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Journal articles on the topic 'Social group'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Middleman, Ruth R., and Gale Goldberg Wood. "From Social Group Work to Social Work with Groups." Social Work With Groups 13, no. 3 (1990): 3–20. http://dx.doi.org/10.1300/j009v13n03_02.

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2

Mohite, Ms Nikita S., and Mr H. P. Khandagale. "Social Group Recommendation based on Big Data." International Journal of Trend in Scientific Research and Development Volume-2, Issue-3 (2018): 1118–21. http://dx.doi.org/10.31142/ijtsrd7097.

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3

Sulman, Joanne, Diane Savage, Paul Vrooman, and Maureen McGillivray. "Social Group Work." Social Work in Health Care 39, no. 3-4 (2005): 287–307. http://dx.doi.org/10.1300/j010v39n03_05.

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4

Bos, Florien, Jozien Elgershuizen, Willeke Hauwen, and Marieke De Vries. "Focus Group Practice; Focus Groups in Social Research; Advanced Focus Group Research." Journal of Social Intervention: Theory and Practice 15, no. 1 (2006): 43. http://dx.doi.org/10.18352/jsi.143.

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5

Garrett, Kendra J. "Use of Groups in School Social Work: Group Work and Group Processes." Social Work With Groups 27, no. 2-3 (2005): 75–92. http://dx.doi.org/10.1300/j009v27n02_06.

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6

Wright, Jack C., Mary Giammarino, and Harry W. Parad. "Social status in small groups: Individual–group similarity and the social "misfit."." Journal of Personality and Social Psychology 50, no. 3 (1986): 523–36. http://dx.doi.org/10.1037/0022-3514.50.3.523.

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7

Salit Shahak. "Technological Development Creates Social Opportunity: Online Group Counseling for Postpartum Women." Group 41, no. 4 (2017): 281. http://dx.doi.org/10.13186/group.41.4.0281.

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8

Earl Hopper. "Notes on the Concept of the Social Unconscious in Group Analysis." Group 42, no. 2 (2018): 99. http://dx.doi.org/10.13186/group.42.2.0099.

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9

Munson, A., M. Michelangeli, and A. Sih. "Stable social groups foster conformity and among-group differences." Animal Behaviour 174 (April 2021): 197–206. http://dx.doi.org/10.1016/j.anbehav.2021.02.011.

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10

Shapiro, Ben Zion. "The Social Work Group as Social Microcosm." Social Work With Groups 13, no. 2 (1990): 5–21. http://dx.doi.org/10.1300/j009v13n02_02.

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11

Horwitz, Suzanne R., Kristin Shutts, and Kristina R. Olson. "Social class differences produce social group preferences." Developmental Science 17, no. 6 (2014): 991–1002. http://dx.doi.org/10.1111/desc.12181.

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12

Baltezarevic, Vesna. "Social group and mobbing." Temida 12, no. 4 (2009): 77–92. http://dx.doi.org/10.2298/tem0904077b.

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Our reality, having been subject to the numerous social crises during the last decades of the 20th century, is characterized by frequent incidences of powerlessness and alienation. The man is more frequently a subject to loneliness and overcomes the feeling of worthlessness, no matter whether he considers himself an individual or a part of a whole larger social. Such an environment leads to development of aggression in all fields of ones life. This paper has as an objective the pointing out of the mental harassment that is manifested in the working environment. There is a prevalence of mobbing

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13

Falck, Hans S. "Teaching Social Group Work." Journal of Teaching in Social Work 6, no. 1 (1992): 189–91. http://dx.doi.org/10.1300/j067v06n01_12.

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14

Palla, Gergely, Albert-László Barabási, and Tamás Vicsek. "Quantifying social group evolution." Nature 446, no. 7136 (2007): 664–67. http://dx.doi.org/10.1038/nature05670.

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15

Furnham, Adrian. "Rediscovering the social group." Personality and Individual Differences 9, no. 2 (1988): 446–47. http://dx.doi.org/10.1016/0191-8869(88)90119-5.

