Human Behavior And Decision Making 2024-2025 Past Paper PDF

HUMAN BEHAVIOR AND DECISION MAKING 2024-2025 GOAL OF THE COURSE To provide students with a perspective on the fundamental role of psychology and human behavior within the field of economics and management WELCOME! Pedro Sena-Dias [email protected] ...

HUMAN BEHAVIOR AND DECISION MAKING 2024-2025 GOAL OF THE COURSE To provide students with a perspective on the fundamental role of psychology and human behavior within the field of economics and management WELCOME! Pedro Sena-Dias [email protected]  1- Me, myself and the others 2- How to acquire and process information COURSE 3- Beyond the automatic pilot within CONTENT 4- Attitudes and Behavioral Change 5- Emotions and Social influence 6 - Group Dynamics  EVALUATION EVALUATION % OF FINAL DESCRIPTION DATE** COMPONENT GRADE* Individual written exam. Multiple choice and open questions October 19, 16:00 Individual Final Exam about the topics covered in class. 60% January 9, 11.00 (Resit)* The exam will be on Wiseflow. *Behavior Lab will give you + 0.2 points  EVALUATION EVALUATION % OF FINAL DESCRIPTION DATE** COMPONENT GRADE* Groups randomly selected; present a case study in class. Total time: 25 min The cases provided by the instructor only week prior the presentation The cases are a starting point. Students are encouraged to Group Assignment 35% (see callendar) search for other sources of information. It would be value students' ability to present the concepts in the cases with examples and/or exercises in class References are important Important: Submit your presentation on Moodle the day before For each presentation, there will be a second group acting as discussant. Total time 10 min Group Assignment Discussant groups should read the same text being presented 5% (see callendar) Discussion and engage in a discussion. Relevant questions and counter examples are valued.  GROUP ASSIGNMENT: HOW DOES IT WORK? PRESENTING GROUP Papers will be available in Students Randomly Assigned Each group is given a paper Moodle one week prior to its to a Group to present/discuss (Lottery) presentation What do you have to do for the Tips: Evaluation: presentation: 1- The presentation my last up to 25 min 1- The grade is for all the members of the 1- Present the concepts/theories 2- You may use other sources group presented in the reading 3- Use tools to make a dynamic 2- You wll be evaluated by your ability to 2- Provide practical examples of its presentation (e.g., videos; Quizzes, explain the concepts/theories, provide practical application exercises with the class) practical exemples and the dynamic created in class Important: Submit your presentation on Moodle the day before!  GROUP ASSIGNMENT: HOW DOES IT WORK? DISCUSSANT GROUP Papers will be available in Students Randomly Assigned Each group is given a paper Moodle one week prior to its to a Group to present/discuss (Lottery) presentation What do you have to do for the Tips: Evaluation: discussion: 1- The discussant group will have 10 min 1- The grade is for all the members of the 1- Read the text being presented by your 2- You may use other sources group colleagues 3- Find diferent examples, give diferent 2- You wll be evaluated by your ability to 2- Engage in a discussion/debate in points of view. engage your colleagues in a fruitful order to clarify subjects being presented. 4. Do not use powerpoint presentations discussion. PRESENTATION EVALUATION 1. Theoretical Understanding. You should demonstrate a comprehensive understanding of the theoretical concepts, with clear and accurate explanations. You should be able to synthesize and critically evaluate theories within the context of the topic. References should be used to ground your arguments. 2. Presentation quality and Interactivity. Presentation should be clear and well- organized. You should engage the audience through effective interactive elements (Q&A, discussions, or activities). Time limit should be respected. 3. Application and Examples. You should provide relevant, diverse, and insightful examples and applications that clearly demonstrate the practical relevance of theoretical concepts. IMPORTANT NOTE: submit your presentation on Moodle the day before the presentation. CALENDAR Class # Content Presentations Discussants 1 Topic 1: Me, myself & the others - 2 Topic 2: How to acquire and process information? Texts 1 & 2 Texts 3 & 4 3 Topic 3: Beyond the authomatic pilot Texts 3 & 4 Texts 5 & 6 4 Topic 4: Attitudes and Behavioral Change Texts 5 & 6 Texts 7 & 8 5 Topic 5: Emotions & Social Influence Text 7 Text 9 6 Topic 6: Group influence + Exam revisions Texts 8 & 9 Texts 1 & 2 OTHER DETAILS § Moodle enrollment key: HBDMT12425 § Slides will be posted every wednesday. § Free points: Participating in the Behavior Lab will give you + 0.2 points in the final grade. Instructions on Moodle. WHO ARE WE? 1. Present yourself in groups: Each group member should provide their name, the degree they are pursuing, their hobbies, and share one interesting fact or curiosity about themselves. This helps to build rapport within the group. 