Search

Why are people willing to denounce or, contrarily, to keep silent on others' misconduct? We hypothesized that people would be more likely to cheat, and consequently less likely to blow the whistle, when among an ingroup (vs. outgroup). In two experiments, participants witnessed a same nationality or a different nationality group member cheating during a group task. Participants either had the opportunity to cheat themselves before witnessing this cheating act (Experiments 1 and 2) or did not have this opportunity (Experiment 2). In the ingroup condition, participants cheated more and denounced others' cheating less than in the outgroup condition (Experiments 1 and 2). However, when participants were not allowed to cheat themselves, they equally denounced ingroup and outgroup cheaters (Experiment 2). This provides evidence that cheating mediates the group effect on whistleblowing and is reminiscent of omertà, that is, the code of silence among criminals. We provide suggestions for future research. [ABSTRACT FROM AUTHOR]

Sociocognitive conflict arises when people hold different views or ideas about the same object, and it has the potential to promote learning, cognitive development, and positive social relations. The promotion of these outcomes, however, depends on how the conflict is regulated and with what goals: Mastery goals predict epistemic conflict regulation and the elaboration of multiple ideas, performance-approach goals predict competitive conflict regulation and the promotion of one's own ideas, and performance-avoidance goals predict protective conflict regulation and yielding to other people's ideas. Conflict regulation thus determines the conditions under which confronting diverging ideas results in positive cognitive and relational outcomes. [ABSTRACT FROM AUTHOR]

Selection practices in education, such as tracking, may represent a structural obstacle that contributes to the social class achievement gap. We hypothesized that school's function of selection leads evaluators to reproduce social inequalities in tracking decisions, even when performance is equal. In two studies, participants (students playing the role of teachers, N = 99, or preservice and in-service teachers, N = 70) decided which school track was suitable for a pupil whose socioeconomic status (SES) was manipulated. Although pupils' achievement was identical, participants considered a lower track more suitable for lower SES than higher SES pupils, and the higher track more suitable for higher SES than lower SES pupils. A third study (N = 160) revealed that when the selection function of school was salient, rather than its educational function, the gap in tracking between social classes was larger. The selection function of tracking appears to encourage evaluators to artificially create social class inequalities. [ABSTRACT FROM AUTHOR]

Recent research has shown that, in a university context, mastery goals are highly valued and that students may endorse these goals either because they believe in their utility (i.e., social utility), in which case mastery goals are positively linked to achievement, or to create a positive image of themselves (i.e., social desirability), in which case mastery goals do not predict academic achievement. The present two experiments induced high versus neutral levels of mastery goals’ social utility and social desirability. Results confirmed that mastery goals predicted performance only when these goals were presented as socially useful but not presented as socially desirable, especially among low achievers, those who need mastery goals the most to succeed. [ABSTRACT FROM AUTHOR]

The significant number of financial and academic frauds hitting the headlines is paralleled by high rates of cheating in schools. Does adherence to the neoliberal values that underpin our economic and academic systems predict acceptance of cheating? Four studies revealed that adherence to neoliberal values of self-enhancement—power and achievement—predicts the motivation to gain social approval; this motivation, in turn, favors the adoption of context-specific competitive performance-approach goals, which predict the condoning of cheating. An experimental study showed that when participants were exposed to a source promoting the values of universalism and benevolence (self-transcendence values, the normative opposite of self-enhancement values), self-enhancement adherence ceased to predict the condoning of cheating. Most important, a classroom-based study addressed the core question of cheating behavior, revealing that adherence to self-enhancement values indeed predicted actual cheating behavior. These results point to the relevance of diagnosing societal values as social causes of cheating. [ABSTRACT FROM PUBLISHER]

We tested whether individuals can exert control over the expression of attitudinal ambivalence and if this control is exerted with self-presentational concerns. Using the self-presentation paradigm, participants reported more ambivalence about Genetically Modified Organisms (GMOs) in a standard and a self-enhancement (present yourself positively) conditions than in a self-depreciation (present yourself negatively) condition, on felt (Experiments 1a and 2a) and potential ambivalence, in its cognitive (Experiments 1b and 2b) and affective components (Experiments 1b and 2c). The role of ambivalent attitudes in conveying a positive social value was confirmed by the fact that the above effect was found on a controversial attitude object (GMOs), but the opposite appeared on a noncontroversial one (e.g., tooth brushing, a truism; Experiment 3). Such a reversal was obtained by directly manipulating the perception of controversy on GMOs (Experiment 4). Attitudinal ambivalence may thus serve an adaptive function, that is, achieving a positive social value. [ABSTRACT FROM AUTHOR]