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16

Mitova, Veli. "Social Group Moral Encroachment." Episteme 20, no. 4 (2023): 894–911. http://dx.doi.org/10.1017/epi.2024.7.

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AbstractAccording to moral encroachers, the moral stakes of a belief partly determine how much evidence we need for the belief to count as knowledge. This view concerns the beliefs of individual believers. In this paper, I argue for a social group version of moral encroachment: dominant groups, such as white people or men, need to have more evidence than the marginalised in order for some of their beliefs to constitute knowledge. I argue for this claim in three steps. First, I spell out the group moral stakes involved – the harms dominant knowers cause the marginalised and the knowledge econom

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17

Archer-Kath, Julie, David W. Johnson, and Roger T. Johnson. "Individual versus Group Feedback in Cooperative Groups." Journal of Social Psychology 134, no. 5 (1994): 681–94. http://dx.doi.org/10.1080/00224545.1994.9922999.

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18

HĄBEK, Patrycja. "DEVELOPMENT OF CORPORATE SOCIAL RESPONSIBILITY IN VISEGRAD GROUP COUNTRIES." Scientific Papers of Silesian University of Technology. Organization and Management Series 2019, no. 138 (2019): 71–82. http://dx.doi.org/10.29119/1641-3466.2019.138.6.

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19

Berman, S. "Gypsies: A National Group or a Social Group?" Refugee Survey Quarterly 13, no. 4 (1994): 51–61. http://dx.doi.org/10.1093/rsq/13.4.51.

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20

Mullen, Brian, John F. Dovidio, Craig Johnson, and Carolyn Copper. "In-group-out-group differences in social projection." Journal of Experimental Social Psychology 28, no. 5 (1992): 422–40. http://dx.doi.org/10.1016/0022-1031(92)90040-q.

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21

Brower, Aaron M. "Group Development as Constructed Social Reality: A Social-Cognitive Understanding of Group Formation." Social Work With Groups 12, no. 2 (1989): 23–41. http://dx.doi.org/10.1300/j009v12n02_03.

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22

Essien, Iniobong, Sabine Otten, and Juliane Degner. "Group evaluations as self‐group distancing: Ingroup typicality moderates evaluative intergroup bias in stigmatized groups." European Journal of Social Psychology 50, no. 6 (2020): 1108–24. http://dx.doi.org/10.1002/ejsp.2708.

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23

Persico, Christine, and W. Thomas Heaney. ""Group Interviews: A Social Methodology for Social Inquiry."." Adult Education Quarterly 38, no. 2 (1988): 122–23. http://dx.doi.org/10.1177/0001848188038002015.

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24

Mustafa, Hema R., Megan Short, and Si Fan. "Social Support Exchanges in Facebook Social Support Group." Procedia - Social and Behavioral Sciences 185 (May 2015): 346–51. http://dx.doi.org/10.1016/j.sbspro.2015.03.449.

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25

Brown, Allan, and Tara Mistry. "Group Work with 'Mixed Membership' Groups." Social Work With Groups 17, no. 3 (1994): 5–21. http://dx.doi.org/10.1300/j009v17n03_02.

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26

Kim, Moon Joung, and Jin Nam Choi. "Group identity and positive deviance in work groups." Journal of Social Psychology 158, no. 6 (2017): 730–43. http://dx.doi.org/10.1080/00224545.2017.1412931.

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27

Krueger, Joachim I., and Theresa E. DiDonato. "Social Categorization and the Perception of Groups and Group Differences." Social and Personality Psychology Compass 2, no. 2 (2008): 733–50. http://dx.doi.org/10.1111/j.1751-9004.2008.00083.x.

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28

Fuse, Yotaro, and Masataka Tokumaru. "Social Influence of Group Norms Developed by Human-Robot Groups." IEEE Access 8 (2020): 56081–91. http://dx.doi.org/10.1109/access.2020.2982181.

