ORCID Profile
0000-0002-3160-3889
Current Organisation
University of St Andrews
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Springer Science and Business Media LLC
Date: 17-02-2017
Publisher: American Association of Physics Teachers
Date: 10-10-2021
Publisher: Wiley
Date: 23-01-2012
DOI: 10.1002/EJSP.1841
Publisher: SAGE Publications
Date: 08-2010
DOI: 10.1002/PER.784
Publisher: Elsevier
Date: 2020
Publisher: SAGE Publications
Date: 21-07-2009
Abstract: In this article the authors explore the social psychological processes underpinning sustainable commitment to a social or political cause. Drawing on recent developments in the collective action, identity formation, and social norm literatures, they advance a new model to understand sustainable commitment to action. The normative alignment model suggests that one solution to promoting ongoing commitment to collective action lies in crafting a social identity with a relevant pattern of norms for emotion, efficacy, and action. Rather than viewing group emotion, collective efficacy, and action as group products, the authors conceptualize norms about these as contributing to a dynamic system of meaning, which can shape ongoing commitment to a cause. By exploring emotion, efficacy, and action as group norms, it allows scholars to reenergize the theoretical connections between collective identification and subjective meaning but also allows for a fresh perspective on complex questions of causality.
Publisher: SAGE Publications
Date: 08-2010
DOI: 10.1002/PER.782
Abstract: In both personality psychology and social psychology there is a trajectory of theory and research that has its roots in Gestalt psychology and interactionism. This work is outlined in this paper along with an exploration of the hitherto neglected points of connection it offers these two fields. In personality psychology the focus is on dynamic interactionism and in social psychology, mainly through social identity theory and self–categorization theory, it is on the interaction between the in idual (‘I’) and group (‘we’) and how the environment (that includes the perceiver) is given meaning. What emerges is an understanding of the person and behaviour that is more integrated, dynamic and situated. The aim of the paper is to stimulate new lines of theory and research consistent with this view of the person. Copyright © 2010 John Wiley & Sons, Ltd.
Publisher: Wiley
Date: 09-2008
Publisher: University of California Press
Date: 2022
Abstract: The structure of the self and its relationship with wellbeing are of interest to researchers in many areas of psychology, including social, clinical and differential. Psychologists seeking to calculate the self-concept structure indices associated with the self-complexity framework have long been faced with a computation bottleneck. The complex formulae, variable approaches and lack of availability of ready-to-use programs that allow streamlined calculation of dimensionality (Linville’s H), complexity (Sakaki’s SC), overlap (OL) and compartmentalisation (Shower’s Phi) means that the research area has been limited in both research speed and participation. The low volume of studies and the computational disincentive for replications have led to a situation where the evidence on self-complexity and related constructs is equivocal. In this article, we discuss approaches to calculating self-concept structure, providing a practical guide for researchers who would like to implement the published formulas or use existing computational tools, made available by the authors. This tutorial will allow both efficiency and broader access for researchers seeking to examine constructs related to self-concept structure. We hope that these contributions might foster a new wave of data collection in this area, allowing for clarity on the utility and implications of dimensionality and complexity in the self-concept.
Publisher: Elsevier BV
Date: 04-2009
Publisher: Informa UK Limited
Date: 12-02-2010
Publisher: Springer Science and Business Media LLC
Date: 08-05-2023
DOI: 10.1007/S12144-023-04672-4
Abstract: In iduals who experience the imposter phenomenon (IP) have feelings of self-doubt and are concerned that they will be exposed as frauds. Previous research has indicated that IP is associated with anxiety, depression and low self-esteem, and university students are thought to be particularly susceptible to IP. This study investigated the relationship between IP and self-efficacy, maladaptive perfectionism and happiness in university students, and examined whether these variables differ between females and males. The study also examined whether IP was associated with belonging and perceived levels of academic competition. Participants ( N = 261) completed the Clance Imposter Phenomenon Scale (CIPS), New General Self-Efficacy (NGSE), Big Three Perfectionism Scale – Short Form (BTPS-SF), Oxford Happiness Questionnaire (OHQ), plus measures of belonging and perceived competition. As predicted, CIPS scores correlated negatively with NGSE and OHQ and positively with BTPS-SF in both sexes. Females scored higher, on average, than males on CIPS and BTPS-SF, and the gender difference in CIPS remained after indirect effects of perfectionism were removed. Neither belonging nor competition correlated with CIPS scores. The negative relationship between perfectionism and happiness was fully mediated by imposterism, which suggests that designing interventions that reduce IP could positively enhance student wellbeing.
