Making the Most of the First‐Offer Advantage: Pre‐Offer Conversation and Negotiation Outcomes

Why do some negotiators benefit from making the first offer during negotiations while others do not? This study explores the contents of conversations that take place before negotiators make their first offers in order to learn more about the differences between ultimately successful first offers that benefit from anchoring effects and ultimately unsuccessful ones in which negotiators apparently derive no benefit from making the first offer. In‐depth qualitative analyses of the conversations that role players engaged in prior to their first offers were conducted in simulated negotiation exercises. Their analysis identified five different conversational tactics that negotiators employed in one‐on‐one negotiations to gain power in the negotiation, or what they call here “power conversation tactics.” Their findings suggest that the negotiation outcome (i.e., net value) was related to how the negotiators employed and combined these tactics during the pre‐offer conversation. Based on these findings, they conceptualized four types of power‐gaining/power‐losing pre‐offer conversation scenarios and explored the link between negotiation outcomes and each of these types of pre‐offer conversations. This study further develops the literature on power dynamics and conversations in negotiations as well as the literature on the anchoring effect of a first offer.     

Women’s empowerment in rural Honduras and its determinants: insights from coffee communities in Ocotepeque and Copan

This article quantifies the level of women’s empowerment in western Honduran coffee-producing households through the construction of the Women’s Empowerment in Agriculture Index, and highlights the determinants of each empowerment indicator and their interactions. Women in the study region suffer from a lack of control over use of income and access to productive resources. Since control and ownership of assets are positively correlated with input in productive decisions and control over the use of income in this study region, it is suggested that “low-hanging fruit” to improve empowerment would be to invest in interventions that strengthen asset control and distribution.     

Towards secure quadratic voting

We provide an overview of some of the security issues involved in securely implementing Lalley and Weyl’s “Quadratic Voting” (Lalley and Weyl, Quadratic voting, 2016), and suggest some possible implementation architectures. Our proposals blend end-to-end verifiable voting methods with anonymous payments. We also consider new refund rules for quadratic voting, such as a “lottery” method.     

Stakeholder framing,communicative interaction,and policy legitimacy: anti-smoking policy in South Korea

Policy Sciences - Since the emergence of the argumentative turn in critical policy studies, increasing attention has been paid to the crucial role played by language, context, and communicative...     

What Makes Students Engaged in Learning? A Time-Use Study of Within- and Between-Individual Predictors of Emotional Engagement in Low-Performing High Schools

Adolescents’ emotional engagement plays a critical role in promoting their academic performance as well as overall psychological wellbeing. As a part of a 3-year longitudinal study, this study drew upon self-determination theory to examine three psychological predictors of emotional engagement within specific learning contexts. Ninety-four, low socioeconomic status (SES), ninth grade students (49% male; 32 Blacks, 30 Whites, and 32 Latinos) rated the perceived fulfillment of their autonomy, competence, and relatedness needs and their emotional engagement in learning settings at multiple time points over a 1-week period. Hierarchical linear modeling showed that the students’ ratings of their psychological-need fulfillment and of their emotional engagement fluctuated over time and across contexts. After accounting for student gender, race/ethnicity, and prior achievement, we found that the fulfillment of each type of psychological need in a particular learning context was related to emotional engagement in that context (i.e., within-student level). The fulfillment of students’ need for autonomy also was related to their emotional engagement at the aggregated level (i.e., between-student level). These findings illustrate how the psychological affordances of particular learning settings are associated with emotional engagement within and between students from low SES backgrounds.