Social-Based Learning and Leadership (SBL): Theory Development and a Qualitative Case Study
Abstract
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.
How to foster perceived partner responsiveness: High-quality listening is key
Guy Itzchakov, Harry T. Reis, Netta Weinstein
Listening
Social psychologists have a longstanding interest in the mechanisms responsible for the beneficial effects of positive social connections. This article reviews and integrates two emerging but to this point disparate lines of work that focus on these mechanisms: high-quality listening and perceived partner responsiveness. We also review research investigating the downstream consequences of high-quality listening and perceived partner responsiveness: the how and why of understanding the process by which these downstream benefits are obtained. High-quality listening and perceived partner responsiveness, though not isomorphic, are related constructs in that they both incorporate several key interpersonal processes, such as understanding, positive regard, and expressions of caring for another person. We develop a theoretical model for representing how listening embodies one form of interactive behavior that can promote (or hinder) perceived partner responsiveness and its downstream affective, cognitive, and behavioral effects. Finally, we discuss our model’s implications for various social-psychological domains, such as social cognition, self-evaluation, constructive disagreements, and interpersonal relationships.
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Listen to this: Why consumer behavior researchers should care about listening
Guy Itzchakov & S. Christian Wheeler
Listening
Consumers’ decisions are intricately interwoven with their conversations. Whether it
is an animated discussion with a trusted friend extolling the virtues of a newly
acquired car (i.e., Word-of-Mouth), an engaging dialogue with a salesperson, or a clarifying call to a help center seeking guidance on a just-purchased smartwatch, every
exchange hinges on a pivotal factor: the quality of listening. Listening quality shapes
perceptions, affects social influence, drives behavioral intentions, and, ultimately,
determines purchase and post-purchase outcomes. Yet, despite its importance to
these consumer behavior outcomes, listening has received scant attention in consumer psychology. In this paper, we review the effects of listening on consumer
behavior-relevant outcomes and unpack the components of quality listening to
reveal their independent mechanisms. We also point to new frontiers in listening
research beyond the in-person, dyadic interactions that have been the primary focus
of listening research to date. By doing this, we elucidate how listening and consumer
behavior are connected and encourage more research on listening in consumer
psychology.
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