CRITIQUE PAPER

IN PARTIAL FULFILMENT

OF THE REQUIREMENTS FOR THE COURSE PSYCH 2

PSYCHOLOGICAL STATISTICS

BY

ANTHONY STARK

DECEMBER 2020
 PUBLISHED RESEARCH

Title: Sharing differences: The inductive route to social identity formation

Author: Lise Jans, Tom Postmes, Karen I. Van der Zee

Source: Journal of Experimental Social Psychology 48 (2012) 1145–1149

Background of the Problem

There is a premise that heterogeneity undermines social cohesion, and unity is widespread in social
psychology. For instance, it is often assumed that shared similarities are the foundations of social
categorization and identification. Individuals identify themselves as they identify the group they
are into. Some researchers have shown that mere categorization of individuals into one social
group based on their similarity is sufficient to make them see their similar others as “in-group” and
different others as “out-group.” This implies that the more within-group similarities there are, the
stronger the social identity. Thus, it would be difficult for heterogeneous groups to form social
identities. More generally, group diversity has consistently proved that it has good and bad effects
depending on the situation. Indeed, this paper proposed that heterogeneity does not necessarily
undermine the formation of a shared social identity because similarity is not the only factor or
foundation upon which social identity can be built. In other words, this research tried to prove if
the uniqueness and the distinct contributions of an individual s can form a social identity.
Therefore, they proposed a solid social identity based on how those differences are shared. Thus,
with-in group differences may determine the emergence of social identity at times. Ironically, these
differences can also be the source of new social identities in the right situation. This idea is
examined in two studies that seek to demonstrate that while members of homogenous groups can
form a solid social identity by sharing similarities, members of heterogeneous groups can form a
solid social identity by sharing individual differences or individuality.
Schematic Diagram:

Social identity Diversity: Social Identity

Social identity
formation Homogenous Formation:
formation
Deduction group vs. Induction vs.
Induction group
Heterogeneous Deduction

STUDY 1 STUDY 2

Objectives of the Study

• To support the idea that social identity can be formed based on within-group diversity but only
if it was formed inductively.
• An individual can find oneself through the differences that he/she sees in others.

Hypothesis
• If Shared differences can be a profound basis on which individuals can form a social identity,
then Unique and distinct contributions by the group members may contribute to the emergence of
solidarity and social identity.
• There are no significant differences if an individual in a group has distinct differences and has
common similarities to their solidarity and social identity.

Types of research
o Experimental-Quantitative type of research
Sampling Methods Used
• Study 1
o Students (115 women and 41 men, Mean age=20.26) were randomly allocated to one of two
conditions of social identity formation: deduction vs. induction. In total, 39 groups of 4 participants
were formed.
• Study 2 o Students (74women, 19men; Mean age=21.44) were randomly assigned to groups of
three in a 2 (Diversity: Homogenous vs. Heterogeneous) ×2 (Social Identity Formation: Induction
vs. Deduction) design.

Instruments Used
o To measure social identity, the researchers measured the participant's social identification,
cooperation, and entitativity.
o Social Identification was measured with the solidarity and satisfaction subscales of
Leach et al. (2008) o Cooperation was measured by one self-made item.
o Four items measured entitativity (Jans et al., 2011)

Statistical Tools Used

Case of two Independent variable
o Multilevel Analysis
o ICC's (interclass correlations)
• Study 1
The hypotheses were tested in multilevel analysis, in which the researchers looked at the effects
of social identity formation at the group level (Level 2) on variables measured at the individual
level (Level 1). Intraclass correlations (ICC's) were relatively high for groups of such a small
sample size and given the time participants spent on the drawing task. Thus, a large proportion of
the total variance in individuals' identification and entitativity was attributable to their shared group
membership.
Social identity formation had significant effects on the outcomes. Participants in the induction
condition identified more strongly with their group and experienced higher entitativity than
participants in the deduction condition.
Study 1 provides support that groups can form a shared social identity inductively. Induction
resulted in a stronger sense of social identity than deductive processes, as reflected in higher
identification and entitativity.

• Study 2
The hypotheses were tested in multilevel analysis, in which the researchers looked at the effects
of social identity formation at the group level (Level 2) on variables measured at the individual
level (Level 1)—the ICC's for identification and entitativity.

