much can people fake on the dark triad? A meta-analysis and systematic review of instructed faking. Personality and Individual Differences, 193, 111622. https://doi.org/10.1016/j.paid.2022.111622
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External links
[edit | edit source]Provide external links to highly relevant resources such as presentations, news articles, and professional sites. Use sentence casing. For example:
- Six top tips for writing a great essay (University of Melbourne)
- The importance of structure (skillsyouneed.com)
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