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29

Wittenbaum, Gwen M., Hillary C. Shulman, and Mary E. Braz. "Social Ostracism in Task Groups: The Effects of Group Composition." Small Group Research 41, no. 3 (2010): 330–53. http://dx.doi.org/10.1177/1046496410363914.

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30

Cañete, Rosemarie P. "Effects of Social Interactive - Constructivist Approach in Teaching Mathematics." IJRDO - Journal of Mathematics ISSN: 2455-9210 5, no. 5 (2020): 1–40. https://doi.org/10.5281/zenodo.3866177.

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This study aimed to determine the effectiveness of Social Interactive – Constructivist Approach in teaching Mathematics for Grade 10 learners in Dawis National High School (DNHS), Bayawan City for the School Year 2017 – 2018.The study made use of an experimental design particularly the Pre-Test and Post-Test Control Group Design wherein there were two groups of learners involved-the control group and the experimental group.  The study disclosed that both control and experimental groups got a failing rating in their pretest performance.  After utilizing the conventional ap

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31

Gouvea, Julia Svoboda. "Learning in a Group, as a Group, and between Groups." CBE—Life Sciences Education 18, no. 2 (2019): fe4. http://dx.doi.org/10.1187/cbe.19-03-0067.

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Learning in groups is a common feature of science classrooms. The three articles I have chosen to feature in this installment of Current Insights reflect recent research of group learning at different scales. The first examines within-group dynamics, identifying interactions among students that allow scientific sense-making discussions to begin and continue. The second proposes to study groups as the unit of analysis, asking why some groups are able to persevere in the face of challenging problems. The third considers the potential for learning to occur between groups, through connections in s

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32

Galanis, Spyros. "GROUP TESTING AND SOCIAL DISTANCING." National Institute Economic Review 257 (2021): 36–45. http://dx.doi.org/10.1017/nie.2021.26.

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An often overlooked strategy for fighting the COVID-19 pandemic is group testing. Its main advantage is that it can scale, enabling the regular testing of the whole population. We argue that another advantage is that it can induce social distancing. Using a simple model, we show that if a group tests positive and its members are in close social proximity, then they will rationally choose not to meet. The driving force is the uncertainty about who has the virus and the fact that the group cares about its collective welfare. We therefore propose identifying socially connected groups, such as col

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33

Leeds-Hurwitz, Wendy, and Stephen O. Murray. "Group Formation in Social Science." Language 63, no. 3 (1987): 668. http://dx.doi.org/10.2307/415020.

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34

Spears, Russell. "Social Influence and Group Identity." Annual Review of Psychology 72, no. 1 (2021): 367–90. http://dx.doi.org/10.1146/annurev-psych-070620-111818.

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This chapter reviews research on the group identity explanation of social influence, grounded in self-categorization theory, and contrasts it with other group-based explanations, including normative influence, interdependence, and social network approaches, as well as approaches to persuasion and influence that background group (identity) processes. Although the review primarily discusses recent research, its focus also invites reappraisal of some classic research in order to address basic questions about the scope and power of the group identity explanation. The self-categorization explanatio

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35

Kahn, E. Michael. "Research in Social Group Work." International Journal of Group Psychotherapy 40, no. 1 (1990): 111–12. http://dx.doi.org/10.1080/00207284.1990.11490590.

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36

Zhu, Min, and Huaqing Wang. "Social loafing with group development." International Journal of Services, Economics and Management 10, no. 1 (2019): 55. http://dx.doi.org/10.1504/ijsem.2019.098937.

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37

Wang, Huaqing, and Min Zhu. "Social loafing with group development." International Journal of Services, Economics and Management 10, no. 1 (2019): 55. http://dx.doi.org/10.1504/ijsem.2019.10020365.

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38

Glassman, Urania, and Len Kates. "Techniques of Social Group Work." Social Work With Groups 9, no. 1 (1986): 9–38. http://dx.doi.org/10.1300/j009v09n01_03.

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39

Lowy, Louis. "Social Group Work with Elders." Social Work With Groups 15, no. 2-3 (1993): 109–27. http://dx.doi.org/10.1300/j009v15n02_09.

