Do the means affect the ends? Radical tactics influence motivation and action tendencies via the perceived legitimacy and efficacy of those actions
Bibliographic record
Abstract
Abstract Identity, injustice and group efficacy are key motivations for collective action engagement. However, little work has examined factors that influence their emergence. Across three studies (total N = 938), we test whether exposure to different actions (i.e., radical or conventional) and the perceived legitimacy and efficacy of those actions (‘the means’) predict observers’ sense of injustice, identity, group efficacy about the issue, and in turn, future action engagement (‘the ends’). As expected, radical (versus conventional) actions were perceived as less legitimate and effective. These evaluations indirectly predicted lower action via diminished identification and injustice, respectively. Paradoxically, legitimacy and efficacy evaluations also indirectly predicted higher radical and conventional action via diminished group efficacy. Thus, collective action is shaped by and reciprocally influences injustice, identity, and group efficacy. Simultaneous exposure to conventional and radical actions also offset these effects, indicating that conventional actions can mitigate the indirect effects of radical tactics.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".