Relevant bibliographies by topics / Competition (Psychology)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Competition (Psychology)'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Competition (Psychology)"

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Garcia, Stephen M., Avishalom Tor, and Tyrone M. Schiff. "The Psychology of Competition." Perspectives on Psychological Science 8, no. 6 (November 2013): 634–50. http://dx.doi.org/10.1177/1745691613504114.

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O’Donoghue, Raphall. "Psychology for Training and Competition." Sport Psychologist 3, no. 3 (September 1989): 278–80. http://dx.doi.org/10.1123/tsp.3.3.278.

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Packheiser, Julian, Roland Pusch, Clara C. Stein, Onur Güntürkün, Harald Lachnit, and Metin Uengoer. "How competitive is cue competition?" Quarterly Journal of Experimental Psychology 73, no. 1 (August 14, 2019): 104–14. http://dx.doi.org/10.1177/1747021819866967.

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Cue competition refers to phenomena indicating that learning about the relationship between a cue and an outcome is influenced by learning about the predictive significance of other cues that are concurrently present. In two autoshaping experiments with pigeons, we investigated the strength of competition among cues for predictive value. In each experiment, animals received an overexpectation training (A+, D+ followed by AD+). In addition, the training schedule of each experiment comprised two control conditions—one condition to evaluate the presence of overexpectation (B+ followed by BY+) and a second one to assess the strength of competition among cues (C+ followed by CZ−). Training trials were followed by a test with individual stimuli (A, B, C). Experiment 1 revealed no evidence for cue competition as responding during the test mirrored the individual cue–outcome contingencies. The test results from Experiment 2, which included an outcome additivity training, showed cue competition in form of an overexpectation effect as responding was weaker for Stimulus A than Stimulus B. However, the test results from Experiment 2 also revealed that responding to Stimulus A was stronger than to Stimulus C, which indicates that competition among cues was not as strong as predicted by some influential theories of associative learning.
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Tjosvold, Dean, David W. Johnson, Roger T. Johnson, and Haifa Sun. "Competitive motives and strategies: Understanding constructive competition." Group Dynamics: Theory, Research, and Practice 10, no. 2 (2006): 87–99. http://dx.doi.org/10.1037/1089-2699.10.2.87.

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Robson, Bonnie E. "Competition in Sport, Music, and Dance." Medical Problems of Performing Artists 19, no. 4 (December 1, 2004): 160–66. http://dx.doi.org/10.21091/mppa.2004.4026.

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This paper reviews the literature in sports psychology that may be relevant in the study of competition in music and dance education, giving the reader a basis for comparison of the arts literature. Opinions vary on whether competition is good or bad for the developing child. Some believe that competitiveness is innate behavior and that competition is a motivation for high achievement. Others believe that competition detracts from performance as the increased stress and anxiety lead to a decrease in focus and, perhaps, to a decrease in self-esteem, especially for individuals with an ego orientation (a focus on comparison with others) as opposed to a mastery orientation (focus on improvement of one’s own skills). The instruments used to measure the temperamental characteristics related to competition are discussed, including the Competitive Trait Anxiety Inventory and the Competitive State Anxiety Inventory. The paper then discusses the specific research that has been done on competition in music education and in dance education. Further research is needed to determine how much competition is healthy and whether the work in sports psychology can be adapted to research in the arts.
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Mehta, Dr Vikas. "Role and Benefits of Sports Psychology for the Improvement of Performance of Sports Persons." International Journal for Research in Applied Science and Engineering Technology 10, no. 3 (March 31, 2022): 1443–45. http://dx.doi.org/10.22214/ijraset.2022.40618.

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Abstract: The acceptance of sport psychology, both as an academic discipline as well as an applied process, has grown considerably over the past 2 years. Sports performance is determined by a combination of physiological factors, technical skill, tactical insight and state of mind. Every top sportsperson knows that their best performances come from their mind as much as their body. Not many to the world of competitive athletics would argue with the significance of being psychologically ready just before an athletic competition along with the want to help keep this specific mindset during a competitive competition. As a result, the goal of this report is actually providing the viewer with a basic framework depicting how mental skills education translates into enhanced competition efficiency. This particular framework is meant to help bridge the common "understanding gap" that's presently being described by a lot of coaches and athletes, while simultaneously helping sport psychology practitioners market their valuable services to specific athletes & teams. The paper concluded by stating sport psychology must be used as scientific instruction ways for athletes to be able to improve sports performance. Keyword: sports psychology, athlete, performance
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Côté, Jean, John H. Salmela, and Storm Russell. "The Knowledge of High-Performance Gymnastic Coaches: Competition and Training Considerations." Sport Psychologist 9, no. 1 (March 1995): 76–95. http://dx.doi.org/10.1123/tsp.9.1.76.