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40

Chen, Yan, and Sherry Xin Li. "Group Identity and Social Preferences." American Economic Review 99, no. 1 (2009): 431–57. http://dx.doi.org/10.1257/aer.99.1.431.

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We present a laboratory experiment that measures the effects of induced group identity on social preferences. We find that when participants are matched with an ingroup member, they show a 47 percent increase in charity concerns and a 93 percent decrease in envy. Likewise, participants are 19 percent more likely to reward an ingroup match for good behavior, but 13 percent less likely to punish an ingroup match for misbehavior. Furthermore, participants are significantly more likely to choose social-welfare-maximizing actions when matched with an ingroup member. All results are consistent with

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41

Harkins, Stephen G., and Kate Szymanski. "Social loafing and group evaluation." Journal of Personality and Social Psychology 56, no. 6 (1989): 934–41. http://dx.doi.org/10.1037/0022-3514.56.6.934.

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42

Craib, Ian. "Social Theory for Group Therapists." Group Analysis 34, no. 1 (2001): 143–52. http://dx.doi.org/10.1177/05333160122077604.

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It is argued that group analysts' references to sociology and sociologists are often limited by their lack of awareness of contemporary theories and debates within the discipline. A distinction is made between sociology and social theory and it is argued that some ideas from contemporary social theory, particularly the work of Habermas and Foucault, provide useful sensitising ideas for understanding the wider meaning of our work and developing a critical conception of our profession and our activities.

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43

Ramos, Carles, and Peter Zelaskowski. "Trencadís, Social Imaging Group (SIG)." Group Analysis 47, no. 2_suppl (2014): 9–18. http://dx.doi.org/10.1177/0533316414532594d.

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44

Aggarwal, Praveen, and Connie L. O'Brien. "Social Loafing on Group Projects." Journal of Marketing Education 30, no. 3 (2008): 255–64. http://dx.doi.org/10.1177/0273475308322283.

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45

Forehand, Jeffery W., Katherine H. Leigh, Robin Gosdin Farrell, and Amy Y. Spurlock. "Social dynamics in group work." Teaching and Learning in Nursing 11, no. 2 (2016): 62–66. http://dx.doi.org/10.1016/j.teln.2015.12.007.

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46

Cao, Jack, and Mahzarin R. Banaji. "Social inferences from group size." Journal of Experimental Social Psychology 70 (May 2017): 204–11. http://dx.doi.org/10.1016/j.jesp.2016.11.005.

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47

Dogra, Nisha, and Andrew Parkin. "Young Persons' Social Interaction Group." Clinical Child Psychology and Psychiatry 2, no. 2 (1997): 297–306. http://dx.doi.org/10.1177/1359104597022009.

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48

Karlan, Dean S. "Social Connections and Group Banking." Economic Journal 117, no. 517 (2007): F52—F84. http://dx.doi.org/10.1111/j.1468-0297.2007.02015.x.

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49

Morrison, Colby, and Pavel Naumov. "Group Conformity in Social Networks." Journal of Logic, Language and Information 29, no. 1 (2019): 3–19. http://dx.doi.org/10.1007/s10849-019-09303-5.

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50

Moskovich, Yaffa, and Ido Liberman. "Group identity and social closeness." International Journal of Sociology and Social Policy 38, no. 3/4 (2018): 259–79. http://dx.doi.org/10.1108/ijssp-06-2017-0085.

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Purpose The purpose of this paper is to study examine the social identity of Ultra-Orthodox students enrolled in institutions of higher learning in Israel, and specifically the ways in which the identity of Ultra-Orthodox students who interact with other groups on campus compares to the identity of self-segregated Ultra-Orthodox students. Traditionally, Ultra-Orthodox students have preferred self-segregated educational institutions. Today, however increasing numbers of Ultra-Orthodox Jews are enrolling in regular academic institutions. Although they study in separate, homogeneous classrooms, t

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