Conclusion
Two studies support the idea that social identity can be formed based on within-group diversity
but only if formed inductively. In Study 1, inductive social identity formation resulted in more
robust identification and entitativity than deductive social identity formation. Study 2 replicated
these effects in heterogeneous groups but further showed that deduction resulted in a more
substantial social identity inhomogeneous groups compared with heterogeneous groups.
Interestingly, in Study 2, levels of identification were approximately equally strong in
heterogeneous groups who had induced a shared identity, as inhomogeneous groups that deduced
one. This suggests that different processes of social identity formation can produce similar
outcomes (i.e., comparable levels of entitativity and identification). Study 2 also showed
behavioral evidence for this same pattern: levels of cooperation paralleled those of identification.
High social identification corresponded with a greater willingness to act in concert with the group.
The result showed that heterogeneous groups could also create a solid social identity. This finding
fits more recent propositions that diversity is not necessarily an obstacle but a potential opportunity
for unity. Heterogeneous groups can function as well as homogeneous groups, as long as they can
use their diversity. Furthermore, the study shows that social identity emerges in heterogeneous
groups where no prior norms or values of diversity have been activated or imposed.
In sum, this paper suggests that social identity is not just a product of homogeneity. Strong social
identities can emerge and thrive even in heterogeneous groups. Therefore, the prevailing
assumption that heterogeneity undermines social cohesion and community should be reconsidered.
The findings suggest that other researchers can significantly enhance the utility of the social
identity concept for groups and group functioning if they shift their focus from studying existing
social identities to the process by which new ones emerge.

Critique:
The researchers organized and explained the concepts presented on the paper splendidly. Group
diversity and Social Identity were the critical factors in explaining an individual's identity, as this
research proves.
The numbers of participants were not equally distributed for both groups. It may significantly alter
the results if both groups are equal in numbers.
The research is presented in a Journal form, which means some parts of the study, like Schematic
Diagrams, were not presented but explained in the other parts of the research.
The participants were randomly selected and grouped randomly. As experimental research, the
bias concerning the participants was controlled, but it was not eradicated.
The research statistics were used in this research were inter-class correlation. It describes how
strongly units in the same group resemble each other. However, this method is viewed as a type of
correlation, but, unlike most other correlation measures, it operates on data structured as groups
rather than data structured as paired observations. The researchers used it because the variables
and the groups are not in order or rank.
In general, the results showed the significance of the diversity and the inductive approach in social
identity. The norms, culture, and social standards of this research are based on the locality of their
place. This implies that the research should be replicated with our standards, culture, and values
to be valid in our region.
 UNPUBLISHED PAPER

TITLE: Parental Bonding of Children Watching Teleserye: Implication on their Family

relationship, values and self-esteem
AUTHOR: Catherine Octaviano
SOURCE: Undergrad thesis from the Department of Psychology, MSU-IIT, Iligan City

Background of the Study

With the modern way of life, television has been very accessible to adults and children. Moreover,
some shows inevitably have undesirable contents, which might affect the child, whether positive
or negative. That is why parents need to intervene in this kind of situation to guide their children
in watching those teleseryes. It has also been said that the younger generations tend to show more
aggressive behaviors than the older generations, which must be given attention. Shows with a
prosocial message can positively affect kids' behavior; programs with positive role models can
influence viewers to make positive lifestyle changes. However, the reverse can also be true: Kids
are likely to learn things from TV that parents do not want them to learn.

The researchers wanted to precisely determine the implications of parental bonding of male and
female children who watch teleseryes with their mother, father, and significant others on their
family relationships, family values, and self-esteem to Filipino children aged 7 to 9. They also
considered the viewing time, the company of these children while watching these shows, and the
reasons why they watch those teleseryes. Parental bonding was measured in terms of maternal and
paternal care and overprotection. Family relationships includes: father-child, mother-child, father-
mother, child-sibling relationships, and the family. Family values includes: their concern for
others, humility, independence, loyalty to family, sense of responsibility, and spirituality. Self
Esteem was measured in terms of performance, social, and appearance. Further, the researchers
wanted to find out if there is significant interaction among parental bonding of the children who
watch teleseryes on their family relationships, family values, and self-esteem.
 Schematic Diagram

Children Watching Teleseryes

Male:
With Mother
With Father
With Significant Other/s
Female:
With Mother
With Father
With Significant Other/s

Parental Bonding: Family Relationship: Values: Self- Esteem:

Maternal: a. Father-child a. Concern for others a. Performance Self-

a. Care relationship b. Humility Esteem
b. Overprotection
b. Mother-child c. Independence b. Social Self-Esteem
Paternal: d. Loyalty to the family c. Appearance Self-
relationship
a. Care e. Sense of Esteem
b. Overprotection c. Father-mother
responsibility
relationship
f. Spirituality
d. Child-sibling
relationship
Objectives of The Study

This study aimed to find out the implications of parental bonding of male and female children
who watch teleseryes with their mother, father, and significant others on their family relationships,
family values, and self-esteem.