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The purpose of this study is to report the knowledge used in training and competition by 17 expert high-performance gymnastic coaches. A qualitative research methodology was used to collect and inductively analyze the data. The knowledge elicited for the competition component was categorized as competition site, competition floor, and trial competitions. These categories indicated that the coaches are minimally involved with the gymnasts in competition. The knowledge of the coaches elicited within the training component were categorized as coach involvement in training, intervention style, technical skills, mental skills, and simulation. Properties of these categories that were extensively discussed by the expert coaches, such as teaching progressions, being supportive, and helping athletes to deal with stress, are consistent with the literature on coaching and on sport psychology. Other aspects considered important in the sport psychology literature, such as developing concentration skills, were not discussed as thoroughly by the expert coaches.
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Halynska, Anhelina, and Zhao Bingxu. "THE CHARACTERISTICS OF CHINESE SPORTS PSYCHOLOGY OF MANAGEMENT AND ITS APPLICATION IN TRAINING AND COMPETITION." Collection of scientific research papers State University of Infrastructure and Technologies Section “Economics and Management” 51 (June 30, 2022): 14–19. http://dx.doi.org/10.32703/2664-2964-2022-51-14-19.

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Sports psychology of management is the application of various psychological theories in sports and exercise. The research on sports psychology of management in China started late and developed slowly in the early stage, but with the economic and social development, especially the successful holding of the Winter Olympics and the Beijing Olympics, Chinese psychology has entered a period of standardized and systematic development. The application in training and competition has developed rapidly, and has made great contributions to the development of sports psychology in the world. In the future, there are still many problems that need to be solved in the theoretical and applied research of sports psychology. Competitive sports psychology of management research has always been a key area of sports psychology research. Most national sports teams have their own teams of dedicated support experts who provide services such as healthcare, physical training, rehabilitation, physiological and biochemical monitoring, nutrition, technical analysis, and more. Sports psychologists in the Institute of Science of the General Administration of Sport of China, Beijing Sports University and other institutions have provided psychological services for the national team for a long time. The main psychological problems of Chinese athletes in competitive competitions can be summarized from 8 aspects: cognition, emotion, willpower, attention, motivation and attitude, self-evaluation, interpersonal relationship and mental fatigue. We will continue to focus on competitive sports psychology research and strengthen physical education and exercise psychology research. Maintain the traditional research theme of sports psychology and continuously expand new research areas. In terms of research methods, quantitative research and qualitative research should be combined, and empirical research and research methods should be strengthened. Challenges exist in: motion perception and decisionmaking in exercise, neural efficiency and neuroplasticity, self-control and exercise performance, mental health of athletes, dose effects of exercise on mental health, moderators in exercise to promote mental health, exercise The intention-behavior gap promotes mental health, and the neural mechanisms by which exercise promotes mental health.
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Xu, Yuran. "A study on the psychological training methods of swimming for young children." Journal of Education, Humanities and Social Sciences 15 (June 13, 2023): 232–35. http://dx.doi.org/10.54097/ehss.v15i.9273.

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Swimming requires a high level of concentration, especially in competitions, where children must react and make the right decisions quickly. Through mental training, they can improve their ability to concentrate and remain calm and rational, which translates into better performance. In recent years, with the increasing maturity of swimming technology, physical fitness and technical movements are no longer the decisive factors in the course of a competition. When the athletes are between the same physical and technical level, the availability of good physical fitness becomes a key element in determining the outcome of the competition. Therefore, coaches need to pay attention to pre-competition psychological training, have a full understanding of the pre-competition psychology of young swimmers, and on this basis, flexibly use simulation training, self-referral training, recall of technical movements and self-control training, etc., so that the athletes' psychology is in a good state and form a good psychological quality to face the competition better.
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Shackelford, Todd K., and Aaron T. Goetz. "Comparative evolutionary psychology of sperm competition." Journal of Comparative Psychology 120, no. 2 (2006): 139–46. http://dx.doi.org/10.1037/0735-7036.120.2.139.

