An Examination of the Moderating Effect of Core Self-Evaluations and the Mediating Effect of Self-Set Goals on the Primed Goal-Task Performance Relationship

Social-based learning and leadership (SBL) is an innovative pedagogical approach that centers on enhancing relationships within the educational system to address 21st-century challenges. At its core, SBL aims to help teachers transform into social architects who nurture positive social processes among pupils. Emphasizing prosocial education, SBL lays the foundation for cultivating pro-environmentalism and sustainable behavior by fostering a sense of care and responsibility toward others. SBL’s prosocial education program encompasses social and emotional skills, knowledge, and dispositions to empower pupils to actively engage in and contribute to a more democratic, reciprocal, just, and sustainable society. This approach underscores the importance of education in shaping students’ mindsets and life orientations. By nurturing a sense of interconnectedness and responsibility for the well-being of others, SBL provides a promising avenue to transform education by building more sustainable educational systems, thus contributing to creating a more sustainable future. A qualitative case study, which consisted of 18 in-depth interviews and nine observations, examined the impact of an SBL-based teacher training program at an elementary school from 2020 to 2023. The results point to changes in teachers’ perceptions of their roles as social architects and, more specifically, as facilitators of social, emotional, and cognitive processes. The teachers gained recognition as meaningful adults from their students and transitioned to hold integral positions as part of a supportive and connected school community, associating with colleagues and parents. This study thus showcases patterns of socio-organizational communication that can unfold in a school influenced by the SBL approach. SBL’s emphasis on positive social relationships and empowering teachers as facilitators of holistic student development thus further reinforces its potential to transform education for a sustainable and thriving future.

Disagreements can polarize attitudes when they evoke defensiveness from the conversation partners. When a speaker talks, listeners often think about ways to counterargue. This process often fails to depolarize attitudes and might even backfire (i.e., the Boomerang effect). However, what happens in disagreements if one conversation partner genuinely listens to the other’s perspective? We hypothesized that when conversation partners convey high-quality listening—characterized by attention, understanding, and positive intentions—speakers will feel more socially comfortable and connected to them (i.e., positivity resonance) and reflect on their attitudes in a less defensive manner (i.e., have self-insight). We further hypothesized that this process reduces perceived polarization (perceived attitude change, perceived attitude similarity with the listener) and actual polarization (reduced attitude extremity). Four experiments manipulated poor, moderate, and high-quality listening using a video vignette (Study 1) and live interactions (Studies 2–4). The results consistently supported the research hypotheses and a serial mediation model in which listening influences depolarization through positivity resonance and nondefensive self-reflection. Most of the effects of the listening manipulation on perceived and actual depolarization generalized across indicators of attitude strength, specifically attitude certainty and attitude morality. These findings suggest that high-quality listening can be a valuable tool for bridging attitudinal and ideological divides.