This research examined the support for international military interventions as a function of the political system and the public opinion of the target country. In two experiments, we informed participants about a possible military intervention by the international community towards a sovereign country whose government planned to use military force against a secessionist region. They were then asked whether they would support this intervention whilst being reminded that it would cause civilian deaths. The democratic or nondemocratic political system of the target country was experimentally manipulated, and the population support for its belligerent government policy was either assessed (Experiment 1) or manipulated (Experiment 2). Results showed greater support for the intervention when the target country was nondemocratic, as compared to the democratic and the control conditions, but only when its population supported the belligerent government policy. Support for the external intervention was low when the target country was democratic, irrespective of national public opinion. These findings provide support for the democracy-as-value hypothesis applied to international military interventions, and suggest that civilian deaths (collateral damage) are more acceptable when nondemocratic populations support their government’s belligerent policy. [ABSTRACT FROM AUTHOR]

This research investigates the possibility for men to promote feminist movements. In two experiments, we used the social influence technique of reassociation, known to reduce the rejection of feminists by blaming the target for forgetting that feminists have promoted women’s rights. An influence source, either same-gender (lower threat) or different-gender (higher threat), confronted participants with the reassociation technique and blamed them in a more versus less threatening manner. This procedure is known to induce positive attitude change when threat is lower. Results of two experiments showed that a less threatening ingroup source induced a more positive attitude change toward feminists when reassociation was less threatening than when it was more threatening, while a more threatening outgroup source achieved equally lower levels of attitude change in all conditions. In sum, the reassociation procedure can be used to ameliorate attitudes toward feminist movements, but within the framework of intragroup, not intergroup, social influence communications. [ABSTRACT FROM AUTHOR]

Two experiments investigated the differential impact of cooperation and competition on strategic information sharing and use in a three-person group decision-making task. Information was distributed in order to create a hidden profile so that disconfirmation of group members' initial preferences was required to solve the task. Experiment 1 revealed that competition, compared to cooperation, led group members to withhold unshared information, a difference that was not significant for shared information. In competition, compared to cooperation, group members were also more reluctant to disconfirm their initial preferences. Decision quality was lower in competition than in cooperation, this effect being mediated by disconfirmation use and not by information sharing. Experiment 2 replicated these findings and revealed the role of mistrust in predicting strategic information sharing and use in competition. These results support a motivated information processing approach of group decision making. [ABSTRACT FROM AUTHOR]

Solar water disinfection (SODIS) is an uncomplicated and cheap technology providing individuals with safe drinking water by exposing water-filled plastic bottles to sunlight for 6 hours to kill waterborne pathogens. Two communities were visited, and 81 families (40 SODIS users and 41 nonusers) were interviewed. The relationship between several factors and the intention to use SODIS in the future and actual use were tested. The results showed that intention to use and actual use are mainly related to an overall positive attitude, intention to use is related to the use of SODIS by neighbors, and actual use is related to knowledge about SODIS; SODIS users reported a significantly lower incidence in diarrhea than SODIS nonusers. These results suggest that promotion activities should aim at creating a positive attitude, for example, by choosing a promoter that is able to inspire confidence in the new technology. [ABSTRACT FROM AUTHOR]

The present research tested the hypothesis that the political structure of groups moderates the perceived legitimacy of collective punishment. Participants read scenarios of fictitious summer camps in which unidentified members of one group aggressed members of another group. The political structure of both the offender and the victim groups was described as either egalitarian or hierarchical (defined with democratic or non-democratic decision-making procedures). Perceived legitimacy of collective punishment directed against all members of the offender group was assessed by measuring the acceptability of sanctions administered by an authority and of revenge actions inflicted by members of the victim group. Results showed that collective punishment was evaluated as less legitimate when the offender group was egalitarian and the victim group was hierarchical. Supplementary analyses showed that this effect was mediated by the higher value attributed to members of the offender egalitarian group when the victim group was hierarchical. [ABSTRACT FROM AUTHOR]

