- Explain the reasons why people join groups
- Describe how groups impact task performance
- Identify what makes groups most effective
- Discuss the utility of descriptive models of group development
This chapter assumes that a thorough understanding of people requires a thorough understanding of groups. Each of us is an autonomous individual seeking our own objectives, yet we are also members of groups—groups that constrain us, guide us, and sustain us. Just as each of us influences the group and the people in the group, so, too, do groups change each one of us. Joining groups satisfies our need to belong, gain information and understanding through social comparison, define our sense of self and social identity, and achieve goals that might elude us if we worked alone. Groups are also practically significant, for much of the world’s work is done by groups rather than by individuals. Success sometimes eludes our groups, but when group members learn to work together as a cohesive team their success becomes more certain.
Psychologists study groups because nearly all human activities—working, learning, worshiping, relaxing, playing, and even sleeping—occur in groups. The lone individual who is cut off from all groups is a rarity. Most of us live out our lives in groups, and these groups have a profound impact on our thoughts, feelings, and actions. Many psychologists focus their attention on single individuals, but social psychologists expand their analysis to include groups, organizations, communities, and even cultures.
This chapter examines the psychology of groups and group membership. It begins with a basic question: What is the psychological significance of groups? This chapter then reviews some of the key findings from studies of groups. Researchers have asked many questions about people and groups: Do people work as hard as they can when they are in groups? Are groups more cautious than individuals? Do groups make wiser decisions than single individuals? In many cases, the answers are not what common sense and folk wisdom might suggest.
The Psychological Significance of Groups
Many people loudly proclaim their autonomy and independence. Like Ralph Waldo Emerson (1903/2004), they avow, “I must be myself. I will not hide my tastes or aversions . . . . I will seek my own” (p. 127). Even though people are capable of living separately and apart from others, they join with others because groups meet their psychological and social needs.
The Need to Belong
Across individuals, societies, and even eras, humans consistently seek inclusion over exclusion, membership over isolation, and acceptance over rejection. As Roy Baumeister and Mark Leary (1995) conclude, humans have a need to belong: “a pervasive drive to form and maintain at least a minimum quantity of lasting, positive, and impactful interpersonal relationships” (p. 497). And most of us satisfy this need by joining groups. When surveyed, 87.3% of Americans reported that they lived with other people, including family members, partners, and roommates (Davis & Smith, 2007). The majority, ranging from 50% to 80%, reported regularly doing things in groups, such as attending a sports event together, visiting one another for the evening, sharing a meal together, or going out as a group to see a movie (Putnam, 2000).
People respond negatively when their need to belong is unfulfilled. People who are accepted members of a group tend to feel happier and more satisfied. But should they be rejected by a group, they feel unhappy, helpless, and depressed. Studies of —the deliberate exclusion from groups—indicate this experience is highly stressful and can lead to depression, confused thinking, and even aggression (Williams, 2007). When researchers used a functional magnetic resonance imaging scanner to track neural responses to exclusion, they found that people who were left out of a group activity displayed heightened cortical activity in two specific areas of the brain—the dorsal anterior cingulate cortex and the anterior insula. These areas of the brain are associated with the experience of physical pain sensations (Eisenberger et al., 2003). It hurts, quite literally, to be left out of a group.
Affiliation in Groups
Groups not only satisfy the need to belong, but they also provide members with information, assistance, and social support. Leon Festinger’s theory of (1950, 1954) suggested that in many cases people join with others to evaluate the accuracy of their personal beliefs and attitudes. Stanley Schachter (1959) explored this process by putting individuals in ambiguous, stressful situations and asking them if they wished to wait alone or with others. He found that people affiliate in such situations—they seek the company of others.
Although any kind of companionship is appreciated, we prefer those who provide us with reassurance and support as well as accurate information. In some cases, we also prefer to join with others who are even worse off than we are. Imagine, for example, how you would respond when the teacher hands back the test and yours is marked 85%. Do you want to affiliate with a friend who got a 95% or a friend who got a 78%? To maintain a sense of self-worth, people seek out and compare themselves to the less fortunate. This process is known as downward social comparison.
Identity and Membership
Groups are not only founts of information during times of ambiguity, they also help us answer the existentially significant question, “Who am I?” People are defined not only by their traits, preferences, interests, likes, and dislikes, but also by their friendships, social roles, family connections, and group memberships. The self is not just a “me,” but also a “we.”