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Dissertations / Theses on the topic "Competition (Psychology)"

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Reavely, R. Scott. "A theology of competition." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Parker, Linda L. "Competition and Academic Entitlement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3409.

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In a university or college setting, academic entitlement occurs when a student thinks that he or she may deserve an acknowledgement that has not been earned. By understanding the potential contributions, negative effects on the student, faculty, and administration can be avoided. Using the social learning theory and cognitive evaluation theory as the framework, the purpose of this research was to examine the relationship between competition, an activity in which only one or several will win a contest or accolade. Amazon's Mechanical Turk was used for the recruitment of 552 students residing in the United States, from freshman to doctorate level. Academic entitlement was the dependent variable, while competition was the independent variable. Gender, year in school and ethnicity were covariates and a multiple regression was used to analyze the data. The results of the study showed a positive relationship between competition and academic entitlement. There was a negative relationship between the year in school and academic entitlement, while there was no significant relationship between year in school and competition. There was no significant gender difference in the level of academic entitlement or competition by gender. Finally, there was no significant difference in level of academic entitlement, competition, and ethnicity. This study contributes to positive social change by helping faculty, administration, and parents to assist students in avoiding academic entitlement behaviors, which on a long-term level can have a negative impact on the all stakeholders. Faculty, administration, parents, and students can use this study as a way to discuss specific ideas for helping the student avoid academic entitlement.
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Hoffman, Janet Andron. "Competition in mothers of toddlers /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11537814.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Includes tables. Typescript; issued also on microfilm. Sponsor: Annette Axtmann. Dissertation Committee: John Broughton. Includes bibliographical references (leaves 260-266).
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Griffiths, Robert Peter. "Cyber athletes identification, competition, and affect implication /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180009007.

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Renwick, R. M. "Competition with friends : Perceptions, accounts, and expectations." Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371065.

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Alexander, Tim. "Cue competition between shapes in human spatial learning." Thesis, University of Hull, 2009. http://hydra.hull.ac.uk/resources/hull:2175.

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In many species, including humans the basic ability to move to a goal is essential to survival. Central to understanding how this ability operates in the cognitive systems of humans and other animals is whether learning about spatial relationships follows the same principles as learning about other kinds of contingent relationships between events. In non-spatial contingent relationships, learning about one stimulus can influence learning about other stimuli. For example, in blocking, learning that cue-A predicts an outcome can reduce learning about a subsequently added cue-B that is paired with cue-A when both cues predict the same outcome (Kamin, 1969). To the extent that spatial learning operates according to similar principles to other forms of contingency learning, spatial cues that can be used to locate a goal should also compete with each other. Failure to find blocking between spatial cues that can be used to locate a goal would be consistent with an alternative account of how spatial knowledge is acquired and used: one that assumes a quite different learning mechanism. For example, the hypothesis of locale learning assumes that a cognitive map of the environmental layout is automatically updated when cues are added or removed from the environment (O'Keefe and Nadel, 1978). Automatic updating implies that added or removed cues will be processed irrespective of what is learned about other cues, rather than competing with or otherwise interacting with those other cues. A second, related, hypothesis is that the geometric properties of the environment are processed in an independent module that is impervious to cue competition from non-geometric features (Cheng, 1986; Gallistel, 1990). This hypothesis implies that geometric cues within the module are also immune to competition from each other. In the current experiments, evidence for blocking of goal location learning was investigated in virtual environments (VEs) in which the presence or absence of large-scale structures can be manipulated. Experiment 1 found that an irregular-shaped flat-walled enclosure blocked learning about a landmark subsequently placed within its boundaries, providing preliminary evidence that shape may not be processed in a specialised module. However, many participants appeared not to be using shape to locate the goal. In the remaining experiments, spatial cues were large-scale 2D shapes presented on the ground which ensured that participants perceived overall shape. Experiments 2 and 3 found no evidence of blocking between shapes when these stimuli were presented in the context of minimal "auxiliary" cues. When additional auxiliary stimuli were presented throughout learning in Experiment 4, a direction consistent with blocking was found, but the effect was not statistically significant. In Experiments 5 and 6 a clear blocking effect was found under circumstances that suggested that the critical variable to finding blocking was the number of irrelevant shapes present either during training or at test. Experiment 7 confirmed that, rather than the test conditions, the presence or absence of stimuli during one or both training phases was the crucial variable in promoting blocking. Experiment 8 investigated the hypothesis that an initial process of learning to ignore irrelevant shapes in phase 1 is a requirement for blocking of learning. In the absence of auxiliary cues in phase 1, blocking was not found. The implications of these outcomes are discussed in relation to the hypothesis of specialised geometric processing, changes in attention, and the conditions of discrimination learning.
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Roy, Rosanne. "Gender differences in the dynamics of group competition." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36697.

