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Group cohesion Flashcards

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1
Q

What has group cohesion been an important factor for?

A

in the study of group behavior and its significance is often a source of motivation for group leaders.

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2
Q

What clichés could describe group cohesion?

A

“together we stand, divided we fall”, “there is no I in team”, “players play, teams win”.

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3
Q

what are this clichés used for?

A

show individuals the importance of group cohesion.

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4
Q

what is cohesion?

A

It is a multi-level process with multiple components/ influences

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5
Q

outline group cohesion:

A
  • cohesion comes in many shapes and sizes and is constantly changing.
  • cohesion is not a simple process, but a multidimensional process with many influences.
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6
Q

what is the concept of equifinality?

A

the final state of cohesion can be reached through different paths.

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7
Q

what are the two forms of cohesion?

A

task and social.

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8
Q

what is task cohesion?

A
  • is the commitment among its group members to achieve a goal and the capacity to perform successfully as a unit.
  • it is a group and individual level concept.
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9
Q

what is social cohesion?

A

it is the attraction of members to one another and the group as a whole

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10
Q

what does cohesion signal?

A

it signals the health of the group by identifying if there is closeness or divide = satisfaction.

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11
Q

is the group that has the most skills always the most successful?

A

No the more cohesive the group the more successful.

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12
Q

what was Festinger’s, Schacter and Back’s definition of cohesion? (1950)

A

the total field of forces that act on members to remain in the group.

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13
Q

what was the significance of the 1950 definition of Festinger, Schacter and Back?

A

it was the first widely accepted definition of cohesion.

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14
Q

What was Back’s definition in 1951?

A

the attraction which a group has for its members.

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15
Q

What was Libo’s definition 1953?

A

the resultant forces acting on each member to remain in the group.

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16
Q

What notion did early cohesion definition’s reflect?

A

the unity of the individuals within a group was solely dependent on the individuals attraction of the group or team morale.

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17
Q

Why cant cohesion be researched through a one dimensional analysis?

A

Because of its dynamic nature, specifically in the case of attraction-to-group analysis or team morale as it can change over time.

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18
Q

what does the attraction-to-group theory not take into account?

A
  • does not take into account individuals being dissatisfied with the team or hostility (unfriendliness) between group members within the group.
  • also team adversity (being a man down and still winning).
    or team goal setting.
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19
Q

what did Mudrack state about cohesion in 1989?

A

that cohesion is intuitively easy to understand and describe but the description has failed to translate in ease of a definition.

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20
Q

What was Carron, Brawley and Widmeyer’s definition in 1998?

A

a dynamic process that is reflected in the tendency of a group to stick together and remain united in the pursuit of its instrumental objectives and/or/for the satisfaction of member needs.

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21
Q

what are the common elements of group cohesion?

A
  1. cohesion= attraction.
  2. similarity principle.
  3. social and personal attraction
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22
Q

What did Lewis/Festinger say about cohesion= attraction?

A

Lewis/Festinger and colleagues considered cohesion to be a form of individual attraction–> positive attitudes toward members in group, vs. out group.

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23
Q

What is the similarity principle?

A

members of cohesive groups tend to like their fellow members. (similar to homophily)

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24
Q

what is homophily?

A

Being tied or attracted to those similar to yourself.

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25
Q

What did Hogg propose social and personal attraction to be?

A

social; a depersonalized liking for individuals in the group. not personally attracted to a specific individual you are attracted to the group not specifically the people.
personal; liking for specific individuals

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26
Q

what leads to attraction and cohesion?

A

attraction between members and attraction to the group as a whole.

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27
Q

How does cohesion represent unity?

A

cohesive groups tend to stick together as members cohere to one another and the group (aka entitativity–> looks to the group of individuals as one whole instead of a bunch of separate counterparts.)

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28
Q

what is collective cohesion?

A

when the group is unified there is more solidarity or agreement.
greater purpose of the group.

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29
Q

do cohesive groups have high emotional cohesion?

A

yes, they have more emotional interaction and emotional intensity between and with the group as a whole.
better emotional connections and bonds.

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30
Q

how does group unity make members feel?