Publisher: Springer Science and Business Media LLC
Date: 12-04-2023
DOI: 10.1007/S12671-023-02119-2
Abstract: This multi-arm randomized controlled online trial explored the effects of two key mindfulness characteristics (dose and type) over 2 weeks on mental well-being, along with psychological distress and dispositional mindfulness, in a healthy community s le. Participants were randomly assigned to one of four mindfulness interventions (~ 10 min or ~ 30 min of sitting or movement meditation) to practice daily for 2 weeks 161 participants fully completed the study and were included in the final s le. We also explored self-reported adherence through how often participants practiced, along with dropout rate via how many participants fully completed the study. Well-being and mindfulness scores increased—and distress scores decreased—within all four conditions. However, most importantly, there were no significant differences between the conditions as a function of meditation dose or type. There were also no differences between the conditions on how regularly the meditations were practiced irrespective of type or dose. Additionally, there was no difference on dropout rate regarding meditation dose. However, meditation type had an effect, with a significantly higher dropout rate for participants allocated to a movement meditation irrespective of the dose. Brief mindfulness meditation may offer some benefit to well-being regardless of the meditation type and dose but, fundamentally, no differences in effects were detected between short/long sitting meditations and short/long movement meditations. Moreover, the results indicate that movement meditations may possibly be harder to adhere to, potentially informing the tailoring of mindfulness-based self-help programs. Limitations and future directions are also discussed. This study was retrospectively registered with the Australian New Zealand Clinical Trials Registry (ACTRN12619000422123).
Publisher: American Psychological Association (APA)
Date: 02-2014
DOI: 10.1037/A0033033
Publisher: Wiley
Date: 31-01-2008
Publisher: SAGE Publications
Date: 09-1989
Abstract: Changes in patterns of prosocial motivation between Grades 2 and 12 were examined in five s les from four countrics: West Germany, Poland, Italy,and the United States. The Prosocial Motivation Questionnaire (PSMQ), an instrument based on theoretical elaborations about evaluative standards operative in prosocial action, was used to assess within-subject preference for five prosocial motives: hedonism, self-interest, conformity, task orientation, and other-orientation. Studied were two s les from Berlin (West average age range, 11-6 to 18-6 years) and one s le each from Warsaw (11-11 to 18-11), Bologna (11-6 to 18-11), and Phoenix, Arizona (8-4 to 13-4). The major results held for all cities studied and confirm the generalizability of earlier national findings. Specifically, the major findings were as follows: (1) extrinsic motives for prosocial acts (hedonism and self-interest) were least preferred, whereas intrinsic motives (task and other-orientation) were most highly valued, and conformity was always in between (2) preference for hedonism decreased in the younger s les, preference for conformity decreased in the older s les, and age-related increases were found only for task orientation and (3) gender differences emerged at age 12, thus confirming prior findings that girls prefer intrinsic motives more than boys do.
Publisher: Ubiquity Press, Ltd.
Date: 18-12-2014
DOI: 10.1007/S40037-013-0102-Z
Abstract: Medical students experience high levels of mental health problems, which can lead to poor academic performance, substance abuse and burnout. The current paper draws on social psychology to explore the factors underpinning wellbeing in medical students. From the literature it is evident that there is a strong association between group membership and wellbeing. There is also evidence, however, that when the norms of a group prescribe unhealthy behaviours, group members who identify strongly with the group are likely to engage in those behaviours. It was hypothesized that (a) there would be a positive relationship between identification and wellbeing in medical students, (b) perceptions of norms would be positively related to unhealthy behaviour which would be negatively related to wellbeing and (c) identification would be positively related to levels of norm-related unhealthy behaviour. Ninety-two Australian medical students completed measures of identification, endorsement of norms, own behaviour in relation to norms and three indicators of wellbeing. The results supported the first hypothesis and showed only partial support for the second, suggesting a primarily positive role of group processes in medical student wellbeing. The implications for interventions to improve wellbeing in medical schools and directions for future research are discussed.
Publisher: SAGE Publications
Date: 03-11-2016
Abstract: Many of the world’s biggest problems are being tackled through the formation of new groups yet very little research has directly observed the processes by which new groups form to respond to social problems. The current paper draws on seminal research by Lewin (1947) to advance a perspective as to how such identities form through processes of small group interaction. Multilevel structural equation modelling involving 58 small group discussions (with N = 234) demonstrates that focused group discussion can boost the commitment to take collective action, beliefs in the efficacy of that action, and members’ social identification with other supporters of the cause. The results are consistent with the new commitment to action flowing from emergent social identities.
