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PurposeThe consumption of music performed in different languages represents a significant aspect of the contemporary cultural experience. This phenomenon questions how different languages mediate music consumption in specific national contexts. In this paper, the authors investigate the case of live music consumption in France.Design/methodology/approachThe authors surveyed 428 persons who saw 159 artists either performing in French or in English in 46 locations around Paris, France. The authors tested the effect of the language of the concert on three dimensions of music consumption: singing in unison, appraisal of the lyrics and dancing.FindingsMultilevel analysis revealed that English was positively associated with dancing, whereas French was positively associated with the appraisal of the lyrics. The authors found no evidence that the language of the concert was associated with differences in singing in unison.Originality/valueResults are discussed with respect to language diversity in the context of globalised popular music consumption.

Trust is the social glue that holds society together. The academic consensus is that trust is weaker among lower-class individuals and in unequal regions/countries, which is often considered a threat to a healthy society. However, existing studies are inconsistent and have two limitations: (i) variability in the measurement of social class and (ii) small numbers of higher level units (regions/countries). We addressed these problems using large-scale (cross-)national representative surveys (encompassing 560,000+ participants from 1,500+ regional/national units). Multilevel analysis led to two consistent sets of findings. First, the effects of social class on social trust were systematically positive, whereas the effects on institutional trust depended on the way social class was measured. Second, the effects of income inequality on social and institutional trust were systematically nonsignificant and smaller than the smallest negative effect of interest. Our findings suggest that researchers need to update their knowledge: social class—not income inequality—predicts trust.

There exists a racial income gap in America: Blacks earn ∼38% less than Whites, but little is known about its relation to interracial psychological outcomes. Toward this end, the present research examined associations between the Black–White income gap and perceptions of interracial competition and, subsequently, negative intergroup outcomes. Study 1 extracted data from a large, preexisting data set ( N = 2,543) and provided initial support for the hypothesis that higher levels of racial income inequality are associated with increased perceptions of competition. Study 2 then recruited approximately equal numbers of White and Black participants ( N = 1,731) and demonstrated that increases in racial income inequality predict increased perceptions of competition, discrimination, behavioral avoidance, and intergroup anxiety. Implications for theory development and public policy are discussed.

Although past research has suggested that pluralistic ignorance—a mismatch between perceptions of others’ opinions and actual personal opinions—does not occur in every circumstance, no studies have directly investigated variations among different attitude objects. Drawing upon theoretical and analytical approaches based on social representations, this study examines differences between personal opinions and perceived opinions of different groups toward same-sex female parenting (a newly debated attitude object) and working mothers (an older debated attitude object). Using data from a study (N = 743) conducted in Switzerland, the findings indicate that pluralistic ignorance occurs in opinions toward same-sex female parenting. Furthermore, the findings show that pluralistic ignorance arises from false consensus among conservatives and from false uniqueness among liberals.

Objective Scholars disagree on whether income inequality has incentive or disincentive effects. In the present research, we move beyond such debate and focus on the motivational processes that income inequality predicts. First, income inequality makes economic stratification salient, and therefore should promote perceived competitiveness. Second, competitiveness can be appraised as both a challenge and a threat, and therefore should promote both approach and avoidance motivation. Method In three studies (N = 2,543), U.S. residents from various ZIP codes reported the extent to which they perceived competitiveness in their town/city (Studies 1-3), as well as their economic achievement goals, achievement motives, and self-regulatory foci (Studies 2-3). Results Level of local income inequality was found to be a positive predictor—via increased perceived competitiveness—of other-approach economic goals, need for achievement, and promotion focus, as well as other-avoidance economic goals, fear of failure (specifically, the shame/embarrassment component), and prevention focus. Furthermore, actual and perceived income inequality were positively correlated. Conclusion The conceptual and empirical work herein is the first to show how the economic environment predicts individuals’ perceptions of competitiveness, influencing personal goals, motives, and orientations. It provides a more nuanced perspective on the implications of income inequality than perspectives currently available.

We created a life-goal assessment drawing from self-determination theory and achievement goal literature, examining its predictive power regarding immoral behavior and subjective well-being. Our source items assessed direction and energization of motivation, via the distinction between intrinsic and extrinsic aims and between intrinsic and extrinsic reasons for acting, respectively. Fused source items assessed four goal complexes representing a combination of direction and energization. Across three studies ( Ns = 109, 121, and 398), the extrinsic aim/extrinsic reason complex was consistently associated with immoral and/or unethical behavior beyond four source and three other goal complex variables. This was consistent with the triangle model of responsibility’s claim that immoral behaviors may result when individuals disengage the self from moral prescriptions. The extrinsic/extrinsic complex also predicted lower subjective well-being, albeit less consistently. Our goal complex approach sheds light on how self-determination theory’s goal contents and organismic integration mini-theories interact, particularly with respect to unethical behavior.

