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Abstract BackgroundBeing socially excluded has detrimental effects, with prolonged exclusion linked to loneliness and social isolation. Social disconnection interventions that do not require direct support actions (e.g., “how can I help?”) offer promise in mitigating the affective and cognitive consequences of social exclusion. We examine how various social disconnection interventions involving friends and unknown peers might mitigate social exclusion by buffering (interveningbefore) and by promoting recovery (interveningafter). MethodsWe present an integrative data analysis (IDA) of five studies (N = 664) that systematically exposed participants to exclusion (vs. inclusion) social dynamics. Using a well-validated paradigm, participants had a virtual interaction with two other people. Unbeknownst to participants, the other people’s behavior was programmed to either behave inclusively toward the participant or for one to behave exclusively. Critically, our social disconnection interventions experimentally manipulated whether a friend was present (vs. an unknown peer vs. being alone), the nature of interpersonal engagement (having a face-to-face conversation vs. a reminder of an upcoming interaction vs. mere presence), and the timing of the intervention in relation to the social dynamic (before vs. during vs. after). We then assessed participants’ in-the-moment affective and cognitive responses, which included mood, feelings of belonging, sense of control, and social comfort. ResultsExperiencing exclusion (vs. inclusion) led to negative affective and cognitive consequences. However, engaging in a face-to-face conversation with a friendbeforethe exclusion lessened its impact (p < .001). Moreover, a face-to-face conversation with a friendafterexclusion, and even a reminder of an upcoming interaction with a friend, sped-up recovery (ps < .001). There was less conclusive evidence that a face-to-face conversation with an unknown peer, or that the mere presence of a friend or unknown peer, conferred protective benefits. ConclusionsThe findings provide support for the effectiveness of social disconnection interventions that involve actual (i.e., face-to-face) or symbolic (i.e., reminders) interactions with friends. These interventions target momentary vulnerabilities that arise from social exclusion by addressing negative affect and cognitions before or after they emerge. As such, they offer a promising approach to primary prevention prior to the onset of loneliness and social isolation.
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Writing data stories: Reauthoring scientific data through syncretic computational investigations in middle school science
The projects in this interactive poster symposium explore ways of engaging learners with social justice issues through the design and study of data literacy interventions. These interventions span classroom to museum contexts, and environmental to social sciences domains. Together, they illustrate research and practice approaches for engaging learners with data to promote emancipatory activity.
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- Award ID(s):
- 1900606
- PAR ID:
- 10209455
- Editor(s):
- Gresalfi, M. &
- Date Published:
- Journal Name:
- Proceedings of the International Conference for the Learning Sciences
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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