Publisher: American Psychological Association (APA)
Date: 05-2016
DOI: 10.1037/XGE0000152
Abstract: Impression formation is profoundly influenced by facial attractiveness, but the existence of facial cues which affect judgments beyond such an "attractiveness halo" may be underestimated. Because depression and tiredness adversely affect cognitive capacity, we reasoned that facial cues to mood (mouth curvature) and alertness (eyelid-openness) affect impressions of intellectual capacity. Over 4 studies we investigated the influence of these malleable facial cues on first impressions of intelligence. In Studies 1 and 2 we scrutinize the perceived intelligence and attractiveness ratings of images of 100 adults (aged 18-33) and 90 school-age children (aged 5-17), respectively. Intelligence impression was partially mediated by attractiveness, but independent effects of eyelid-openness and subtle smiling were found that enhanced intelligence ratings independent of attractiveness. In Study 3 we digitally manipulated stimuli to have altered eyelid-openness or mouth curvature and found that each independent manipulation had an influence on perceptions of intelligence. In a final set of stimuli (Study 4) we explored changes in these cues before and after sleep restriction, to examine whether natural variations in these cues according to sleep condition can influence perceptions. In Studies 3 and 4 variations with increased eyelid-openness and mouth curvature were found to relate positively to intelligence ratings. These findings suggest potential overgeneralizations based on subtle facial cues that indicate mood and tiredness, both of which alter cognitive ability. These findings also have important implications for students who are directly influenced by expectations of ability and teachers who may form expectations based on initial perceptions of intelligence.
Publisher: Wiley
Date: 30-05-2019
DOI: 10.1002/CASP.2413
Publisher: Wiley
Date: 12-2003
Publisher: Wiley
Date: 09-09-2014
DOI: 10.1111/MEDU.12544
Publisher: SAGE Publications
Date: 15-09-2009
Abstract: This article explores the synergies between recent developments in the social identity of helping, and advantaged groups’ prosocial emotion. The authors review the literature on the potential of guilt, sympathy, and outrage to transform advantaged groups’ apathy into positive action. They place this research into a novel framework by exploring the ways these emotions shape group processes to produce action strategies that emphasize either social cohesion or social change. These prosocial emotions have a critical but underrecognized role in creating contexts of in-group inclusion or exclusion, shaping normative content and meaning, and informing group interests. Furthermore, these distinctions provide a useful way of differentiating commonly discussed emotions. The authors conclude that the most “effective” emotion will depend on the context of the inequality but that outrage seems particularly likely to productively shape group processes and social change outcomes.
Publisher: Scientific Research Publishing, Inc.
Date: 2011
Publisher: Springer Science and Business Media LLC
Date: 22-04-2013
Publisher: Routledge
Date: 24-02-2017
Publisher: Elsevier BV
Date: 2020
Publisher: Informa UK Limited
Date: 05-08-2015
Publisher: Informa UK Limited
Date: 31-07-2007
Publisher: Elsevier BV
Date: 06-2016
Publisher: Wiley
Date: 07-2006
Publisher: Wiley
Date: 02-03-2018
DOI: 10.1111/JASP.12505
Publisher: Public Library of Science (PLoS)
Date: 17-02-2016
Publisher: IOP Publishing
Date: 26-12-2022
Publisher: Hindawi Limited
Date: 10-2021
DOI: 10.1002/JTS5.122
Publisher: Springer Science and Business Media LLC
Date: 08-07-2023
DOI: 10.1007/S10763-023-10406-6
Abstract: The social cure is the concept that strong connections and social bonds are good for wellbeing and physical health. Having strong social support makes hardship easier to cope with. We hypothesize that we could apply the relationship to educational contexts, with a sense of belonging as part of the cohort or community helping students to cope with educational hurdles, resulting in greater wellbeing. We examined the case of women in physics. Previous research has suggested that women in physics classes report a lesser sense of belonging than men. We aimed to replicate this finding and examine how a sense of belonging relates to wellbeing. We surveyed 310 physics students (205 men, 105 women) from a small research-intensive university in the UK. The survey measured students’ physics identity, sense of belonging to the physics community, self-efficacy (belief in ability to complete physics-based tasks), and general wellbeing. We found that women and men reported similar levels of belonging and wellbeing, although women reported less physics identity and self-efficacy. Self-efficacy explained a significant fraction of the variance in wellbeing for both men and women. Additionally, belonging explained variance in wellbeing over and above self-efficacy and physics identity for men, but not for women. These results indicate that for men there is a stronger association between belonging and wellbeing, compared to women, but that it does not result in women having an overall lower sense of wellbeing.