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The current study explored gender differences in groups of boys and girls in a limited resource context. Forty same-sex groups of four children from kindergarten and grade four were observed during sessions in which groups played first with two different toys and then two different games. The toy and game sessions were constructed so children had to negotiate for a scarce resource (attractive toy and game winner's certificate). In the case of one of the toys the end of a player's turn was obvious to group members (explicit turn-taking toy), in the case of the other toy the end of a turn was not obvious to group members (nonexplicit turn-taking toy). Resource use (time with toy), group variability in resource use, positive affect and self-report measures were collected. Results of the toy sessions revealed both genders were very similar on all the measures; however, girls were significantly more likely to have greater group variance in distributing the nonexplicit turn-taking toy. The two games, one competitive and one noncompetitive, involved players trying to reach a finish line. For the competitive game, only one player could win, but for the noncompetitive game all players could win. During both games, a player could potentially interfere with another player's goal to win. Resource use (interfering), group variability in resource use, positive affect and self-report measures were collected. Results of the game sessions revealed both genders were very similar on all measures, however, during the competitive game, girls were more likely to have greater group variance in interfering. The results are discussed in terms of considering aspects of the context when investigating gender differences in competition.
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Otterholt, Kris K. "Fact or Fiction: The Home Advantage in Athletic Competition." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/751.

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Home field advantage remains one of the least understood phenomenon in sports. Much effort has been put into testing the different components that contribute to the phenomenon, but a clear explanation is lacking. The purpose of the present paper is to provide a better understanding of home field advantage by analyzing previous literature and experiments on the topic. The paper will also organize the major components involved in home field advantage by updating Courneya and Carron’s conceptual framework. The paper will explain the importance of studying the topic and will highlight significant experiments that have produced contradictory results. Lastly, the paper will focus on the critical psychological states of the competitors, as it remains the least understood component of the aggregate study. Keywords: home advantage, athletic competition, Courneya and Carron
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Dixon, Wallace E. Jr. "Toward an Attention-Competition Model of Temperament-Language Relationships." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4932.

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Oxford, Jonathan K. Geary David C. "Testosterone and cortisol in coalitional competition." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/5728.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on October 2, 2009). Thesis advisor: Dr. David C. Geary. Includes bibliographical references.
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Books on the topic "Competition (Psychology)"

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Davidson, Tish. Competition. New York: Franklin Watts, 2005.

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Walker, Stuart H. Winning, the psychology of competition. New York: Norton, 1986.

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Canadian Corporation for Studies in Religion., ed. Competition in religious life. Waterloo, Ont: Published for the Canadian Corporation for Studies in Religion by Wifrid Laurier University Press, 1989.

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Newman, Jay. Competition in religious life. Waterloo, Ont: Wilfred Laurier University Press, 1989.

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Valerie, Miner, and Longino Helen E, eds. Competition, a feminist taboo? New York: The Feminist Press at the City University of New York, 1987.

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Hernández, Jo Ann Yolanda. White bread competition. Houston, Tex: Piñata Books, 1997.

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Robbins, Harvey. Transcompetition: Moving beyond competition and collaboration. New York: McGraw-Hill, 1998.

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Susan, Cohen. Teenage competition: A survival guide. New York: M. Evans, 1986.