Even demographic qualities such as sex or age can influence us if we categorize ourselves based on these qualities. Social identity theory, for example, assumes that we don’t just classify other people into such social categories as man, woman, White, Black, Latinx, elderly, or college student, but we also categorize ourselves. According to Tajfel and Turner (1986), social identities are directed by our memberships in particular groups. or social categories. If we strongly identify with these categories, then we will ascribe the characteristics of the typical member of these groups to ourselves, and so stereotype ourselves. If, for example, we believe that college students are intellectual, then we will assume we, too, are intellectual if we identify with that group (Hogg, 2001).
Groups also provide a variety of means for maintaining and enhancing a sense of self-worth, as our assessment of the quality of groups we belong to influences our (Crocker & Luhtanen, 1990). If our self-esteem is shaken by a personal setback, we can focus on our group’s success and prestige. In addition, by comparing our group to other groups, we frequently discover that we are members of the better group, and so can take pride in our superiority. By denigrating other groups, we elevate both our personal and our collective self-esteem (Crocker & Major, 1989).
Mark Leary’s (2007) goes so far as to suggest that “self-esteem is part of a sociometer that monitors peoples’ relational value in other people’s eyes” (p. 328). He maintains self-esteem is not just an index of one’s sense of personal value, but also an indicator of acceptance into groups. Like a gauge that indicates how much fuel is left in the tank, a dip in self-esteem indicates exclusion from our group is likely. Disquieting feelings of self-worth, then, prompt us to search for and correct characteristics and qualities that put us at risk of social exclusion. Self-esteem is not just high self-regard, but the self-approbation that we feel when included in groups (Leary & Baumeister, 2000).
Evolutionary Advantages of Group Living
Groups may be humans’ most useful invention, for they provide us with the means to reach goals that would elude us if we remained alone. Individuals in groups can secure advantages and avoid disadvantages that would plague the lone individuals. In his theory of social integration, Moreland (1987) concludes that groups tend to form whenever “people become dependent on one another for the satisfaction of their needs” (p. 104). The advantages of group life may be so great that humans are biologically prepared to seek membership and avoid isolation. From an evolutionary psychology perspective, because groups have increased humans’ overall fitness for countless generations, individuals who carried genes that promoted solitude-seeking were less likely to survive and procreate compared to those with genes that prompted them to join groups (Darwin, 1859/1963). This process of natural selection culminated in the creation of a modern human who seeks out membership in groups instinctively, for most of us are descendants of “joiners” rather than “loners.”
Motivation and Performance
Social Facilitation in Groups
Do people perform more effectively when alone or when part of a group? Norman Triplett (1898) examined this issue in one of the first empirical studies in psychology. While watching bicycle races, Triplett noticed that cyclists were faster when they competed against other racers than when they raced alone against the clock. To determine if the presence of others leads to the psychological stimulation that enhances performance, he arranged for 40 children to play a game that involved turning a small reel as quickly as possible (see Figure 1). When he measured how quickly they turned the reel, he confirmed that children performed slightly better when they played the game in pairs compared to when they played alone (see Stroebe, 2012; Strube, 2005).
Triplett succeeded in sparking interest in a phenomenon now known as the enhancement of an individual’s performance when that person works in the presence of other people. However, it remained for Robert Zajonc (1965) to specify when social facilitation does and does not occur. After reviewing prior research, Zajonc noted that the facilitating effects of an audience usually only occur when the task requires the person to perform dominant responses (i.e., ones that are well-learned or based on instinctive behaviors). If the task requires nondominant responses (i.e., novel, complicated, or untried behaviors that the organism has never performed before or has performed only infrequently) then the presence of others inhibits performance. Hence, students write poorer quality essays on complex philosophical questions when they labor in a group rather than alone (Allport, 1924), but they make fewer mistakes in solving simple, low-level multiplication problems with an audience or a co-actor than when they work in isolation (Dashiell, 1930).
Social facilitation, then, depends on the task: other people facilitate performance when the task is so simple that it requires only dominant responses, but others interfere when the task requires nondominant responses. However, a number of psychological processes combine to influence when social facilitation, not social interference, occurs. Studies of the challenge-threat response and brain imaging, for example, confirm that we respond physiologically and neurologically to the presence of others (Blascovich et al., 1999). Other people also can trigger evaluation apprehension, particularly when we feel that our individual performance will be known to others, and those others might judge it negatively (Bond et al., 1996). The presence of other people can also cause perturbations in our capacity to concentrate on and process information (Harkins, 2006). Distractions due to the presence of other people have been shown to improve performance on certain tasks, such as the Stroop task, but undermine performance on more cognitively demanding tasks (Huguet et al., 1999).
