Social Exchange Theory (AQA A Level Psychology)

Revision Note

Claire Neeson

Written by: Claire Neeson

Reviewed by: Lucy Vinson

The key features of Social Exchange Theory

  • Social Exchange Theory (SET) is what might be termed one of the ‘economic’ theories of romantic relationships as it draws from the language of banking, investment and finance in the way that it conceptualises the functioning of relationships

  • SET was proposed by Thibault & Kelley (1959) as a way of explaining how people view the costs and benefits of their current relationship

  • SET operates along the minimax principle, the idea that people in relationships will aim to minimise their losses and maximise their profits as would a business (profits equals rewards minus costs)

  • Rewards, costs and losses are entirely subjective and will depend on each individual e.g. Betty enjoys feeling rewarded when her cooking is praised but Bertie does not consider this to be important so Betty’s delicious lasagne goes unrecognised and without praise

  • All relationships require each partner to be rewarded and to gain from the profit if the relationship is to survive so each couple needs to negotiate the terms of this exchange either directly or via experience and learning e.g. Bertie learns that he should always say something nice about Betty’s cooking

  • All relationships will require certain sacrifices which offset the rewards (and in the long run may contribute to building a more rewarding relationship) e.g. foregoing nights out at the pub for a quiet night in; living in a town instead of the countryside; putting up with each other’s family; taking a job with a lower salary but which means more personal time to spend as a couple

  • Costs can, however, de-stabilise a relationship if they lead to arguments, conflict, resentment etc. so a fine balance is required which will take time to achieve and is only achievable via hard work and rather a lot of compromise on both sides

5-theories-of-romantic-relationships-social-exchange-theory-for IB Psychology

‘What have you done for me lately?...and is the relationship yielding a profit for both of us?’...

Comparison levels

  • Comparison levels (CL) are used by each partner in a couple to determine the extent to which they are profiting from the relationship

  • CLs evolve based on a person’s experience of previous relationships e.g. the amount and quality of rewards received in the past; the costs and if these costs proved to be worth the rewards etc.

  • The media is also responsible for informing ideas surrounding a person’s CLs e.g. ‘Would Kim Kardashian put up with this?’

  • Cultural norms are also key factors in determining CLs: some cultures may assume that high costs are an inevitable part of being in a relationship whereas other cultures may encourage a sense of entitlement in relationships e.g. ‘I deserve so much more’

  • Self-esteem plays a key role in CLs too: a person with high self-esteem will demand better rewards than a person with low self-esteem so the relationship is considered viable if the CL is better i.e. more profit,  than past relationships

  • Comparison levels for alternatives (CLalt) are used to determine whether or not a new, different relationship would bring more rewards (and by extension, profit)  than the current relationship e.g.  ‘Bernie always praises my cooking, maybe I’d be happier with him than with Bertie’

  • People will stay in their current relationship if it appears to yield more profit than potential alternatives e.g. ‘Bertie may not always praise my cooking but he’s always whisking me off on surprise holidays’

Examiner Tips and Tricks

It is absolutely vital that you are able to distinguish between all three of the ‘economic’ theories of relationships:

  • SET

  • Equity Theory

  • Rusbult’s Investment Model

The theories share some similarities but they are all distinct and examiners often report that students tend to confuse details of one theory with another or simply ‘lump them in together’. It would be a good idea to create a chart or table of each theory, highlighting the similarities and (more importantly) the differences between them.

Social Exchange Theory = Rewards/Costs/Profit

The four stages of relationship development

  • SET proposes that relationships follow this pattern in terms of the rewards, costs and profits involved:

    • Sampling stage - the potential rewards and costs of all types of relationship, not just romantic relationships,  are explored via direct personal experience or vicariously e.g. by observing others

    • Bargaining stage - this occurs early on in the relationship when each partner sets out what they expect, finds out what the potential costs/rewards are and begins negotiations with their partner

    • Commitment stage - costs and rewards begin to be smoothed out as the relationship is established and joint work is undertaken to maximise profits as unit rather than as separate individuals

    • Institutionalisation stage - the partnership is properly established and the ‘terms and conditions’ around creating profit are in place

Research which investigates Social Exchange Theory

  • Mitchell et al. (2012) - all manner of  interpersonal relationships can be analysed and understood  using SET; but each type of relationship e.g. romantic/business/social requires its own conceptual framework i.e. SET cannot be generalised across all forms relationship types