A

it gives a sense of belonging to the members and allows them to identify themselves as group members.

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31
Q

what do many theorists believe about cohesion?

A

it is more then interpersonal relationships.

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32
Q

what is shared commitment with respect to cohesion = task and teamwork?

A

the combined activities of two or more individuals who coordinate their efforts to achieve a goal.

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33
Q

what is collective efficacy?

A

a high level of belief (confidence) in the tasks that a group takes on.

34
Q

what is group potency/ esprit de corps.

A

feeling of unity commitment, confidence and enthusiasm for the groups shared by most of all of the members.

35
Q

what are the four general antecedents of cohesion offered by Carron?

A
  1. environmental: social pressures.
  2. personal ex. gender, race, and age
  3. leadership- leadership style.
  4. team factors- ex. shared experiences of the group, stability of the group (open vs. closed groups), norms, roles.
36
Q

what is group team factors also known as?

A

Structural cohesion.

37
Q

what is the definition of group cohesion?

A

dynamic property of groups that is manifested by the tendency for members to stick together and remain united as they work toward collective goals and or for social purposes.

38
Q

what is the conceptual model for group cohesion?

A
  • it is a multidimensional model that studies physical activity adherence.
  • 2 levels and 4 distinct dimensions.
39
Q

what is the first level of the conceptual model?

A

individual (I and Me statements) an group level ( We and us statements).

40
Q

what is the second level of group cohesion?

A

We have task and social aspects.

41
Q

what are three aspects of group involvement?

A
  1. groups and individuals.
  2. task outcomes.
  3. social outcomes
42
Q

what are task outcomes?

A

activities related to accomplishing a task, to productivity and performance.
- the increased attraction to the exercise type done in class.

43
Q

what are social outcomes?

A

activities related to the development and maintenance of social relation–> development of friendships.

44
Q

what are the four dimensions the conceptual model?

A
  1. ATG-T: attractions to group task.
  2. GIT: group integration task.
  3. ATG-S: attractions to the group social.
  4. GIS: group integration social.
45
Q

what is ATG-T?

A
  • Attraction to group task.
  • personal attraction to the type of activity performed in the class.
  • members’ feelings about involvement with group task.
    example: I am happy with the groups level of commitment to the exercise.
46
Q

What is GI-T?

A
  • Group integration task.
  • Group as a whole works together towards group goals/tasks–> good class.
  • members’ feelings about achieving group tasks.
    For example: we all take responsibility if one of our exercise classes go poorly.
47
Q

What is ATG-S

A
  • personal attraction to people who attend the class.
  • regard for acceptance and interaction with the group.
    example: some of my bestfriends are in this exercise group.
48
Q

What is GI-S?

A
  • Group integration social
    -Group as a whole socially interacts.
  • members’ feelings about the group as a social unit.
    For example: members of our exercise group rarely socialize together.
49
Q

how do we measure group cohesion?

A

GEQ- group environment questionnaire.

PAGEQ: PA group environment questionnaire.

50
Q

What is the GEQ?

A
  • Group environment questionnaire.
  • it is used in sports teams and exercise classes.
  • it is valid and reliable for the young adult population.
  • it was developed specifically for identifying cohesion in sports teams.
51
Q

what are the problems with the GEQ?

A
  • poor psychometric properties.
  • confusion and concern- negatively worded items.
  • questioned face value of questions, the questions could make you answer them in a specific way.
52
Q

who is the PAGEQ good for?

A
  • older adults.

- it was developed specifically for identifying cohesion in exercise groups and is primarily used by researchers.

53
Q

what is the effect size of attraction on cohesion?

A

0.17.

54
Q

what is the effect size of unity (group pride) on cohesion?

A

0.24.

55
Q

what is the effect size of task focus (teamwork) on cohesion?

A

0.25.

56
Q

what is the effect size of cohesion on performance?

A

0.25.

57
Q

what is the effect of performance on cohesion?

A

0.51! the biggest influence.

58
Q

how do we enhance group cohesion?

