"We are, therefore we should": Evidence that ingroup identification mediates the acquisition of ingroup norms

Livingstone, Andrew G., Haslam, S. Alexander, Postmes, Tom and Jetten, Jolanda (2011) "We are, therefore we should": Evidence that ingroup identification mediates the acquisition of ingroup norms. Journal of Applied Social Psychology, 41 8: 1857-1876. doi:10.1111/j.1559-1816.2011.00794.x


Author Livingstone, Andrew G.
Haslam, S. Alexander
Postmes, Tom
Jetten, Jolanda
Title "We are, therefore we should": Evidence that ingroup identification mediates the acquisition of ingroup norms
Journal name Journal of Applied Social Psychology   Check publisher's open access policy
ISSN 0021-9029
1559-1816
Publication date 2011-08
Sub-type Article (original research)
DOI 10.1111/j.1559-1816.2011.00794.x
Volume 41
Issue 8
Start page 1857
End page 1876
Total pages 20
Place of publication Hoboken, NJ, United States
Publisher Wiley-Blackwell Publishing
Collection year 2012
Language eng
Formatted abstract
In 2 field studies (Ns = 71 and 113), we tested the prediction that in-group identification would mediate the acquisition of group norms by new group members. Study 1 demonstrated that participants surveyed after a team-development program reported greater awareness of in-group norms of teamwork and cooperation, compared to those surveyed at the start. Moreover, there was evidence that this effect was mediated by increased in-group identification. Study 2 replicated this finding, and showed that the effects were specific to the norm of teamwork. Acquisition of alternative norms of individualism and competitiveness did not increase after participation in the program, and did not correlate with identification. Practical implications and future work are discussed. 
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2012 Collection
School of Psychology Publications
 
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Created: Mon, 19 Mar 2012, 22:13:25 EST by Mrs Alison Pike on behalf of School of Psychology