This paper aims to introduce multilevel logistic regression analysis in a simple and practical way. First, we introduce the basic principles of logistic regression analysis (conditional probability, logit transformation, odds ratio). Second, we discuss the two fundamental implications of running this kind of analysis with a nested data structure: In multilevel logistic regression, the odds that the outcome variable equals one (rather than zero) may vary from one cluster to another (i.e. the intercept may vary) and the effect of a lower-level variable may also vary from one cluster to another (i.e. the slope may vary). Third and finally, we provide a simplified three-step “turnkey” procedure for multilevel logistic regression modeling: -Preliminary phase: Cluster- or grand-mean centering variables -Step #1: Running an empty model and calculating the intraclass correlation coefficient (ICC) -Step #2: Running a constrained and an augmented intermediate model and performing a likelihood ratio test to determine whether considering the cluster-based variation of the effect of the lower-level variable improves the model fit -Step #3 Running a final model and interpreting the odds ratio and confidence intervals to determine whether data support your hypothesis Command syntax for Stata, R, Mplus, and SPSS are included. These steps will be applied to a study on Justin Bieber, because everybody likes Justin Bieber.1

Achievement goals are self-regulatory commitments that provide direction to individuals as they interpret and respond to competence-relevant situations. Four types of achievement goals have been the primary focus of the literature: Masteryapproach goals (master a task; improve over time), performance-approach goals (outperform others), mastery-avoidance goals (not fall short of mastering a task; not decline over time), and performance-avoidance goals (not be outperformed by others).

We adopted an achievement goal complex framework (studying achievement goals and reasons connected to goals) to determine when and why performance goals predict exploitation of others’ knowledge. We hypothesized that: (i) when selective assessment is used (exams aiming to select a limited number of individuals), the link between performance goals and exploitation orientation is stronger; (ii) the reason why is that selective assessment fosters performance goals regulated by controlled reasons. Study 1 (N = 166) supported these hypotheses in a “real world” environment, comparing students enrolled in programs using non-selective versus selective assessment (but having a majority of common courses). Then, an experimental causal-chain-like design was used. In Study 2 (N = 187), presenting an intelligence test as selective (vs. [self-]evaluative) predicted controlled reasons connected to performance goals. In Study 3 (N = 192), inducing performance goals using controlling (vs. autonomy-supportive) language predicted exploitation orientation, indirectly impairing information-sharing behaviors. The results contribute to the understanding of both the structural antecedents and interpersonal consequences of achievement goal complexes.

Following the status-anxiety hypothesis, the psychological consequences of income inequality should be particularly severe for economically vulnerable individuals. Oddly, however, income inequality is often found to affect vulnerable low-income and advantaged high-income groups equally. We argue that economic vulnerability is better captured by a financial-scarcity measure and hypothesize that income inequality primarily impairs the psychological health of people facing scarcity. First, repeated cross-sectional international data (from the World Values Survey: 146,034 participants; 105 country waves) revealed that the within-country effect of national income inequality on feelings of unhappiness was limited to individuals facing scarcity (≈25% of the World Values Survey population). Second, longitudinal national data (Swiss Household Panel: 14,790 participants; 15,595 municipality years) revealed that the within-life-course effect of local income inequality on psychological health problems was also limited to these individuals (< 10% of the Swiss population). Income inequality by itself may not be a problem for psychological health but, rather, may be a catalyst for the consequences of financial scarcity.

Confirmation is a widespread tendency to seek, use, interpret or remember information in such a way as to corroborate one’s hypothesis. We review various conceptions of confirmation and classify th...

International audience; In primary school, learning fractions is a central mathematical objective. However, the mastery of basic procedures involving fractions presents a difficulty for many students. The aim of the current intervention is to introduce structured cooperative learning as means to improve students' learning, particularly for average achievers. Previous research has underscored that heterogeneous groups might be deleterious for average achievers because they are excluded by the teacher learner relationships that is likely to take place between low and high achievers students. This intervention proposes structuring interactions in order to boost the learning of average achievers in heterogeneous groups. We hypothesize that highly structured cooperative learning should improve average achievers' understanding of the content-targeted in group work as well as progress in terms of fractions learning, when compared to low-structured cooperative learning. In this intervention, 108 fifth graders worked cooperatively in heterogeneous triads (a low, average, and high achiever). The triads had to express the length of one segment using three rulers with different sub-units and respecting three mathematical skills regarding fractions. Triads were randomly assigned to a low-structured or high-structured cooperative learning condition. In the low-structured condition, no specific structure was provided. (i.e., they organized their cooperative work as they wished). In the high-structured condition, each student became an expert for one part before working in the triad and endorsed different responsibilities. The results indicated that highly structured cooperative learning favors the understanding of the targeted task, especially for average-ability students. Moreover, students at all levels progressed from the baseline test to the post-test. Indeed, low and high achievers had the same progression in both conditions, whereas average achievers progressed more in the highly structured condition. Results are discussed in terms of new teaching methods that could efficiently increase average achievers’ performances.