A
  1. create a distinctive group/ group environment specific to group.
  2. assign groups roles and or positions.
  3. establish group norms.
  4. provide opportunities to make sacrifices for the group.
  5. provide opportunities for interaction.
59
Q

how do we create group distinctiveness when trying to improve cohesion?

A
  • create a sense of we; collectivist approach.

- T-shirts for the group, Facebook groups, group name/motto.

60
Q

how do we create group structure + facilitate group norms, when improving group cohesion?

A
  • individual positions/roles, group norms- people know what to expect from everyone at the individual and group level.
  • norms; they are the consensual (often implicit standards) that describe what behaviors should and should not be performed in a given context.
61
Q

how do we make sacrifices for our group?

A

exercise type an duration–> doing shorter cardio session cause someone wants to focus on core.

62
Q

how do we provide opportunities for interaction when increasing group cohesiveness?

A

partner and group activities where there is the opportunity to give support; informational, instrumental, emotional/social.

63
Q

In Carron and Colleague’s 1988 study who was more likely to adhere?

A
  • ATG-T attraction to group task

- ATG-S. attraction to group social

64
Q

what was the limitation of Carron and colleagues’ 1988 study?

A
  • retrospective: it looked at those who were in a cohesive group and compared it to those who weren’t to see how their actions relate after the study was completed
65
Q

outline Spink and Carron’s 1992 and 1994 study.

A
  • it was a prospective study looking at the predictive ability of perceptions of cohesion.
  • they exercised 3 days a week for 13 weeks.
  • High ATGT had higher adherence then those who scored low.
    typically no difference in adherence in the other 3 dimensions.
66
Q

what is the general conclusion of cohesion and cognition across multiple studies and populations?

A
  • there is a positive relationship between cohesion and exercise adherence when you believe the group is cohesive.
  • ATG-T: most impactful (ES= 0.62).
  • ATG-S= (ES= 0.25).
67
Q

Hill & Estrabrooks 2000–> what did they find?

A
  • if GI-T and ATG-T Were higher then the perception of the classes ability to withstand the negative impact of disruptive events was better.
  • for older individuals, it allowed for friendly competition, open lines of communication and implications were positively related to the increased perceptions of cohesion.
68
Q

How do emotional responses make one feel in the group?

A

positive feelings lead to increased belongingness whereas negative feeling did not.

69
Q

what did Courneya (1995) show to empirically support cohesion and feelings?

A
  • a increased perception of cohesion had a positive affect during the exercise class.
  • 3 of the 4 dimensions were influential (not GI-S). therefore social interaction among group members had the smallest affect.
  • different dimensions will be more influential in different populations.
70
Q

how does exercise group size influence cohesion.

A
  • as the number of people goes up the perceptions of cohesion go down; due to crowding, fewer interactions and less satisfaction.
71
Q

what size class affects perceptions of the instructor the most?

A

medium. it is hard to identify the role a instructor plays and whether it is more social or task oriented as small groups are more social and large groups are more task.

72
Q

how many people in a small group?

A

5-17.

73
Q

how many people in a medium group?

A

18-26.

74
Q

how many people in moderately large group?

A

27-31.

75
Q

how many people in a large group?

A

32-46.

76
Q

which group sizes have superior retention and attendance?

A
  • small and large.
77
Q

what did Remers and colleagues find when looking at medium and large class sizes? (1995).

A

large classes had highest attendance and higher perceived exertion.

78
Q

what are some group compositions factors in relation to adherence?

A
  • sex: male to female ratio.
  • similarity of group members: age and fitness level, homophily (sharing ideas, values and appearance).
  • misery loves miserable company we affiliate with people who understand us.
  • group member enthusiasm: encouragement and attention from group members eliciting self-consciousness.
79
Q

who are co-exercisers and observers?

A
  • people not in the exercise group but in the exercise environment.
    generally have been shown to influence peoples effort. and RPE i.e. say lifting is not as hard when girl is around.
80
Q

what is social facilitation?

A

The phenomenon in which people increase their effort and performance when others are watching them is known as social facilitation.
- people want to make a good impression influencing self-reported effort and actual effort (running faster, lifting heavier).

psychology (5 decks)

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