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Suen, Anastasia. Tick tock, Taylor! Tulsa, OK: Kane Miller, 2011.

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Middleton, Don. Dealing with competitiveness. New York: PowerKids Press, 1999.

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Book chapters on the topic "Competition (Psychology)"

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Fisher, Maryanne L., and T. Joel Wade. "Competitor Manipulation: Intrasexual Competition." In Encyclopedia of Sexual Psychology and Behavior, 1–3. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-08956-5_210-1.

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Jin, Wang. "Psychology in Competition." In The ECPH Encyclopedia of Psychology, 1. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_812-1.

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Knowles, Ann-Marie, Vaithehy Shanmugam, and Ross Lorimer. "Competition." In Social Psychology in Sport and Exercise, 44–63. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-30629-6_3.

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Tod, David. "Competition and Audience Effects." In Sport Psychology, 98–116. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003141815-6.

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Bin, Wang. "Competition Stress." In The ECPH Encyclopedia of Psychology, 1. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_724-1.

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Quanquan, Zheng, and Lü Xiaokang. "Cooperation Versus Competition." In The ECPH Encyclopedia of Psychology, 1–2. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6000-2_183-1.

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DeLecce, Tara, and Michael N. Pham. "Sperm Competition Theory." In The SAGE Handbook of Evolutionary Psychology, 222–40. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2021. http://dx.doi.org/10.4135/9781529739442.n13.

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Yingchun, Wang. "Mental Set in Competition." In The ECPH Encyclopedia of Psychology, 1. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6000-2_36-1.

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Wardekker, Willem. "Education, Competition, and Cultural Development." In Cultural Psychology of Education, 3–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28412-1_1.

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Li, Norman P., April R. Smith, Jose C. Yong, and Tiffany A. Brown. "Intrasexual Competition and Other Theories of Eating Restriction." In Evolutionary Psychology, 323–46. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0314-6_17.

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Conference papers on the topic "Competition (Psychology)"

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KAMIJO, Namiko, and Shintaro YUKAWA. "Athlete’s Satisfaction with a Competition: Regulatory Focus Theory and Competitive Anxiety." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & Technology Forum (GSTF), 2013. http://dx.doi.org/10.5176/2251-1865_cbp13.46.

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Twomey, K. E., A. F. Morse, A. Cangelosi, and J. S. Horst. "Competition Affects Word Learning in a Developmental Robotic System." In 14th Neural Computation and Psychology Workshop. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814699341_0009.

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"Application of competition teaching method in basketball teaching." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.110.

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THOMAS, MICHAEL S. C. "COMPETITION AS A MECHANISM FOR PRODUCING SENSITIVE PERIODS IN CONNECTIONIST MODELS OF DEVELOPMENT." In Proceedings of the 11th Neural Computation and Psychology Workshop. WORLD SCIENTIFIC, 2009. http://dx.doi.org/10.1142/9789812834232_0029.

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Egorova, Elena. "EXPERIENCE OF CARRYING THE NATIONAL STUDENT STATISTICAL COMPETITION IN RUSSIA." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.041.

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Rickels, Austin, and Matthew Montebello. "SPORT AND PERFORMANCE PSYCHOLOGY IN SECONDARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end114.

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"The mission of sport and performance psychology is to facilitate psychosomatic resolutions to help boost performance and well-being in those individuals who participate in sports. The incorporation of these performance-enhancing concepts in mental training is especially important for high school student-athletes with a negative mindset. Unfortunately, at the secondary level, there are a limited number of educational processes available which formally guide student-athletes through their psychological development in sport. As a result, many student-athletes are left without the mental skills needed to cope with the physical, psychological, and socioemotional demands of competition. The development of sport and performance psychology courses in schools could help facilitate positive improvements in how student-athletes think, act, and ultimately play, by merging the informal setting of extracurricular sports with the formal setting of the classroom. In this paper, we employ a mixed methods case study to demonstrate how a high school sport psychology class could impact the mindset of student-athletes. Course curriculum and pedagogy, grounded in a number of learning theories, was designed to utilize educational and psychological principles to create a course anchored in sport and performance psychology concepts. Specifically, this case study demonstrates course effectiveness at building mental skill through the cognitive-behavioral system of ‘Event + Response = Outcome’ in 14 different self-actualizing constructs like goal-setting, mental toughness, and leadership. We present our results on mental skill development and draw a number of conclusions alongside several recommendations for those wishing to incorporate an innovative sport psychology course at the secondary level."
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Platonova, Olesia. "ANALYSIS OF EEG REACTIONS AND IMPLICIT BEHAVIORAL INDICATORS DURING THE RECOGNITION OF VOCABULARY DESCRIBING SITUATIONS OF COOPERATION AND COMPETITION." In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1208.sudak.ns2020-16/375-376.