Groups usually outperform individuals. A single student, working alone on a paper, will get less done in an hour than will four students working on a group project. One person playing a tug-of-war game against a group will lose. A crew of movers can pack up and transport your household belongings faster than you can by yourself. As the saying goes, “Many hands make light the work” (Littlepage, 1991; Steiner, 1972).
Groups, though, tend to be underachievers. Studies of social facilitation confirmed the positive motivational benefits of working with other people on well-practiced tasks in which each member’s contribution to the collective enterprise can be identified and evaluated. But what happens when tasks require a truly collective effort? First, when people work together they must coordinate their individual activities and contributions to reach the maximum level of efficiency—but they rarely do (Diehl & Stroebe, 1987). Three people in a tug-of-war competition, for example, invariably pull and pause at slightly different times, so their efforts are uncoordinated. The result is coordination loss: the three-person group is stronger than a single person, but not three times as strong. Second, people just don’t exert as much effort when working on a collective endeavor, nor do they expend as much cognitive effort trying to solve problems, as they do when working alone. They display (Latané, 1981).
Bibb Latané, Kip Williams, and Stephen Harkins (1979) examined both coordination losses and social loafing by arranging for students to cheer or clap either alone or in groups of varying sizes. The students cheered alone or in 2- or 6-person groups, or they were lead to believe they were in 2- or 6-person groups (those in the “pseudo-groups” wore blindfolds and headsets that played masking sound). Groups generated more noise than solitary subjects, but the productivity dropped as the groups became larger in size. In dyads, each subject worked at only 66% of capacity, and in 6-person groups at 36%. Productivity also dropped when subjects merely believed they were in groups. If subjects thought that one other person was shouting with them, they shouted 82% as intensely, and if they thought five other people were shouting, they reached only 74% of their capacity. These losses in productivity were not due to coordination problems; this decline in production could be attributed only to a reduction in effort—to social loafing (Latané et al., 1979, Experiment 2).
Social loafing is not a rare phenomenon. When sales personnel work in groups with shared goals, they tend to “take it easy” if another salesperson is nearby who can do their work (George, 1992). People who are trying to generate new, creative ideas in group brainstorming sessions usually put in less effort and are thus less productive than people who are generating new ideas individually (Paulus & Brown, 2007). Students assigned group projects often complain of inequity in the quality and quantity of each member’s contributions: Some people just don’t work as much as they should to help the group reach its learning goals (Neu, 2012). People carrying out all sorts of physical and mental tasks expend less effort when working in groups, and the larger the group, the more they loaf (Karau & Williams, 1993).
Groups can, however, overcome this impediment to performance through . A group may include many talented individuals, but they must learn how to pool their individual abilities and energies to maximize the team’s performance. Team goals must be set, work patterns structured, and a sense of group identity developed. Individual members must learn how to coordinate their actions, and any strains and stresses in interpersonal relations need to be identified and resolved (Salas et al., 2009).
Researchers have identified two key ingredients to effective teamwork: a shared mental representation of the task and group cohesion. Teams improve their performance over time as they develop a shared understanding of the team and the tasks they are attempting. Some semblance of this , is present nearly from its inception, but as the team practices, differences among the members in terms of their understanding of their situation and their team diminish as a consensus becomes implicitly accepted (Tindale et al., 2008). Effective teams are also, in most cases, cohesive groups (Dion, 2000). is the integrity, solidarity, social integration, or unity of a group. In most cases, members of cohesive groups like each other and the group and they also are united in their pursuit of collective, group-level goals. Members tend to enjoy their groups more when they are cohesive, and cohesive groups usually outperform ones that lack cohesion. This cohesion-performance relationship, however, is a complex one. Meta-analytic studies suggest that cohesion improves teamwork among members, but that performance quality influences cohesion more than cohesion influences performance (Mullen & Copper, 1994; Mullen et al., 1998). Cohesive groups also can be spectacularly unproductive if the group’s norms stress low productivity rather than high productivity (Seashore, 1954). Group cohesion will be discussed in more detail in a later chapter.
