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Although previous research has shown that deliberative discussions have consequences for intergroup attitudes, very little is known about this impact during the formative adolescent years. In addition, the mechanism explaining the mechanism through which discussions affect intergroup attitudes is not clear. This 3-wave study of Swedish adolescents (N = 892, 51.1% girls, M ageT1 = 13.41, nested in 35 classrooms) examined the role of teacher-initiated political discussions in the classroom for the development of youth attitudes toward immigrants. The results of multilevel analysis showed that adolescents who perceived political discussions to be less frequent increased in anti-immigrant attitudes compared to youth with more frequent discussions. Similarly, classrooms with less deliberative atmosphere were more negative toward immigrants than classrooms with a higher frequency of discussions, and this effect remained two years after the students moved to new schools. Mediation analysis revealed that general political interest (but not news consumption) explained the effects of classroom discussions on attitudes: Youth who perceived that their teachers frequently initiate political discussions developed higher general political interest and, in turn, lower anti-immigrant attitudes than youth with less frequent discussions. The findings show an important role of classroom political discussions for the formation of intergroup attitudes in adolescence. The findings suggest that frequent discussions reduce the risk of prejudice development by stimulating youth general political interest.

Although political radicalism is one of the major societal threats, we have limited understanding of how it is formed. While there are reasons to expect that harassment experienced in adolescence increase the propensity for radicalism, this relationship has not yet been investigated. This five-wave study of Swedish adolescents ( N = 892) examined the role of peer harassment in radical political behavior. The results revealed that within-person fluctuations in harassment were positively related to fluctuations in radicalism. Individual-level (but not class-level) harassment also predicted differences between adolescents: youth who experienced more harassment had higher levels of and a more pronounced decrease in radicalism. In addition, adolescents who had more supportive teachers or parents were less affected by harassment than youth with less-supportive adults. The findings suggest that personal experiences of harassment increase the risk of radicalism but supportive relationships can mitigate their negative consequences.

Item does not contain fulltext Despite ample research on empathy development, its social origins have been understudied, particularly in the context of peer relations. This two-wave study of Swedish adolescents (N = 318; M-ageT1 = 16.28, SD = .49; 55% females) examined longitudinal associations between youth friendships and empathy. The results showed that adolescents befriended peers with similar levels of empathy and that, controlling for the initial similarity in empathy, youth who had more empathic friends increased in empathy over time compared with youth with less empathic friends. These selection and influence effects were comparable for the affective and cognitive empathy components (i.e., empathic concern and perspective taking). These results provide strong evidence for the role of friendships in the development of empathy. They underscore the importance of peer-based, social-emotional programs to foster adolescent empathy. 7 p.

This preregistered three-wave longitudinal study examined 1) how family functioning relates to identity commitments over time and 2) how identity commitments impact later school adjustment among 3) immigrant-origin (N=205, Mage=16.25 years, 31.1% girls) and native adolescents (N=480, Mage=15.73 years, 47.9% girls). Random Intercept Cross-Lagged Panel Models revealed significant positive between-person associations that were similar across both groups: Adolescents who reported higher family functioning also reported stronger identity commitments; and higher family functioning and stronger identity commitments were associated with higher school adjustment. However, some within-person associations differed across groups: Identity commitments related to less school adjustment among immigrant-origin adolescents, but were associated with more school adjustment among native adolescents over time, with important implications for future life chances.

This study examined short- and long-term effects of ethnic classroom diversity for intergroup relations in adolescence. Using a five-year panel of Swedish majority youth ( MageT1 = 13.40, MageT5 = 17.30), we found only limited direct effects of classroom diversity on anti-immigrant attitudes. However, classroom diversity increased the likelihood of cross-ethnic friendships, which in turn was associated with lower levels of anti-immigrant attitudes. Moreover, we found that the effect of classroom diversity on friendships remained also after adolescents transitioned to new schools. The findings highlight the importance of longitudinal analyses and contribute to a deeper understanding of how intergroup relations develop during adolescence. It brings new insights related to the longevity of classroom effects and to cross-ethnic friendships’ ability to mediate the diversity–attitudes relationship.