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Gabrenya, William, Nathalie van Meurs, and Ronald Fischer. "YouTube, the Internet and IACCP: Opportunities and Challenges for Cross-Cultural Psychology." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2009. http://dx.doi.org/10.4087/jjcy3901.

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We culturalists are an unusual lot! Dispersed geographically and divided socially by potential and real political conflict, economic competition, religious disagreement and vast disparities in wealth and resources, we struggle with the dilemma of studying diversities that can only be understood adequately through effective communication and collaboration. The International Association for Cross-Cultural Psychology was conceptualized by psychologists who recognized and participated in this dialectical context. The Founders set out to create an organization that would provide communication venues in order to facilitate the development of a community of psychologists who would collaborate on cultural research. Communication, indeed, was the starting point of IACCP, in face-to-face interactions at international conferences in the 1960s and through a project begun in 1969 by Harry Triandis, the Cross-Cultural Social Psychology Newsletter. These two types of communication were precursors to the founding of the Association in Hong Kong in 1972.
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"Research on the Progressive Application Talents Training Mode of "Association → Competition → Entrepreneurship"——A Case Study of Internet of Things Major." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.097.

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Qu, Li, Lin Shuhui Audrey, Low Pei Jun, and Ng Hui Qun. "The Impact of Social Context on Preschoolers’ Flexibility." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2013. http://dx.doi.org/10.4087/awvq9522.

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The current study investigates whether social interaction without communication between partners may influence preschoolers’ flexibility. Fifty-three 5 year old Singaporean children were randomly assigned to three conditions of a block sorting task (Fawcett & Garton, 2005): playing individually, cooperating with another player, and competing against another player. To control for individual differences, before the block sorting task children were given four cognitive tasks testing vocabulary, short-term memory, and executive function, as well as two affective scales on mood and motivation. Separate one-way Analysis of Variance (ANOVA) showed that although they performed the same on the cognitive tasks and the affective measures, children in the competition condition sorted blocks along significantly more dimensions compared to children in the individual condition. These results suggest that preschoolers’ flexibility is sensitive to social contexts.
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Reports on the topic "Competition (Psychology)"

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Djerasimovic, Sanja, and Stephanie Alder. Postgraduate researchers’ identities and wellbeing – what is the link and why does it matter? Wellcome Centre for Cultures and Environments of Health, June 2022. http://dx.doi.org/10.58182/kflr7542.

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Doctoral students have higher rates of mental ill health than comparable populations. Contributors include institutional stressors such as competitive fields, uncertain futures and liminal professional identity. This exploratory study drew on social psychology, taking a broad narrative approach, to explore what professional (academic) communities postgraduate researchers (PGRs) identify with, and how these identifications relate to wellbeing. Focus groups were conducted with social science and humanities PGRs in three UK Russell Group universities. PGRs experiences were diverse, but common themes related to ambiguity about their roles as students and researchers; the precariousness of academic careers; commitments to scholarly research; the importance of validation from supervisors and the wider academic community; and the particular challenges when other social roles (e.g. relating to ethnicity or parenthood) align poorly with academic roles. Key conclusions are the importance of validating and supportive research communities that did not necessarily map onto departments or disciplines; meaningful and practically empowering supervisory relationships, which can serve as a buffer against stress and uncertainty; and the relative paucity of ‘postgraduate/doctoral researcher/student’ as a social identity.
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Drury, J., S. Arias, T. Au-Yeung, D. Barr, L. Bell, T. Butler, H. Carter, et al. Public behaviour in response to perceived hostile threats: an evidence base and guide for practitioners and policymakers. University of Sussex, 2023. http://dx.doi.org/10.20919/vjvt7448.