From the time they are formed, groups evolve and can go through a variety of changes over the course of their life cycles. Researchers have sought to identify common patterns in group development. These are referred to as (Beebe & Masterson, 2015). Descriptive models can help us make sense of our group experiences by describing what might be ‘normal’ or ‘typical’ group processes. In the following sections, we will discuss two examples of descriptive models of group development — Tuckman’s model and punctuated equilibrium.
TUCKMAN MODEL OF Group Development
American organizational psychologist Bruce Tuckman presented a robust model in 1965 that is still widely used today. Based on his observations of group behavior in a variety of settings, he proposed a four-stage map of group evolution, also known as (Tuckman, 1965). Later he enhanced the model by adding a fifth and final stage, the adjourning phase. Interestingly enough, just as an individual moves through developmental stages such as childhood, adolescence, and adulthood, so does a group, although in a much shorter period of time. According to this theory, in order to successfully facilitate a group, the leader needs to move through various leadership styles over time. Generally, this is accomplished by first being more directive, eventually serving as a coach, and later, once the group is able to assume more power and responsibility for itself, shifting to a delegator. While research has not confirmed that this is descriptive of how groups progress, knowing and following these steps can help groups be more effective. For example, groups that do not go through the storming phase early on will often return to this stage toward the end of the group process to address unresolved issues. Another example of the validity of the group development model involves groups that take the time to get to know each other socially in the forming stage. When this occurs, groups tend to handle future challenges better because the individuals have an understanding of each other’s needs.
In the , the group comes together for the first time. The members may already know each other or they may be total strangers. In either case, there is a level of formality, some anxiety, and a degree of guardedness as group members are not sure what is going to happen next. “Will I be accepted? What will my role be? Who has the power here?” These are some of the questions participants think about during this stage of group formation. Because of the large amount of uncertainty, members tend to be polite, conflict avoidant, and observant. They are trying to figure out the “rules of the game” without being too vulnerable. At this point, they may also be quite excited and optimistic about the task at hand, perhaps experiencing a level of pride at being chosen to join a particular group. Group members are trying to achieve several goals at this stage, although this may not necessarily be done consciously. First, they are trying to get to know each other. Often this can be accomplished by finding some common ground. Members also begin to explore group boundaries to determine what will be considered acceptable behavior. “Can I interrupt? Can I leave when I feel like it?” This trial phase may also involve testing the appointed leader or seeing if a leader emerges from the group. At this point, group members are also discovering how the group will work in terms of what needs to be done and who will be responsible for each task. This stage is often characterized by abstract discussions about issues to be addressed by the group; those who like to get moving can become impatient with this part of the process. This phase is usually short in duration, perhaps a meeting or two.
Once group members feel sufficiently safe and included, they tend to enter the . Participants focus less on keeping their guard up as they shed social facades, becoming more authentic and more argumentative. Group members begin to explore their power and influence, and they often stake out their territory by differentiating themselves from the other group members rather than seeking common ground. Discussions can become heated as participants raise contending points of view and values, or argue over how tasks should be done and who is assigned to them. It is not unusual for group members to become defensive, competitive, or jealous. They may even take sides or begin to form cliques within the group. Questioning and resisting direction from the leader is also quite common. “Why should I have to do this? Who designed this project in the first place? Why do I have to listen to you?” Although little seems to get accomplished at this stage, group members are becoming more authentic as they express their deeper thoughts and feelings. What they are really exploring is “Can I truly be me, have power, and be accepted?” During this chaotic stage, a great deal of creative energy that was previously buried is released and available for use, but it takes skill to move the group from storming to norming. In many cases, the group gets stuck in the storming phase.
Avoid Getting Stuck in the Storming Phase
There are several steps you can take to avoid getting stuck in the storming phase of group development. Try the following if you feel the group process you are involved in is not progressing:
- Normalize conflict. Let members know this is a natural phase in the group-formation process.
- Be inclusive. Continue to make all members feel included and invite all views into the room. Mention how diverse ideas and opinions help foster creativity and innovation.
- Make sure everyone is heard. Facilitate heated discussions and help participants understand each other.
- Support all group members. This is especially important for those who feel more insecure.
- Remain positive. This is a key point to remember about the group’s ability to accomplish its goal.
- Don’t rush the group’s development. Remember that working through the storming stage can take several meetings.
Once group members discover that they can be authentic and that the group is capable of handling differences without dissolving, they are ready to enter the next stage, norming.