Publisher: Wiley
Date: 03-2011
Publisher: Elsevier BV
Date: 2010
Publisher: Wiley
Date: 09-03-2014
DOI: 10.1111/MEDU.12375
Abstract: Problematic stress levels among medical students have been well established. This stress can lead to depression, suicidal ideation, substance abuse, burnout and cynicism, having a negative effect on students and their patients. We propose to move towards examining the processes underlying well-being in some medical students and vulnerability in others. We draw upon social psychological literature to propose that self-complexity, medical student identity and associated norms all have the capacity to influence medical students' well-being in both positive and negative ways. We identify two key dilemmas facing medical students with regard to the social psychological factors investigated. First, a erse set of interests and a high level of self-complexity is thought to buffer against the effects of stress and might also be beneficial for medical practitioners, but the intensive nature of medical education makes it difficult for students to pursue outside interests, leading to a strongly focused identity. Second, a strong group identity is associated with high levels of social support and improved well-being, but unhealthy group norms may have a greater influence on in iduals who have a strong group identity, encouraging them to engage in behaviours that place their well-being at risk. A model is proposed outlining how these potentially contradictory social psychological processes may combine to impact upon medical students' well-being. There is great scope for investigating the role of self-complexity, identity and norms in the medical education context, with room to investigate each of these factors alone and in combination. We highlight how our proposed model can inform medical educators as to the students who may be most vulnerable to the effects of stress and the potential interventions from which they may benefit. We conclude that social psychological factors make a valuable contribution to understanding the complex issue of well-being in medical education.
Publisher: Elsevier
Date: 2015
Publisher: Informa UK Limited
Date: 2014
DOI: 10.1080/10401334.2013.857330
Abstract: Medical school is a challenging environment that requires students to deal effectively with stress borne out of the medical education environment, as well as their personal lives. Previous research has not systemically distinguished between academic and personal sources of stress, and in particular has not explored the independent contribution that academic stressors make to medical student depression. This study aimed to investigate whether academic stressors make a unique contribution to the level of depressive symptoms in medical students, over and above the contribution made by personal stressors alone. Sixty-seven medical students completed an online questionnaire designed to measure the total number of recent life events (personal and academic), and their perceived impact, using a modified version of the Psychiatric Epidemiology Research Interview Life Events Scale. Depressive symptoms were measured using the Centre for Epidemiological Studies Depression Scale. Both the total number of personal stressors, r(67) = .363, p = .003, and their perceived impact, r(67) = .412, p = .001, were found to be positively related to depressive symptoms. A positive relationship was also observed between depressive symptoms and the total number of academic stressors, r(67) = .321, p = .008, and their perceived impact, r(67) = .489, p < .001. In addition, it was found that the perceived impact of academic stressors was able to explain higher levels of depressive symptoms in medical students over and above the effect afforded by personal stressors alone. The findings of this study suggest that stress borne out of the medical school environment contributes to depressive symptoms in medical students over and above the contribution made by personal stressors alone. This indicates that although it is important to help students cope with stress borne out of their personal lives, interventions by medical schools aimed at reducing the impact of academic stressors on medical student depression may also be of great importance.
Publisher: Informa UK Limited
Date: 14-11-2019
Publisher: SAGE Publications
Date: 22-07-2012
Abstract: Three studies explore the recently elaborated social identity model of collective action (SIMCA) and an alternative, the encapsulated model of social identity in collective action (EMSICA). These models both afford a central role to the function of social identities in promoting collective action, through affective reactions to injustice and group efficacy, but in different ways. Combined analyses of three s les ( N = 305) using multigroup structural equation modelling showed that both SIMCA and EMSICA fit the data well but that the path from group efficacy to action was of small size. Results showed that social identity processes can both facilitate and encapsulate other action-relevant constructs, and highlight the importance of considering multiple causal pathways to action.
Publisher: Wiley
Date: 27-03-2013
DOI: 10.1111/J.2044-8309.2012.02099.X
Abstract: In the current paper, we argue that categorization and in iduation, as traditionally discussed and as experimentally operationalized, are defined in terms of two confounded underlying dimensions: a person/group dimension and a memory-based/data-driven dimension. In a series of three experiments, we unconfound these dimensions and impose a cognitive load. Across the three experiments, two with laboratory-created targets and one with participants' friends as the target, we demonstrate that cognitive load privileges memory-based over data-driven processing, not group- over person-level processing. We discuss the results in terms of their implications for conceptualizations of the categorization/in iduation distinction, for the equivalence of person and group processes, for the ultimate 'purpose' and meaningfulness of group-based perception and, fundamentally, for the process of categorization, broadly defined.
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Ken Mavor.