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Background: Public behaviour and the new hostile threats • Civil contingencies planning and preparedness for hostile threats requires accurate and up to date knowledge about how the public might behave in relation to such incidents. Inaccurate understandings of public behaviour can lead to dangerous and counterproductive practices and policies. • There is consistent evidence across both hostile threats and other kinds of emergencies and disasters that significant numbers of those affected give each other support, cooperate, and otherwise interact socially within the incident itself. • In emergency incidents, competition among those affected occurs in only limited situations, and loss of behavioural control is rare. • Spontaneous cooperation among the public in emergency incidents, based on either social capital or emergent social identity, is a crucial part of civil contingencies planning. • There has been relatively little research on public behaviour in response to the new hostile threats of the past ten years, however. • The programme of work summarized in this briefing document came about in response to a wave of false alarm flight incidents in the 2010s, linked to the new hostile threats (i.e., marauding terrorist attacks). • By using a combination of archive data for incidents in Great Britain 2010-2019, interviews, video data analysis, and controlled experiments using virtual reality technology, we were able to examine experiences, measure behaviour, and test hypotheses about underlying psychological mechanisms in both false alarms and public interventions against a hostile threat. Re-visiting the relationship between false alarms and crowd disasters • The Bethnal Green tube disaster of 1943, in which 173 people died, has historically been used to suggest that (mis)perceived hostile threats can lead to uncontrolled ‘stampedes’. • Re-analysis of witness statements suggests that public fears of Germany bombs were realistic rather than unreasonable, and that flight behaviour was socially structured rather than uncontrolled. • Evidence for a causal link between the flight of the crowd and the fatal crowd collapse is weak at best. • Altogether, the analysis suggests the importance of examining people’s beliefs about context to understand when they might interpret ambiguous signals as a hostile threat, and that. Tthe concepts of norms and relationships offer better ways to explain such incidents than ‘mass panic’. Why false alarms occur • The wider context of terrorist threat provides a framing for the public’s perception of signals as evidence of hostile threats. In particular, the magnitude of recent psychologically relevant terrorist attacks predicts likelihood of false alarm flight incidents. • False alarms in Great Britain are more likely to occur in those towns and cities that have seen genuine terrorist incidents. • False alarms in Great Britain are more likely to occur in the types of location where terrorist attacks happen, such as shopping areass, transport hubs, and other crowded places. • The urgent or flight behaviour of other people (including the emergency services) influences public perceptions that there is a hostile threat, particularly in situations of greater ambiguity, and particularly when these other people are ingroup. • High profile tweets suggesting a hostile threat, including from the police, have been associated with the size and scale of false alarm responses. • In most cases, it is a combination of factors – context, others’ behaviour, communications – that leads people to flee. A false alarm tends not to be sudden or impulsive, and often follows an initial phase of discounting threat – as with many genuine emergencies. 2.4 How the public behave in false alarm flight incidents • Even in those false alarm incidents where there is urgent flight, there are also other behaviours than running, including ignoring the ‘threat’, and walking away. • Injuries occur but recorded injuries are relatively uncommon. • Hiding is a common behaviour. In our evidence, this was facilitated by orders from police and offers from people staff in shops and other premises. • Supportive behaviours are common, including informational and emotional support. • Members of the public often cooperate with the emergency services and comply with their orders but also question instructions when the rationale is unclear. • Pushing, trampling and other competitive behaviour can occur,s but only in restricted situations and briefly. • At the Oxford Street Black Friday 2017 false alarm, rather than an overall sense of unity across the crowd, camaraderie existed only in pockets. This was likely due to the lack of a sense of common fate or reference point across the incident; the fragmented experience would have hindered the development of a shared social identity across the crowd. • Large and high profile false alarm incidents may be associated with significant levels of distress and even humiliation among those members of the public affected, both at the time and in the aftermath, as the rest of society reflects and comments on the incident. Public behaviour in response to visible marauding attackers • Spontaneous, coordinated public responses to marauding bladed attacks have been observed on a number of occasions. • Close examination of marauding bladed attacks suggests that members of the public engage in a wide variety of behaviours, not just flight. • Members of the public responding to marauding bladed attacks adopt a variety of complementary roles. These, that may include defending, communicating, first aid, recruiting others, marshalling, negotiating, risk assessment, and evidence gathering. Recommendations for practitioners and policymakers • Embed the psychology of public behaviour in emergencies in your training and guidance. • Continue to inform the public and promote public awareness where there is an increased threat. • Build long-term relations with the public to achieve trust and influence in emergency preparedness. • Use a unifying language and supportive forms of communication to enhance unity both within the crowd and between the crowd and the authorities. • Authorities and responders should take a reflexive approach to their responses to possible hostile threats, by reflecting upon how their actions might be perceived by the public and impact (positively and negatively) upon public behaviour. • To give emotional support, prioritize informative and actionable risk and crisis communication over emotional reassurances. • Provide first aid kits in transport infrastructures to enable some members of the public more effectively to act as zero responders.
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Samochowiec, Jakub, Johannes C. Bauer, and Kathrin Neumüller. Strategies for Dealing With the Labour Shortage – An Overview. Gdi-verlag, GDI Gottlieb Duttweiler Institute, June 2023. http://dx.doi.org/10.59986/hcmm6371.