“We survived!” is the common sentiment at the . Group members often feel elated at this point, and they are much more committed to each other and the group’s goal. Feeling energized by knowing they can handle the “tough stuff,” group members are now ready to get to work. Finding themselves more cohesive and cooperative, participants find it easy to establish their own ground rules (or norms) and define their operating procedures and goals. The group tends to make big decisions, while subgroups or individuals handle the smaller decisions. Hopefully, at this point, the group is more open and respectful toward each other, and members ask each other for both help and feedback. They may even begin to form friendships and share more personal information with each other. At this point, the leader should become more of a facilitator by stepping back and letting the group assume more responsibility for its goal. Since the group’s energy is running high, this is an ideal time to host a social or team-building event.
Galvanized by a sense of shared vision and a feeling of unity, the group is ready to go into high gear. Members are more interdependent, individuality and differences are respected, and group members feel themselves to be part of a greater entity. At the , participants are not only getting the work done, but they also pay greater attention to how they are doing it. They ask questions like, “Do our operating procedures best support productivity and quality assurance? Do we have suitable means for addressing differences that arise so we can preempt destructive conflicts? Are we relating to and communicating with each other in ways that enhance group dynamics and help us achieve our goals? How can I further develop as a person to become more effective?” By now, the group has matured, becoming more competent, autonomous, and insightful. Group leaders can finally move into coaching roles and help members grow in skill and leadership.
Just as groups form, so do they end. For example, many groups or teams formed in a business context are project-oriented and therefore are temporary in nature. Alternatively, a working group may dissolve due to organizational restructuring. Just as when we graduate from school or leave home for the first time, these endings can be bittersweet, with group members feeling a combination of victory, grief, and insecurity about what is coming next. For those who like routine and bond closely with fellow group members, this transition can be particularly challenging. Group leaders and members alike should be sensitive to handling these endings respectfully and compassionately. An ideal way to close a group is to set aside time to debrief (“How did it all go? What did we learn?”), acknowledge each other, and celebrate a job well done.
The Punctuated-Equilibrium Model
As you may have noted, the five-stage model we have just reviewed is a linear process. According to the model, a group progresses to the performing stage, at which point it finds itself in an ongoing, smooth-sailing situation until the group dissolves. In reality, subsequent researchers, most notably Joy H. Karriker, have found that the life of a group is much more dynamic and cyclical in nature (Karriker, 2005). For example, a group may operate in the performing stage for several months. Then, because of a disruption, such as a competing emerging technology that changes the rules of the game or the introduction of a new CEO, the group may move back into the storming phase before returning to performing. Ideally, any regression in the linear group progression will ultimately result in a higher level of functioning. Proponents of this cyclical model draw from behavioral scientist Connie Gersick’s study of (Gersick, 1991).
The concept of punctuated equilibrium was first proposed in 1972 by paleontologists Niles Eldredge and Stephen Jay Gould, who both believed that evolution occurred in rapid, radical spurts rather than gradually over time. Identifying numerous examples of this pattern in social behavior, Gersick found that the concept applied to organizational change. She proposed that groups remain fairly static, maintaining a certain equilibrium for long periods of time. Change during these periods is incremental, largely due to the resistance to change that arises when systems take root and processes become institutionalized. In this model, revolutionary change occurs in brief, punctuated bursts, generally catalyzed by a crisis or problem that breaks through the systemic inertia and shakes up the deep organizational structures in place. At this point, the organization or group has the opportunity to learn and create new structures that are better aligned with current realities. Whether the group does this is not guaranteed. In sum, in Gersick’s model, groups can repeatedly cycle through the storming and performing stages, with revolutionary change taking place during short transitional windows. For organizations and groups who understand that disruption, conflict, and chaos are inevitable in the life of a social system, these disruptions represent opportunities for innovation and creativity.
Review & Reflection Questions
- Why do people often join groups? What are some reasons you have joined groups in the past?
- Do people perform more effectively when alone or when part of a group? Under what conditions?
- If you were a college professor, what would you do to increase the success of in-class groups and teams?
- What do descriptive models do for us? How might they be useful to groups?
- Have you observed a group going through these phases in the past? What can you learn from those experiences?
- Allport, F. H. (1924). Social psychology. Houghton Mifflin.
- Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529.
- Beebe, S.A., & Masterson, J.T. (2015). Communicating in small groups: Principles and practices (11th ed.). Boston, MA: Pearson.
