The Unintentional Nonconformist: Habits Promote Resistance to Social influence
Abstract
This research tests a novel source of resistance to social influence—the automatic repetition of habit. In three experiments,
participants with strong habits failed to align their behavior with others. Specifically, participants with strong habits to drink
water in a dining hall or snack while working did not mimic others’ drinking or eating, whereas those with weak habits
conformed. Similarly, participants with strong habits did not shift expectations that they would act in line with descriptive
norms, whereas those with weak habits reported more normative behavioral expectations. This habit resistance was not
due to a failure to perceive influence: Both strong and weak habit participants’ recalled others’ behavior accurately, and it
was readily accessible. Furthermore, strong habit participants shifted their normative beliefs but not behavior in line with
descriptive norms. Thus, habits create behavioral resistance despite people’s recognition and acceptance of social influence.
Social-Based Learning and Leadership (SBL): Theory Development and a Qualitative Case Study
Eli Vinokur , Avinoam Yomtovian , Guy Itzchakov , Marva Shalev Marom and Liat Baron
Listening
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.
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The Power of Listening in Helping People Change
Guy Itzchakov, Avraham N. (Avi) Kluger
Listening
Giving performance feedback is one of the most common ways managers help their subordinates learn and improve. Yet, research revealed that feedback could actually hurt performance: More than 20 years ago, one of us (Kluger) analyzed 607 experiments on feedback effectiveness and found that feedback caused performance to decline in 38% of cases. This happened with both positive and negative feedback, mostly when the feedback threatened how people saw themselves.
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