Prejudice is one of the major threats to the cohesion of multicultural societies and adolescent years play a key role in its development. How social contexts contribute to adolescent prejudice is, however, not yet well-known. This 3-wave study of Swedish majority adolescents (N = 659; M

Although schools have been described as an important socialization context for the development of intergroup attitudes, longitudinal multilevel studies are still rare within this field. This 3-wave study (with annual assessments) of German adolescents (N = 1292; Mage = 13.86; 51.8% female) examined the role of school experiences (perceived multicultural education, supportive peer relations in class, democratic classroom climate) in the development of youth’s negative attitudes toward immigrants. Longitudinal multilevel analyses revealed that a democratic classroom climate predicted youth’s attitudes at the individual level. At the classroom level class-average perceptions of a democratic classroom climate, supportive peer relations in class, and multicultural education (the latter solely among male, higher track students) were associated with less negative attitudes toward immigrants. In addition, age moderated the effect of school experiences on attitudes, showing that perceptions of a democratic climate at the classroom level mattered in particular among older adolescents. The findings suggest that school experiences are related to youth’s negative attitudes toward immigrants and can therefore help to reduce the risk of prejudice development.

Although classrooms have been described as an important socialization agent for the development of intergroup attitudes, the role of classroom climate has rarely been investigated. This 5-wave study of Swedish adolescents (N = 892, 51.1% girls, nested in 35 classrooms) examined the role of cooperative classroom climate for the development of youth attitudes toward immigrants. The results of multilevel analyses showed that adolescents who perceived classroom climate to be more cooperative had lower levels of anti-immigrant attitudes compared to youth who perceived the classroom climate as less cooperative. Similarly, classrooms with a more cooperative climate were more positive toward immigrants than classrooms with a less cooperative climate. In addition, cooperative classroom climate did not moderate the effects of classroom ethnic diversity on youth attitudes. These findings suggest that cooperative classroom climate reduces the risk of prejudice development.

Although research has shown the effects of empathy manipulations on prejudice, little is known about the long-term relation between empathy and prejudice development, the direction of effects, and the relative effects of cognitive and affective aspects of empathy. Moreover, research has not examined within-person processes; hence, its practical implications are unclear. In addition, longitudinal research on development of prejudice and empathy in adolescence is still scarce. This 3-wave study of adolescents (N = 574) examined a longitudinal, within-person relation between empathy and anti-immigrant attitudes. The "standard" cross-lagged model showed bidirectional effects between empathic concern, perspective taking, and anti-immigrant attitudes. In contrast, the Random-Intercept Cross-Lagged Panel Model showed that only perspective taking directly predicted within-person changes in anti-immigrant attitudes. Empathic concern predicted within-person changes in anti-immigrant attitudes indirectly, via its effects on perspective taking. No effects of anti-immigrant attitudes on within-person changes in empathy were found. The relations between empathic concern, perspective taking, and anti-immigrant attitudes were significant at the between-person level. In addition, the results showed changes in anti-immigrant attitudes and perspective taking and a change in empathic concern in mid- but not late adolescence. The results provide strong evidence for the effects of perspective taking on development of anti-immigrant attitudes in adolescence. They also suggest that the link between empathic concern and adolescents' anti-immigrant attitudes can be explained by indirect, within-person effects and by between-person differences. The findings suggest that programs aimed at reducing anti-immigrant attitudes in adolescence should work more closely with youth perspective taking and empathic concern. (PsycINFO Database Record