The present research tested the hypothesis that the political structure of conflicting groups moderates perceived legitimacy of inter-group aggression. In two experiments, participants read scenarios of fictitious summer camps in which members of one group aggressed members of another group. The political structure of both the petetrator and the victim groups was described as either egalitarian (defined with democratic decision-making procedures) or hierarchical (authoritarian decision-making procedures). Results of both experiments showed that aggressions perpetrated by members of egalitarian groups at the expense of members of hierarchical groups were evaluated as less illegitimate than aggressions committed in the three remaining conditions. This effect is discussed as a function of the higher social value attributed to democratic groups. [ABSTRACT FROM AUTHOR]

Satisfaction with academic studies is a subjective indicator of students’ well-being and experiences in the context of studies. However, evidence for the reliability and validity of academic satisfaction measures, particularly their French variants, is still limited, thus restricting the administration of evidence-based assessments of academic satisfaction in many regions. The present study aimed to adapt and validate a French version of the Academic Major Satisfaction Scale (AMSS-F), among the most widely used assessments of one’s overall satisfaction with academic studies. Analysis of the data of 530 French-speaking bachelor’s and master’s students supported the structural validity of the AMSS-F, with measurement invariance established across genders, academic levels, and socioeconomic backgrounds. Moreover, supporting its convergent validity, the AMSS-F was strongly associated with the satisfaction of autonomy needs and commitment to studies, as well as with the satisfaction of competence and relatedness needs. Divergent validity was demonstrated through negative and weaker associations with multiple career decision-making difficulties, as well as trait anxiety and self-esteem. Our findings support using the AMSS-F as a reliable and valid assessment in research and practice to measure academic satisfaction among French-speaking individuals. [ABSTRACT FROM AUTHOR]

Research on achievement goals has demonstrated that mastery goals positively impact achievement-related outcomes, but paradoxically hold an inconsistent relation with academic achievement. We hypothesized that this relationship depends on the reason why students endorse mastery goals—namely, to garner teachers' appreciation (social desirability) or to succeed at university (social utility). First-year psychology students completed a mastery-goal scale in a standard format, with social-desirability instructions and social-utility instructions. Participants' grades on academic exams were recorded later in the semester. Results indicated that students' perceptions of both social desirability and social utility related to mastery goals moderated the relationship between the endorsement of mastery goals and final grades. This relationship was reduced by the increase of perceived social desirability of mastery goals, and strengthened by the increase of perceived social utility of these goals. [ABSTRACT FROM AUTHOR]

The jigsaw classroom is a cooperative learning method designed in the late 1970s to improve the academic performance of minority children by reducing intergroup conflict and increasing self-evaluations. Despite its high popularity, the available evidence for the effectiveness of this method seems scant and mixed, with neither meta-analysis nor systematic review. To fill this gap, the authors conducted a systematic review of studies conducted from 1978 through 2022 to assess the effects of jigsaw on both academic performance and psychosocial variables (e.g., intergroup relationships, self-evaluations). Sixty-nine studies met the inclusion criteria. This review revealed the research trends, research gaps, and issues of research integrity of the jigsaw literature. If the results indicate that the jigsaw classroom overall leads to positive effects, findings vary depending on the academic subjects and psychosocial variables measured. The authors discuss the challenges of jigsaw activities and the limitations of studies reviewed and conclude with practical recommendations in the context of digital education. [ABSTRACT FROM AUTHOR]

Societal inequality has been found to harm the mental and physical health of its members and undermine overall social cohesion. Here, we tested the hypothesis that economic inequality is associated with a wish for a strong leader in a study involving 28 countries from five continents (Study 1, N = 6,112), a study involving an Australian community sample (Study 2, N = 515), and two experiments (Study 3a, N = 96; Study 3b, N = 296). We found correlational (Studies 1 and 2) and experimental (Studies 3a and 3b) evidence for our prediction that higher inequality enhances the wish for a strong leader. We also found that this relationship is mediated by perceptions of anomie, except in the case of objective inequality in Study 1. This suggests that societal inequality enhances the perception that society is breaking down (anomie) and that a strong leader is needed to restore order (even when that leader is willing to challenge democratic values). [ABSTRACT FROM AUTHOR]