  • Floyd et al. (1994) - commitment develops when couples feel rewarded by their relationship and when they perceive that alternatives will not bring them any deeper satisfaction

  • Argyle (1987) - people do not tend to weigh up the pros and cons of the relationship they are in until they reach a point of dissatisfaction with that relationship so the CLs and CLalts aspects of SET may not apply to most people

  • Nakonezny & Denton (2008) - SET is too limited in scope to fully address marital relationships in terms of its use as a tool in couples therapy

Evaluation of Social Exchange Theory

Strengths

  • Contrary to Nakonezny & Denton’s (2008) findings above, some research (Christensen et al. 2004) has found that couples therapy which includes the increase of rewards and reduction in costs via positive exchanges has a hugely beneficial effect on the couples’ joint satisfaction and happiness in the relationship

  • There is some real-world application to SET as common sense would tell us that relationships are bound to be judged according to whether or not the costs outweigh the rewards (and vice versa) though this is not a very robust strength (truth be told that, as a theory, SET can be criticised more than it can be praised)

Weaknesses

  • One of the major difficulties in attempting to measure SET is that rewards, costs and profit are subjective variables that will differ from person to person, making it difficult to operationalise research which in turn limits the reliability of the theory

  • Human beings are complex, often unpredictable creatures so attempting to apply an artificial construct drawn from economics to the realm of relationships is fraught with difficulty, thus there is a lack of ecological validity to both the theory itself and the research involved in SET

SET suggests that people calculate the costs, rewards and profits involved in relationships which means that it falls under the Cognitive Approach with its emphasis on information processing and perception. As such, a researcher can only draw inferences from SET research as the processes involved are not directly observable.

Worked Example

Leonard makes a big effort to accommodate his wife Penny’s hobbies: he stays in two nights a week to look after their children while she goes to Zumba; he goes on holiday every year to Vegas even though he hates gambling and he is happy to make cocktails all night long when she has a Girls’ Night In at their house. Penny, however, does not offer to stay in when Leonard wants to go to Chess Club nor will she agree to go to the Space Centre in Florida as she says that she finds the idea ‘Like, soooo boring’.

  • Explain how social exchange theory could be applied to the above scenario.  Comment on the behaviour of both Penny and Leonard in your answer.  [4]

AO2 = 4 marks

For 3-4 marks the answer will display knowledge of SET that is mostly clear and accurate and which has been applied to both Penny and Leonard. There will be effective use of terminology.

For 1- 2 marks the answer will display limited knowledge of SET and it may lack coherence. Terminology will be either absent or used wrongly.

Possible answer content could include:

  • SET would say that Leonard has all the costs and that Penny is reaping all of the rewards (and, by extension, profits) from the current situation as Leonard is making sacrifices which Penny is unwilling to match

  • Leonard is unable to use the ‘minimax’ principle of minimising losses and maximising gains as Penny is blocking all opportunities for him to do so (e.g. her refusal to consider his idea of a holiday destination and her lack of support re Chess Club)

  • If things do not improve then Leonard may apply the CL to their relationship which could develop (if things do not improve) into CLalt – perhaps Leonard will decide that he needs a more rewarding relationship with another partner?

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Claire Neeson

Author: Claire Neeson

Expertise: Psychology Content Creator

Claire has been teaching for 34 years, in the UK and overseas. She has taught GCSE, A-level and IB Psychology which has been a lot of fun and extremely exhausting! Claire is now a freelance Psychology teacher and content creator, producing textbooks, revision notes and (hopefully) exciting and interactive teaching materials for use in the classroom and for exam prep. Her passion (apart from Psychology of course) is roller skating and when she is not working (or watching 'Coronation Street') she can be found busting some impressive moves on her local roller rink.

Lucy Vinson

Author: Lucy Vinson

Expertise: Psychology Subject Lead

Lucy has been a part of Save My Exams since 2024 and is responsible for all things Psychology & Social Science in her role as Subject Lead. Prior to this, Lucy taught for 5 years, including Computing (KS3), Geography (KS3 & GCSE) and Psychology A Level as a Subject Lead for 4 years. She loves teaching research methods and psychopathology. Outside of the classroom, she has provided pastoral support for hundreds of boarding students over a four year period as a boarding house tutor.