International audience; In the present research, we proposed a systematic approach to disentangling the shared and unique variance explained by achievement goals, reasons for goal pursuit, and specific goal-reason combinations (i.e., achievement goal complexes). Four studies using this approach (involving nearly 1,800 participants) led to 3 basic sets of findings. First, when testing goals and reasons separately, mastery (-approach) goals and autonomous reasons explained variance in beneficial experiential (interest, satisfaction, positive emotion) and self-regulated learning (deep learning, help-seeking, challenging tasks, persistence) outcomes. Second, when testing goals and reasons simultaneously, mastery goals and autonomous reasons explained independent variance in most of the outcomes, with the predictive strength of each being diminished. Third, when testing goals, reasons, and goal complexes together, the autonomous mastery goal complex explained incremental variance in most of the outcomes, with the predictive strength of both mastery goals and autonomous reasons being diminished. Comparable results were observed for performance (-approach) goals, the autonomous performance goal complex, and performance goal-relevant outcomes. These findings suggest that achievement goals and reasons are both distinct and overlapping constructs, and that neither unilaterally eliminates the influence of the other. Integrating achievement goals and reasons offers the most promising avenue for a full account of competence motivation.

© 2017 Elsevier Inc. How are competitive goals transmitted over time? As most competence-relevant contexts (e.g., school) are hierarchy-relevant (e.g., teacher/students), supervisors’ performance-approach goals (desire to outperform others) should play a major role. We formulated a performance goals socialization hypothesis: The higher a supervisor's performance-approach goals, the stronger the effects of time on followers’ performance-approach and -avoidance (desire not to be outperformed by others) goals. Study 1, involving coaches and their soccer players, showed that indeed a performance goals socialization phenomenon exists. Study 2, involving thesis supervisors and their Ph.D. students, showed its consequences: performance goals socialization reduced subordinates’ motivation and well-being over time. Study 3, involving video game team leaders and their players, showed its enabling condition: the stronger the subordinates’ identification to their team, the more pronounced the performance goals socialization. Study 4, involving schoolteachers and their pupils, showed its directional moderator: the higher the subordinates’ perceived self-competence, the higher the change in performance-approach goals over time, and the lower that in performance-avoidance goals. It is then crucial to consider social hierarchy when studying goal formation. ispartof: Contemporary Educational Psychology vol:49 issue:49 pages:337-354 status: published

International audience; Socio-cognitive conflict has been defined as a situation of confrontation with a disagreeing other. Previous research suggests that individuals can regulate conflict in a relational way, namely by focusing on social comparison between relative levels of competences. Relational conflict regulation has been described as yielding particularly negative effects on social interactions and learning, but has been understudied. The present research addresses the question of the origin of relational conflict regulation by introducing a fundamental distinction between two types of regulation, one based on the affirmation of one's own point of view and the invalidation of the other's (i.e., " competitive " regulation), the other corresponding to the protection of self-competence via compliance (i.e., " protective " regulation). Three studies show that these modes of relational conflict regulation result from the endorsement of distinct performance goals, respectively performance-approach goals (trying to outperform others) and performance-avoidance goals (avoiding performing more poorly than others). Theoretical implications for the literature on both conflict regulation and achievement goals are discussed.

International audience; As compared to continuing-generation students, first-generation students are struggling more at university. In the present article, we question the unconditional nature of such a phenomenon and argue that it depends on structural competition. Indeed, most academic departments use harsh selection procedure all throughout the curriculum, fostering between-student competition. In these departments, first-generation students tend to suffer from a lack of student-institution fit, that is, inconsistencies with the competitive institution's culture, practices, and identity. However, one might contend that in less competitive academic departments continuing-generation students might be the ones experiencing a lack of fit. Using a cross-sectional design, we investigated the consequences of such a context-and category-dependent lack of fit on the endorsement of scholastically adaptive goals. We surveyed N = 378 first-and continuing-generation students from either a more competitive or a less competitive department in their first or final year of bachelor's study. In the more competitive department, first-to-third year decrease of mastery goals (i.e., the desire to learn) was found to be steeper for first-than for continuing-generation students. In the less competitive department, the reversed pattern was found. Moreover, first-to-third year decrease of performance goals (i.e., the desire to outperform others) was found to be steeper within the less competitive department but did not depend on social class. This single-site preliminary research highlights the need to take the academic context into account when studying the social class graduation gap.

Mugny and his colleagues have shown that conflict is sometimes detrimental for learning, but other times beneficial, depending on how it is regulated. Yet, it is assumed that laypeople perceive conflict as 'uniformly' negative. We argue that the valence of these lay perceptions depends on the mode of conflict regulation. Epistemic and relational protective conflict regulation behaviors (integrative and submissive response, respectively) can be described as more focused on the other than relational competitive conflict regulation (self-confirmatory response); thus, they should be perceived as more socially desirable. Moreover, epistemic and competitive regulations can be described as more focused on the self than protective regulation; thus, they should be perceived as more socially useful. First-year psychology students ('N' = 119) participants evaluated three bogus respondents allegedly regulating conflict in an epistemic, competitive, or protective manner. Results supported both hypotheses, suggesting that conflict is not to be avoided per se and can be positively valued as a function of its regulation.