- Blascovich, J., Mendes, W. B., Hunter, S. B., & Salomon, K. (1999). Social “facilitation” as challenge and threat. Journal of Personality and Social Psychology, 77, 68–77.
- Bond, C. F., Atoum, A. O., & VanLeeuwen, M. D. (1996). Social impairment of complex learning in the wake of public embarrassment. Basic and Applied Social Psychology, 18, 31–44.
- Crocker, J., & Luhtanen, R. (1990). Collective self-esteem and ingroup bias. Journal of Personality and Social Psychology, 58, 60–67.
- Crocker, J., & Major, B. (1989). Social stigma and self-esteem: The self-protective properties of stigma. Psychological Review, 96, 608–630.
- Darwin, C. (1859/1963). The origin of species. Washington Square Press.
- Dashiell, J. F. (1930). An experimental analysis of some group effects. Journal of Abnormal and Social Psychology, 25, 190–199.
- Davis, J. A., & Smith, T. W. (2007). General social surveys (1972–2006). [machine-readable data file]. Chicago: National Opinion Research Center & Storrs, CT: The Roper Center for Public Opinion Research. Retrieved from http://www.norc.uchicago.edu
- Diehl, M., & Stroebe, W. (1987). Productivity loss in brainstorming groups: Toward the solution of a riddle. Journal of Personality and Social Psychology, 53, 497–509.
- Dion, K. L. (2000). Group cohesion: From “field of forces” to multidimensional construct. Group Dynamics: Theory, Research, and Practice, 4, 7–26.
- Eisenberger, N. I., Lieberman, M. D., & Williams, K. D. (2003). Does rejection hurt? An fMRI study of social exclusion. Science, 302, 290–292.
- Emerson, R. W. (2004). Essays and poems by Ralph Waldo Emerson. Barnes & Noble. (originally published 1903).
- Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117–140.
- Festinger, L. (1950). Informal social communication. Psychological Review, 57, 271–282.
- George, J. M. (1992). Extrinsic and intrinsic origins of perceived social loafing in organizations. Academy of Management Journal, 35, 191–202.
- Gersick, C. J. G. (1991). Revolutionary change theories: A multilevel exploration of the punctuated equilibrium paradigm. Academy of Management Review, 16, 10–36.
- Harkins, S. G. (2006). Mere effort as the mediator of the evaluation-performance relationship. Journal of Personality and Social Psychology, 91(3), 436–455.
- Hogg, M. A. (2001). Social categorization, depersonalization, and group behavior. In M. A. Hogg & R. S. Tindale (Eds.), Blackwell handbook of social psychology: Group processes (pp. 56–85). Malden, MA: Blackwell.
- Huguet, P., Galvaing, M. P., Monteil, J. M., & Dumas, F. (1999). Social presence effects in the Stroop task: Further evidence for an attentional view of social facilitation. Journal of Personality and Social Psychology, 77, 1011–1025.
- Karau, S. J., & Williams, K. D. (1993). Social loafing: A meta-analytic review and theoretical integration. Journal of Personality and Social Psychology, 65, 681–706.
- Karriker, J. H. (2005). Cyclical group development and interaction-based leadership emergence in autonomous teams: An integrated model. Journal of Leadership & Organizational Studies, 11, 54–64.
- Latané, B. (1981). The psychology of social impact. American Psychologist, 36, 343–356.
- Latané, B., Williams, K., & Harkins, S. (1979). Many hands make light the work: The causes and consequences of social loafing. Journal of Personality and Social Psychology, 37, 822–832.
- Leary, M. R. (2007). Motivational and emotional aspects of the self. Annual Review of Psychology, 58, 317–344.
- Leary, M. R. & Baumeister, R. F. (2000). The nature and function of self-esteem: Sociometer theory. Advances in Experimental Social Psychology, 32, 1–62.
- Littlepage, G. E. (1991). Effects of group size and task characteristics on group performance: A test of Steiner’s model. Personality and Social Psychology Bulletin, 17, 449–456.
- Moreland, R. L. (1987). The formation of small groups. Review of Personality and Social Psychology, 8, 80–110.
- Mullen, B., & Copper, C. (1994). The relation between group cohesiveness and performance: An integration. Psychological Bulletin, 115, 210–227.
- Mullen, B., Driskell, J. E., & Salas, E. (1998). Meta-analysis and the study of group dynamics. Group Dynamics: Theory, Research, and Practice, 2, 213–229.