2. Choose a spokesperson: The group needs to select one person who will introduce the group members to the rest of the class. 3. Randomly pick the presentation theme. 12 WHAT DO WE CHOOSE TO SHARE?  ME, MYSELF AND THE OTHERS Class#1: Self-concept | Self-esteem |Functions of the self | Self-awareness and regulation | Personal characteristics and dispositions | Core self-evaluations ME, MYSELF AND THE OTHERS SELF-CONCEPT ME, MYSELF AND THE OTHERS SELF-CONCEPT “There’s no player more complete than me. I play well with both feet, I’m quick, powerful, good with the head, I score goals, I make assists. There are guys who prefer Neymar or Messi. But I tell you: there’s no one more complete than me” (2017) “[I’m] Normal. My attitude to life is normal. I try to do the right things, to do them well. I’m a footballer and I try to make people happy” (2020) “I am probably quite family minded, I suppose. That doesn't mean I don't have friends. Of course, I do but I have four or five real friends. That's normal for me and I like it that way.” (2015)  WHO ARE YOU? How was your self-concept shaped? SELF  ME, MYSELF AND THE OTHERS SELF-CONCEPT Self-concept Son is “the cognitive Extraversion Daugther representation of our self-knowledge consisting of a sum of all beliefs we have about ourselves. It gives coherence and School Clothing meaning to one’s experience, including one’s relations to other people.” SELF Religion Sister The elements of our self-concept, the specific beliefs by which we define ourselves, are our self-schemas. Vegan Blonde Self-schemas are mental structures that help Movies Shy us organize past experiences and guide the processing of new self-relevant information. (Hewstone, Stroebe and Jonas, 2012) HOW WELL DO YOU THINK YOU KNOW YOURSELF? WHO ARE YOU? What characterizes you? Think about your characteristics, Social roles, SELF Values, Goals, Fears …  ME, MYSELF AND THE OTHERS SELF-CONCEPT The self known through multiple The self is highly socially The self is shaped through an sources: personal, relational and contextualized active social construal process social. You develop a sense of who you are We create our social realities by choosing Introspection (look inward to gain access to through your interactions with others – whom we interact with, the behaviors and your inner thoughts and feelings) from your experiences in these demeanor we portray, the clothes and Self-perception (drawing inferences from interactions, from how others react and make-up we wear, what we post on social observing your behaviors) respond to you, the values and attitudes media and by selecting the groups we Relational: observing how other people, you acquire in these interactions, and the belong to. especially our significant others, react towards meanings you bestow on these us experiences. Social: social comparisons and through our belonging to social groups (Hewstone, Stroebe and Jonas, 2012) ME, MYSELF AND THE OTHERS SELF-CONCEPT: WORKING SELF 1. Our self-concept is at the center of how we process everything 2. In any situation, only a smaller subset is directly relevant and thus activated to guide our behavior (working-self). Once the working-self is activated, it is what determines your behavior, rather than the full self-concept 3. Our self-concepts also include our desired selves : our goals, our hopes and fears, our ideals and standards. Ideal self - represents your wishes and hopes for how you would like to be. Ought self - refer to those aspects you feel it is your duty or obligation to meet. (Hewstone, Stroebe and Jonas, 2012)  ME, MYSELF AND THE OTHERS DESIRED SELVES: MOTIVATIONAL FUNCTION 1. Ideal selves - motivate us to work actively to attain our aspirations , and when we fall short of achieving them, we experience sadness, disappointment and depression. When we, for example, fail an examination that we had very much hoped to pass, we might feel disappointed and depressed. 