FinalProjectWriteup - The Role of Effort Justification in...

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The Role of Effort Justification in Enjoyment Levels of Fraternity Members: An Intensive Analysis Kain Meurer Mark Celebrezze Connor Billing Introduction Fraternities are an integral part of many colleges nationwide, but there is controversy as to whether or not hazing should be an acceptable practice in fraternities. Hazing has been a part of fraternities for many years, and many fraternity members have stated that the act of being hazed, and hazing others increases their liking for the group. We believe that these beneficial aspects of hazing can be explained using effort justification theory. This theory states that the more effort someone puts into joining a group, the more that they will enjoy that group. Since being hazed is a lot of effort, we believe that people would self report more enjoyment in their fraternity when they had been hazed as opposed to not being hazed. In addition to effort justification theory, we also believe that people enjoy having a sense of power (Haney and Zimbardo). Since hazing others gives brothers a sense of power, we believe that those that have hazed others as well as being hazed will have the highest enjoyment for a fraternity. Those that have been hazed but have not hazed others would self report the second most enjoyment for the fraternity and those that have not been hazed or hazed others would self report the lowest enjoyment for their fraternity. Another factor that could possibly have an influence on how much people enjoy their fraternity is how involved they are in that fraternity, which is another indicator of how much effort people are putting into their fraternity. This would further demonstrate effort justification theory because we hypothesize that those that put more involved someone is with their fraternity will enjoy that fraternity more. Milgram’s obedience experiment put a participant in a situation in which they were forced to shock another individual for the sake of an experiment that was expressed as testing punishment’s effect on learning. The “teacher” did not know that the “learner” was actually a confederate in the experiment and did not receive any shocks. The true purpose of this experiment was to test to what extent the “teacher” would obey the orders of the experimenter even though it became evident that the “learner” was experiencing very painful shocks. 65% of people would go up to the maximum level of
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shock, in which the “learner” was no longer responding, and was either unconscious or dead. This experiment has many similarities to the pledge process, and one of the most significant of these is the manner in which pledges submit themselves to behaviors that they normally wouldn’t, much in the same way that everyday people acted in a manner that was contrary to the way that they normally would. Another important similarity is that the pledge process is a high effort situation and the participants in Milgram’s experiment expressed that it was very emotionally taxing. The high amount
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This note was uploaded on 09/20/2011 for the course PSY 221H taught by Professor Dr.kurthugenburg during the Fall '10 term at Miami University.

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FinalProjectWriteup - The Role of Effort Justification in...

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