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A mindset of competition versus cooperation moderates the impact of social comparison on self-evaluation.

ABSTRACT: Do people feel better or worse about themselves when working with someone who is better than they are? We present the first replication of the work of Stapel and Koomen (2005), who showed that being in a competitive vs. cooperative mindset moderates the effects of social comparison on self-evaluation. In Experiment 1, we present a close replication of Stapel and Koomen (2005, Study 2). Participants in competition/cooperation had to self-evaluate after receiving information about the personal characteristics of an upward/downward comparison target. In Experiment 2, we went further by providing feedback about both the comparison target and the self. Our results and a small-scale meta-analysis combining our experiments and Stapel and Koomen's (2005) confirm that a competitive/cooperative mindset moderates the impact of social comparison on self-evaluation; nevertheless, the effect size we found across the two experiments is clearly more modest than the one found in Stapel and Koomen's (2005) work.

SUBMITTER: Colpaert L

PROVIDER: S-EPMC4558468 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature

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A mindset of competition versus cooperation moderates the impact of social comparison on self-evaluation.

Colpaert Lucie L Muller Dominique D Fayant Marie-Pierre MP Butera Fabrizio F

Frontiers in psychology 20150903

Do people feel better or worse about themselves when working with someone who is better than they are? We present the first replication of the work of Stapel and Koomen (2005), who showed that being in a competitive vs. cooperative mindset moderates the effects of social comparison on self-evaluation. In Experiment 1, we present a close replication of Stapel and Koomen (2005, Study 2). Participants in competition/cooperation had to self-evaluate after receiving information about the personal cha ...[more]

PMID: 26388827

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Project description:Cooperation is a relevant and controversial phenomenon in human societies. Indeed, although it is widely recognized essential for tackling social dilemmas, finding suitable policies for promoting cooperation can be arduous and expensive. More often, it is driven by pre-established schemas based on norms and punishments. To overcome this paradigm, we highlight the interplay between the influence of social interactions on networks and spontaneous self-regulating mechanisms on individuals behavior. We show that the presence of these mechanisms in a prisoner's dilemma game, may oppose the willingness of individuals to defect, thus allowing them to behave cooperatively, while interacting with others and taking conflicting decisions over time. These results are obtained by extending the Evolutionary Game Equations over Networks to account for self-regulating mechanisms. Specifically, we prove that players may partially or fully cooperate whether self-regulating mechanisms are sufficiently stronger than social pressure. The proposed model can explain unconditional cooperation (strong self-regulation) and unconditional defection (weak self-regulation). For intermediate self-regulation values, more complex behaviors are observed, such as mutual defection, recruiting (cooperate if others cooperate), exploitation of cooperators (defect if others cooperate) and altruism (cooperate if others defect). These phenomena result from dynamical transitions among different game structures, according to changes of system parameters and cooperation of neighboring players. Interestingly, we show that the topology of the network of connections among players is crucial when self-regulation, and the associated costs, are reasonably low. In particular, a population organized on a random network with a Scale-Free distribution of connections is more cooperative than on a network with an Erdös-Rényi distribution, and, in turn, with a regular one. These results highlight that social diversity, encoded within heterogeneous networks, is more effective for promoting cooperation.

Project description:Background: Simulation education can benefit healthcare providers (HCPs) by providing opportunities to practice complex neonatal-resuscitation tasks in low-stake environments. To our knowledge, no study investigated the role of growth mindset on longitudinal performance on neonatal resuscitation before and after simulation-based training. Objectives: This study examines whether 1) the RETAIN digital/table-top simulators facilitate HCPs' neonatal resuscitation knowledge gain, retention, and transfer and 2) growth mindset moderates HCPs' longitudinal performance in neonatal resuscitation. Methods: Participants were n = 50 HCPs in a tertiary perinatal center in Edmonton, Canada. This longitudinal study was conducted in three stages including 1) a pretest and a mindset survey, immediately followed by a posttest using the RETAIN digital simulator from April to August 2019; 2) a 2-month delayed posttest using the same RETAIN neonatal resuscitation digital simulator from June to October 2019; and 3) a 5-month delayed posttest using the low-fidelity table-top neonatal resuscitation digital simulator from September 2019 to January 2020. Three General Linear Mixed Model (GLMM) repeated-measure analyses investigated HCPs' performance on neonatal resuscitation over time and the moderating effect of growth mindset on the association between test time points and task performance. Results: Compared with their pretest performance, HCPs effectively improved their neonatal resuscitation knowledge after the RETAIN digital simulation-based training on the immediate posttest (Est = 1.88, p < 0.05), retained their knowledge on the 2-month delayed posttest (Est = 1.36, p < 0.05), and transferred their knowledge to the table-top simulator after 5 months (Est = 2.01, p < 0.05). Although growth mindset did not moderate the performance gain from the pretest to the immediate posttest, it moderated the relationship between HCPs' pretest and long-term knowledge retention (i.e., the interaction effect of mindset and the 2-month posttest was significant: Est = 0.97, p < 0.05). The more they endorsed a growth mindset, the better the HCPs performed on the posttest, but only when they were tested after 2 months. Conclusions: Digital simulators for neonatal resuscitation training can effectively facilitate HCPs' knowledge gain, maintenance, and transfer. Besides, growth mindset shows a positive moderating effect on the longitudinal performance improvement in simulation-based training. Future research can be conducted to implement growth-mindset interventions promoting more effective delivery of technology-enhanced, simulation-based training and assessment.

Dataset Information

A mindset of competition versus cooperation moderates the impact of social comparison on self-evaluation.

Publications

A mindset of competition versus cooperation moderates the impact of social comparison on self-evaluation.

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