2. Ought selves - motivate us to avoid negative outcomes (e.g., punishment), and we feel anxiety, guilt and worry to the extent that we fail to meet our duties and obligations. When we, for example, did not help a friend or stranger in a situation in which we think we ought to have helped morally, we might feel guilty about that. (Hewstone, Stroebe and Jonas, 2012) ME, MYSELF AND THE OTHERS SELF-ESTEEM 1. Self-esteem regards the overall evaluation that we have of ourselves along a positive– negative dimension (How good a person do you think you are? How proud or embarrassed are you about some of your characteristics?) 2. Implications for behavior : People high in self-esteem are more confident that they will be able to succeed at their goals and are more optimistic that things will generally go their way. In contrast, people with low self-esteem see themselves in less positive ways and are more doubtful about their abilities and qualities. 3. Trait and State (Hewstone, Stroebe and Jonas, 2012) IS HIGH SELF-ESTEEM ALWAYS GOOD? ME, MYSELF AND THE OTHERS REGULATORY FUNCTIONS OF THE SELF: SELF- AWARENESS AND REGULATION Self-awareness : a psychological state in which one’s attention is directed at the self. Focusing attention on the self motivates people to assess how well they are living up to norms for appropriate behavior and to act more in accordance with these norms. (Hewstone, Stroebe and Jonas, 2012) REGULATION PROCESS FROM SELF-AWARENESS For Thisinstance, as you is not easy. become That is whyself-focused, you hearing we don’t like may think of voice our how much reading youorstill in a recording havewe think to move do to prepare for strangely your HBDM movie: in a home class. If you realize you are falling short of the norm, this will evoke negative feelings (e.g., feeling guilty). These negative feelings, in turn, will motivate you to change your behavior (e.g., go to the library to complete the readings) or avoid thinking about it and go do something else. Self-awareness is an aversive state (Duval and Wicklund, 1976).  ME, MYSELF AND THE OTHERS SELF-REGULATION 1. Self-regulation is the process of controlling and directing one’s behavior in order to achieve desired thoughts, feelings, and goals. 2. How does it work? : we self-regulate by monitoring how we live up to standards, and, when we fall short, by taking action to bring us closer to these standards. (The cybernetic theory of self-regulation by Carver and Scheier, 1991, 1998) § The cybernetic theory posits that individuals regulate their behaviour through a process akin to a thermostat, which involves setting goals, monitoring progress, and engaging in corrective action based on feedback. (Hewstone, Stroebe and Jonas, 2012) CAN THE SELF CHANGE?  ME, MYSELF AND THE OTHERS PERSONAL CHARACTERISTICS AND DISPOSITIONS Despite the biological and genetic similarities among humans, several differences explain the variability of behaviors -> individual dispositions Individual dispositions or tendencies to react to situations in a certain way Personality is a set of individual dispositions that consists of regularities in feeling, thought and action that are characteristic of an individual. (Kalat, 2017; Cunha et al., 2016)  PERSONALITY THEORIES § Core self-evaluations (Judge et al., 1997) § The five-factor theory of personality (Big-five theory; McCrae & Costa, 2008): Extraversion; Agreeableness; Openness to experience; Conscientiousness; Neuroticism § The 16 – Personality Factors (Cattell, 1957) § The Hexaco Model of Personality Structure (Ashton & Lee, 2007) § The Myers-Briggs Type Indicator (MBTI; Myers, et. al., 2009) Personality is shaped by both genetic factors and environmental influences throughout a person's life. it is often described in terms of traits, which are consistent over time and across various situations.  ME, MYSELF AND THE OTHERS CORE SELF-EVALUATIONS Core self-evaluation (CSE) represent a stable personality trait which encompasses the fundamental evaluations individuals make about their self- worth and capabilities. CSE includes four personality dimensions: EMOTIONAL SELF-ESTEEM SELF-EFFICACY LOCUS OF CONTROL STABILITY/NEUROTICISM The overall evaluation that Individual’s global estimate of Indicates a tendency for Enduring tendency to experience we have of our own worth his or her own ability to individuals to attribute life's (un)pleasant emotions (e.g., perform well and handle a events to their own doing anger, anxiety, depression) variety of situations (internal locus) or to outside easily. Those high in neuroticism forces beyond their control react