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The Swiss labour market will shrink without immigration. But even with high immigrationnfigures, it will not be possible to maintain the previous growth of the labour market. Employers need to adapt to this situation. This study compiles and arranges different measures for dealing with the labour shortage, with the aim of showing different approaches to deal with the situation. The measures are arranged following the formula: Number of person-hours x efficiency = output The increase in the number of person-hours includes, on the one hand, measures to make employers more attractive. These are relative competitive advantages in the labour market. In a survey, 1,000 employees from German-speaking Switzerland were asked about their satisfaction with different aspects of their work and these areas of satisfaction were compared with their overall satisfaction, loyalty toward their employer and intentions of quitting their jobs. It showed that development opportunities (both personal and in terms of their career) and the appreciation by an employer who matches one’s values are the most important employer attributes for employees, but it is precisely the development opportunities that are often not offered to a satisfactory extent. The increase in the number of person-hours comprises, on the other hand, measures to expand labour market participation, which means that more person-hours are worked in the market. There are many options for this. Where remote working has become the norm, there are not many obstacles to offshoring work abroad. In addition, pensioners are open to working on a project-by-project basis and, if need be, could be recruited via “gig-economy” style platforms for individual tasks. A corporate platform could lower the hurdle for pensioners who worked for that company (in terms of psychology and also the bureaucracy) and create a broad but casual recruitment pool. Furthermore, career and pension advice could encourage women to increase their working hours or at least to not to give up their jobs completely despite high childcare costs. Political measures could also be introduced to lower the latter. It is probable that the labour market of the future will have to cope with fewer people, despite all efforts to increase person-hours. The formula suggests another factor: the increase in efficiency. Automation of work processes is one example of an efficiency measure. In a survey of managers, half of the respondents thought that about 20% of the work could already be automated today. However, there was a lack of competencies (also a consequence of the labour shortage), of a technology-savvy culture and of confidence that quality can be maintained. In addition, respondents to the employee survey also perceive about 20% of the work they do as unnecessary (excessive emails, meetings, administrative tasks, etc.). This is partly attributed to too much in-house bureaucracy and too many managers – which is the occupational group that has grown the most in the swiss labor market since 1991. The connection between wages and value generation seems to be restricted both within companies and in society as a whole. The labour shortage is often also caused by an allocation problem. Even measures to increase efficiency do not necessarily lead to less need for staff. Rather, the consequence of increased efficiency is often an almost automatic expansion GDI Gottlieb Duttweiler Institute 5 of output. In order to cope with the labour shortage, it is necessary to deal with output carefully and to reflect on where output should be expanded, capped or even reduced so that any reduction in output is done in a controlled manner. Especially in the context of an increasing relevance of sustainability, there are services and products in all companies that need to be questioned and the elimination of which would promote the credibility of sustainability strategies and thus also increase the chance that the corporate values match those of young employees. Perhaps other legal forms are necessary in order to avoid the pressures for growth which are linked with a shareholder structure. Alternative models are possible.
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