Contains fulltext : 228242.pdf (Publisher’s version ) (Open Access) Drawing on the concept of a gale of creative destruction in a capitalistic economy, we argue that initiatives to assess the robustness of findings in the organizational literature should aim to simultaneously test competing ideas operating in the same theoretical space. In other words, replication efforts should seek not just to support or question the original findings, but also to replace them with revised, stronger theories with greater explanatory power. Achieving this will typically require adding new measures, conditions, and subject populations to research designs, in order to carry out conceptual tests of multiple theories in addition to directly replicating the original findings. To illustrate the value of the creative destruction approach for theory pruning in organizational scholarship, we describe recent replication initiatives re-examining culture and work morality, working parents’ reasoning about day care options, and gender discrimination in hiring decisions. Significance statement It is becoming increasingly clear that many, if not most, published research findings across scientific fields are not readily replicable when the same method is repeated. Although extremely valuable, failed replications risk leaving a theoretical void - reducing confidence the original theoretical prediction is true, but not replacing it with positive evidence in favor of an alternative theory. We introduce the creative destruction approach to replication, which combines theory pruning methods from the field of management with emerging best practices from the open science movement, with the aim of making replications as generative as possible. In effect, we advocate for a Replication 2.0 movement in which the goal shifts from checking on the reliability of past findings to actively engaging in competitive theory testing and theory building. Scientific transparency statement The materials, code, and data for this article are posted publicly on the Open Science Framework, with links provided in the article. 19 p.

Ethnic and racial intergroup attitudes are assumed to develop due to the influence of socialization contexts. However, there is still little longitudinal evidence supporting this claim. We also know little about the relative importance of socialization contexts, the possible interplay between them as well as about the conditions and mechanisms that might underlie socialization effects. This longitudinal study of adolescents (N = 517) examined the effects of parents and peers’ anti-immigrant attitudes as well as intergroup friendships on relative changes in adolescents’ anti-immigrant prejudice, controlling for the effects of socioeconomic background. It also examined whether the effects of parents or peers would depend on adolescents’ intergroup friendships. In addition, it explored whether the effects of parents, peers, and intergroup friendships would be mediated or moderated by adolescents’ empathy. Results showed significant effects of parents, peers, intergroup friendships, and socioeconomic background on changes in youth attitudes, highlighting the role of parental prejudice. They also showed adolescents with immigrant friends to be less affected by parents and peers’ prejudice than youth without immigrant friends. In addition, results showed the effects of parents, peers, and intergroup friendships to be mediated by adolescents’ empathic concern. Theoretical and practical implications of these findings are discussed.

Although the role of individual differences for political attitudes is undisputed, the psychological deter-minants of support for democratic values received limited attention. This study aimed at i ...

Although it is generally assumed that support for democratic values and beliefs develops as a result of social learning, the concrete socializing circumstances through which this occurs are less ob ...

Theories on empathy development have stressed the role of socialization in general and the role of parental support in particular. This 3-wave longitudinal study of middle adolescents (N = 678) aimed to contribute to the extant research on the socialization of empathy (a) by examining the relative contribution of perceived maternal and paternal need supportive parenting on over-time changes in adolescents' emotional and cognitive aspects of empathy (i.e., empathic concern and perspective taking, respectively) and (b) by considering the possibility of reciprocal relations between perceived parenting and adolescent empathy. Whereas paternal need support consistently predicted over-time changes in perspective taking in both sons and daughters, perceived maternal need support predicted changes in empathic concern among daughters only. In addition, although less consistently so, empathy dimensions also predicted over-time changes in perceived parenting. Results are discussed in terms of the nature of empathy and in the light of domain-specific effects of each parent.

Schwartz’s model of basic human values conceptualizes self-enhancing and selftranscendenceas opposing value dimensions. Self-enhancing values include striving forpower and achievement; hence, they ...

In this chapter we explore how the Culture of Peace can be and in some cases is being actualized. First, noting that the United Nations resolutions on a Culture of Peace call for shifts in values, attitudes, and behaviors, we give attention to values that are supportive of peaceful attitudes and behavior. Second, we consider the nature and flexibility of social identity and how it relates to promoting a Culture of Peace. We suggest that humans are fully capable of forming multiple social identities, and drawing upon this ability, the promotion of a global identity in addition to lower levels of social identity can facilitate the development of a Culture of Peace. Third, and not totally separate from a consideration of values and identity, we focus on the role of interdependence and cooperation in promoting a Culture of Peace. A key point is that the promotion of a Culture of Peace does not exist merely in social science theory or in utopian dreams: The creation of a Culture of Peace is already an ongoing real-world process, and we consider several examples, such as the Mediterranean Action Plan (MAP) and the European Union (EU) as a regional peace system, to highlight this point.