more negatively to stress, (external locus) are prone to anxiety, and susceptible to feelings of helplessness ME, MYSELF AND THE OTHERS CORE SELF-EVALUATIONS Individuals with high CSE value are considered to be skilled in carrying out activities at work and are prone to risk in decision- making situations because they use positive resources from their environment. These persons are confident in their own abilities and feel control over the events. In the decision-making process, such person positively performs tasks without great stress and accepts to be the leader (Kalat, 2017; Cunha et al., 2016)  CONSEQUENCES: SOME EXAMPLES EMOTIONAL SELF-ESTEEM SELF-EFFICACY LOCUS OF CONTROL STABILITY/NEUROTICISM High: Risk of developing High: Possible High: Overestimation of the High: In certain contexts, may narcissistic tendencies if underestimation of degree of control one has, not respond with necessary excessively high. difficulties, leading to which can lead to frustration. urgency to critical or inadequate preparation. emergency situations due to a Low: Can lead to a more Low: Less self-blame in lower emotional response. cautious approach to risk, Low: More likely to seek adverse situations, as potentially avoiding assistance and learn from outcomes are attributed to Low: Strong emotional negative outcomes. others, which can be external factors. responses can sometimes beneficial in collaborative strengthen social bonds and environments. elicit support from others. CONSEQUENCES: SELF-ESTEEM HIGH SELF-ESTEEM LOW SELF-ESTEEM Pros: Pros: Greater resilience to stress and adversity. May result in a drive to improve oneself and compensate for perceived deficiencies. More likely to take on challenges and persist. Can lead to a more cautious approach to risk, Better social relationships due to more positive potentially avoiding negative outcomes. perceptions of oneself. Lower susceptibility to mental health issues like Cons: depression. Higher risk of mental health problems. Cons: May avoid beneficial opportunities due to fear of failure. Can lead to complacency and less motivation to improve. Can lead to poor social relationships and a diminished sense of life satisfaction. Sometimes associated with a lack of empathy and increased prejudice. Risk of developing narcissistic tendencies if excessively high. CONSEQUENCES: SELF-EFFICACY HIGH SELF-EFFICACY LOW SELF-EFFICACY Pros: Pros: Increased motivation and a proactive approach More likely to seek assistance and learn from to challenges. others, which can be beneficial in collaborative environments. Better performance in various aspects of life, including academic and professional domains. Cons: Greater resilience in the face of setbacks. Avoidance of challenging tasks, which can limit Cons: growth and achievement. Increased likelihood of experiencing stress and Overconfidence can lead to taking on tasks depression. beyond one's capabilities, resulting in failure. Possible underestimation of difficulties, leading to inadequate preparation. CONSEQUENCES: LOCUS OF CONTROL HIGH LOCUS OF CONTROL LOW LOCUS OF CONTROL Pros: Pros: Greater feelings of empowerment and Less self-blame in adverse situations, as responsibility for one's actions. outcomes are attributed to external factors. More active engagement in health-promoting Can be more adaptive in situations where behaviors. individuals have little real control. Better stress management due to the belief in Cons: personal control. Less initiative and lower motivation to change Cons: circumstances that may be changeable. May lead to self-blame when things go wrong Higher susceptibility to anxiety and feelings of due to external factors. helplessness. Overestimation of the degree of control one has, which can lead to frustration. CONSEQUENCES: EMOTIONAL STABILITY HIGH EMOTIONAL STABILITY LOW EMOTIONAL STABILITY Pros: Pros: Better coping strategies and less emotional Heightened awareness of environmental threats, distress in response to stress. which can sometimes lead to more cautious and prepared behaviors. More likely to form stable, long-lasting relationships. Strong emotional responses can sometimes strengthen social bonds and elicit support from Generally associated with better job others. performance and leadership abilities. Cons: Cons: More likely to experience mood swings and In certain contexts, may not respond with emotional distress. necessary urgency to critical or emergency situations due to a lower emotional response. Higher risk of developing mental health disorders. Can lead