- Neu, W. A. (2012). Unintended cognitive, affective, and behavioral consequences of group assignments. Journal of Marketing Education, 34(1), 67–81.
- Paulus, P. B., & Brown, V. R. (2007). Toward more creative and innovative group idea generation: A cognitive-social-motivational perspective of brainstorming. Social and Personality Psychology Compass, 1, 248–265.
- Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. Simon & Schuster.
- Salas, E., Rosen, M. A., Burke, C. S., & Goodwin, G. F. (2009). The wisdom of collectives in organizations: An update of the teamwork competencies. In E. Salas, G. F. Goodwin, & C. S. Burke (Eds.), Team effectiveness in complex organizations: Cross-disciplinary perspectives and approaches (pp. 39–79). Routledge.
- Schachter, S. (1959). The psychology of affiliation. Stanford University Press.
- Seashore, S. E. (1954). Group cohesiveness in the industrial work group. Institute for Social Research.
- Steiner, I. D. (1972). Group process and productivity. Academic Press.
- Stroebe, W. (2012). The truth about Triplett (1898), but nobody seems to care. Perspectives on Psychological Science, 7(1), 54–57.
- Strube, M. J. (2005). What did Triplett really find? A contemporary analysis of the first experiment in social psychology. American Journal of Psychology, 118, 271–286.
- Tajfel, H. & Turner, J.C. (1986). The social identity theory of inter-group behavior. In S. Worchel & L.W. Austin (Eds.), Psychology of Intergroup Relations.(pp. 7-24). Nelson-Hall
- Tindale, R. S., Stawiski, S., & Jacobs, E. (2008). Shared cognition and group learning. In V. I. Sessa & M. London (Eds.), Work group learning: Understanding, improving and assessing how groups learn in organizations (pp. 73–90). Taylor & Francis Group.
- Triplett, N. (1898). The dynamogenic factors in pacemaking and competition. American Journal of Psychology, 9, 507–533.
- Tuckman, B. (1965). Developmental sequence in small groups. Psychological Bulletin, 63, 384–399.
- Williams, K. D. (2007). Ostracism. Annual Review of Psychology, 58, 425–452.
- Zajonc, R. B. (1965). Social facilitation. Science, 149, 269–274.
Authors & Attribution
The sections “The Psychological Significance of Groups” and “Motivation and Performance” are adapted and condensed from: Forsyth, D. R. (2019). The psychology of groups. In R. Biswas-Diener & E. Diener (Eds.), Noba textbook series: Psychology. DEF publishers. nobaproject.com. This content is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The section “Group Development” is adapted from “Group Dynamics” in Organizational Behaviour from the University of Minnesota. The book was adapted from a work produced and distributed under a Creative Commons license (CC BY-NC-SA) by a publisher who has requested that they and the original author not receive attribution. This work is made available under the terms of a Creative Commons Attribution-NonCommercial-ShareAlike license.
the deliberate exclusion from groups
the theory that people join with others to evaluate the accuracy of their personal beliefs and attitudes
feelings of self-worth that are based on evaluation of relationships with others and membership in social groups
a conceptual analysis of self-evaluation processes that theorizes self-esteem functions to psychologically monitor of one’s degree of inclusion and exclusion in social groups
the enhancement of an individual’s performance when that person works in the presence of other people
members who contribute less to the group than other members or than they would if working alone. Social loafers expect that no one will notice their behaviors or that others will pick up their slack
the process by which members of the team combine their knowledge, skills, abilities, and other resources through a coordinated series of actions to produce an outcome
knowledge, expectations, conceptualizations, and other cognitive representations that members of a group have in common pertaining to the group and its members, tasks, procedures, and resources
the degree to which group members identify with and like the group’s task and other group members
models of group development help us make sense of our group experiences by describing what might be 'normal' or 'typical' group processes. They reflect common patterns researchers have observed in groups
a descriptive model of group development developed by Tuckman that proposes groups move through five stages —forming, storming, norming, performing, and adjourning
a stage of group development in which group members experience uncertainty and seek to get to know each other
a phase of group development marked by conflict as group members struggle to explore their power and influence within the group
a phase of group development when groups start to reach agreements, become more cohesive and establish ground rules (norms)
a phase in group development when groups are operating at their peak with increased task effectiveness and problem solving
a model of group development that suggests that in groups remain relatively static for long periods of time and then change occurs in brief, punctuated bursts, generally catalyzed by a crisis or problem that breaks through the systemic inertia