Hypothesis

The following are the null hypotheses of this study:

Ho: There is no significant difference between male and female children watching teleseryes with
mother, father, and significant others in terms of their parental bonding, family relationships,
values, and self-esteem.
Ho: There is no significant interaction among parental bonding, family relationships, values, and
self-esteem of male and female children watching teleseryes with their mother, father, and
significant others.
Ho: There is no significant relationship between male and female watching teleseryes with
mother, father, and significant others in terms of a. Parental Bonding and Family Relationship b.
Parental Bonding and Values c. Parental Bonding, and d. Self-Esteem

Type Of Research

The researchers used a descriptive correlational research design. The study is a descriptive
correlational research design because the researchers only described the relationships between
variables included in the study and not the causal relationships between the variables. It is also
quantitative research because the data and the results of this study were from the questionnaires
and surveys given to the respondents. Specifically, this study was focused on finding out the
implications of parental bonding of male and female children watching teleseryes with their
mother, father, and significant others on their family relationships, values, and self-esteem. Family
relationships include father-child, mother-child, father-mother, child-sibling relationships, and the
family in general. Family values include concern for others, humility, independence, loyalty to the
family, a sense of responsibility, and spirituality. Self-esteem includes performance self-esteem,
social self-esteem, and appearance self-esteem. The researchers wanted to find out if there is a
significant interaction between parental bonding of male and female children watching teleseryes
with their mother, father, and significant others on their family relationships, family values, and
self-esteem.

Sampling Method Used

It is not mentioned, but it can be assumed that it was done by simple random sampling.

Instruments Used

The information was gathered using a questionnaire. This questionnaire was used to gather relevant
personal data of the respondents, such as their age, gender, religion, and grade level. A
demographic data sheet was provided to gather other data like the viewing time of the respondents
and their company while watching television.
The researchers used four measuring instruments in this study. These measuring instruments are
the following: Parental Bonding Instrument by Gordon Parker, Hilary Tupling, and L.B. Brown to
assess the parental characteristics. The Questionnaire for Family Relationships is used to determine
family relationships. The Life Values Inventory by Brown, Duane, and R. Kelly Crace (1996)
assesses values that guide behavior and decision-making. Lastly, The State Self-Esteem Scale by
Heatherton, T. F. & Polivy, J. (1991) measures a participant's self-esteem at a given point in time.

Statistical Tools Used (Descriptive/Inferential)

Descriptive statistics were used to measure and describe the level of parental bonding of children
watching teleseryes with their mother, father, and significant others ( maternal and paternal care
and protection), family relationship (father-mother, father-child, mother-child, child-sibling
relationships, and the family in general), values (concern for others, humility, independence,
loyalty to family or group, sense of responsibility and spirituality) and self-esteem (performance
self-esteem, social self-esteem, and appearance self-esteem).
The researchers used a one-sample t-test to find the difference between males and females
watching teleseryes with their mother, with father, and with significant others in terms of their
parental bonding, family relationship, values, and self-esteem. The interaction of the variables such
as family relationships, values, and self-esteem was computed and analyzed through Analysis of
Variance (ANOVA). To correlate the relationship of parental bonding, family relationship, values,
and self-esteem, the researchers used Correlation (Pearson r).

Conclusion

a.) The study results show that there is a significant difference between males and females
watching teleseryes with their mother, father, and significant others because they got a significant
difference of less than 0.05.
b.) It was depicted in the study that there is significant interaction among parental bonding, family
relationship, values, and self-esteem for male and female children watching teleseryes with their
mother, father, and significant others because they resulted in p values are less than 0.05.
c.) It shows a significant relationship between parental bonding and family relationship, parental
bonding, and values, and parental bonding and self-esteem for both males and females watching
teleseryes with their mother, father, and significant others because they resulted in P values were
less than 0.05.

Comments And Recommendations (Critique)

A. Sampling method was not mentioned clearly in the paper, but the assumption is that the
respondents were randomly selected.
B. There are data gathered in the research that were not included in the statistical analysis to come
up with the conclusions or in answering the hypotheses (e.g., number of viewing time, religion,
etc.)
C. Only null hypotheses were written clearly on the paper, and thus the alternative ones, which are
supposed to be the research claim, were not mentioned. The reader can only then assume that the
otherwise is the hypothesis of the research paper.
C. The researcher should also do an interview with the parents to verify the questions.
D. The description of the significant others should be cleared because what if their companion
while watching teleserye was their grandparents, Tito's and Tita's.
E. The type of teleserye must also be considered in the research.
F. For the demographic profile, the kind of teleserye should also be considered because it may also
affect the result of the study.