to difficulties in relationships and workplace dynamics. SELF EVALUATION QUIZ Me, myself and the others Which of the following best defines self-concept? a) A cognition involving our understanding of who we are, encompassing our attributes, roles, and relationships b) A global evaluation of oneself c) The subjective experience of one's own emotional states d) The comparison of oneself with others in similar situations Which of the following best defines self-concept? a) A cognition involving our understanding of who we are, encompassing our attributes, roles, and relationships b) A global evaluation of oneself c) The subjective experience of one's own emotional states d) The comparison of oneself with others in similar situations Which of the following is an example of how the self is highly socially contextualized? a) People only engage in social activities that affirm their self- concept b) The self-image remains consistent across various social situations c) A person alters their behavior and self-perception based on who they are interacting with d) Self-esteem remains stable regardless of social context Which of the following is an example of how the self is highly socially contextualized? a) People only engage in social activities that affirm their self- concept b) The self-image remains consistent across various social situations c) A person alters their behavior and self-perception based on who they are interacting with d) Self-esteem remains stable regardless of social context The self is highly socially contextualized. This means: a) The self is static and unchanging b) The self is constructed through reflection and evaluation of past events c) The self is shaped by how individuals interpret and make sense of social feedback d) The self is determined by biological and genetic factors only The self is highly socially contextualized. This means: a) The self is static and unchanging b) The self is constructed through reflection and evaluation of past events c) The self is shaped by how individuals interpret and make sense of social feedback d) The self is determined by biological and genetic factors only What does working self-concept refer to? a) The entirety of one’s self-concept b) The aspects of self-concept that are stable across time and situations c) The part of self-concept that remains dormant and only becomes relevant in stressful situations d) The situationally activated part of one's self-concept that varies depending on context What does working self-concept refer to? a) The entirety of one’s self-concept b) The aspects of self-concept that are stable across time and situations c) The part of self-concept that remains dormant and only becomes relevant in stressful situations d) The situationally activated part of one's self-concept that varies depending on context What is the key difference between the ideal self and the ought self? a) The ideal self involves future plans, while the ought self focuses on past achievements b) The ideal self refers to how others perceive you, while the ought self refers to how you perceive yourself c) The ideal self focuses on achievements, while the ought self focuses on avoiding failures d) The ideal self is based on personal desires, while the ought self is based on duties and obligations What is the key difference between the ideal self and the ought self? a) The ideal self involves future plans, while the ought self focuses on past achievements b) The ideal self refers to how others perceive you, while the ought self refers to how you perceive yourself c) The ideal self focuses on achievements, while the ought self focuses on avoiding failures d) The ideal self is based on personal desires, while the ought self is based on duties and obligations Personality is: a) A fixed and unchangeable set of traits b) A collection of habits formed from social learning c) A set of enduring traits that influence feelings, thoughts, and behaviors in various situations d) Solely determined by external circumstances Personality is: a) A fixed and unchangeable set of traits b) A collection of habits formed from social learning c) A set of enduring traits that influence feelings, thoughts, and behaviors in various situations d) Solely determined by external circumstances Which of the following is NOT part of core self-evaluations? a) Self-esteem b) Emotional intelligence c) Locus of control d) Neuroticism Which of the following is NOT part of core self-evaluations? a) Self-esteem b) Emotional intelligence c) Locus of control d) Neuroticism