Checkmate? The role of gender stereotypes in the ultimate intellectual sport

Women are surprisingly underrepresented in the chess world, representing less that 5% of registered tournament players worldwide and only 1% of the world's grand masters. In this paper it is argued that gender stereotypes are mainly responsible for the underperformance of women in chess. Forty‐two male–female pairs, matched for ability, played two chess games via Internet. When players were unaware of the sex of opponent (control condition), females played approximately as well as males. When the gender stereotype was activated (experimental condition), women showed a drastic performance drop, but only when they were aware that they were playing against a male opponent. When they (falsely) believed to be playing against a woman, they performed as well as their male opponents. In addition, our findings suggest that women show lower chess‐specific self‐esteem and a weaker promotion focus, which are predictive of poorer chess performance. Copyright © 2007 John Wiley & Sons, Ltd.     

Why do people give? The role of identity in giving

Why do people give to others? One principal driver involves one's identity: who one is and how they view themselves. The degree to which identities are malleable, involve a readiness to act, and help make sense of the world have significant implications determining whether and how much people give. Drawing on the Identity-Based Motivation model (IBM; Oyserman, D. (2009). Identity-based motivation: Implications for action-readiness, procedural-readiness, and consumer behavior. Journal of Consumer Psychology, 19.), we provide a tripartite framework to help advance the research on the psychology of giving.     

Children’s implicit and explicit gender stereotypes about mathematics and reading ability

Study objectives were to clarify children’s gender-based implicit and explicit mathematics and reading stereotypes, and to determine if implicit and explicit measures were related or represented distinct constructs. One hundred and fifty-six boys and girls (mean age 11.3 years) from six elementary schools completed math or reading stereotype measures. Results for the implicit measures showed that children believed their own gender was superior in mathematics ability, and that girls but not boys believed that girls were better in reading. Explicit measures revealed that girls but not boys believed they were superior at math, and that girls and boys believed girls were better readers than boys. Implicit and explicit measures were not related. Results are discussed in relation to previous studies on children’s mathematics and reading gender stereotypes and large scale tests of mathematics and reading achievement. Educational and research implications are discussed.     

When does power trigger approach motivation? Threats and the role of perceived control in the power domain

It is widely believed that power activates the behavioral approach system (Guinote, 2017 ; Keltner, Gruenfeld, & Anderson, 2003 ); however, findings are inconsistent. Here we discuss evidence suggesting that perceived threats to control in the power domain are key determinants of the association between power and approach motivation. We propose that objective or subjective threats to the exercise of power trigger behavioral inhibition, conflicts between approach and behavioral inhibition, and reactive, negatively valenced approach motivation. Furthermore, threatened power holders reassert power—in particular by using coercion—as defense against threat. We discuss literature in support of these hypotheses involving external threats (e.g., instability, illegitimacy, and uncertainty) and subjective states (anxiety, motivation to maintain power, perceived incompetence, submissiveness, and perceptions of low power) that trigger the perception of lack of control in the power domain and undermine the positive tone of power holders' approach motivation.     

Is gerontology a branch of astrology? The role of advanced age in scientific explanation

Although gerontologists have been troubled by meta-scientific problems such as the proper definition of their discipline, the nature of time and age, and the lack of a nonarbitrary distinction between the old and the not old [e.g., Baltes & Goulet (1970) In Life-span developmental psychology (pp. 4–23). New York: Academic Press; Birren (1959) In Handbook of aging and theindividual (pp. 3–42). Chicago, IL: University of Chicago Press; McKee (1982) Philosophical foundations of gerontology. New York: Human Sciences Press; Reese & Overton (1970) In Life-span developmental psychology (pp. 116–149). New York: Academic Press; Wohlwill (1970) Psychological Review, 77, 49–647], philosophers of science have paid little attention to the meta-scientific problems of gerontology. In this paper some philosophical problems in gerontology are examined through an analysis of the nature of scientific explanation. An argument is presented that claims that gerontology avoids many of the meta-scientific problems associated with time and advanced chronological age because these terms will tend to be obviated or “screened off” in scientific explanations in gerontology.     

Age and gender differences in negative affect—Is there a role for emotion regulation?

Elderly people report less negative affect than the young, and women report more negative affect than men. This study investigated whether age and gender differences in negative affect could be explained by emotion regulation, measured as defensiveness and rumination, while controlling for the influence of life events. One-hundred-and-ninety-five young (20–35 years) and 302 elderly (70–85 years) men and women completed the Emotional Control Questionnaire-Rehearsal, Marlowe–Crowne Social Desirability Scale, Profile of Mood States, Beck’s Depression Inventory and List of Recent Experiences. Hierarchical regressions with negative affects as dependent variables showed that age was reduced to non-significance when controlling for defensiveness, and gender was reduced to non-significance when controlling for the interaction between age and gender, which in turn was reduced when entering rumination. Life events also influenced the association between age and negative affect. The results indicate that age differences in negative affect are mediated by defensiveness and life events and that when these two influences are accounted for elderly people score higher on sadness. Gender differences in negative affect were due to the young women’s higher scores on negative affect and this is partly explained by rumination.     

Is the gap more than gender? A longitudinal analysis of gender, gender role orientation, and earnings

This study investigated the relationships among gender, gender role orientation (i.e., attitudes toward the gendered separation of roles at work and at home), and earnings. A multilevel model was conceptualized in which gender role orientation and earnings were within-individual variables that fluctuate over time (although predictors of between-individual differences in gender role orientation were also considered). Results indicated that whereas traditional gender role orientation was positively related to earnings, gender significantly predicted the slope of this relationship: Traditional gender role orientation was strongly positively associated with earnings for men; it was slightly negatively associated with earnings for women. Occupational segregation partly explained these gender differences. Overall, the results suggest that although gender role attitudes are becoming less traditional for men and for women, traditional gender role orientation continues to exacerbate the gender wage gap.     

Is feminine masochism a concept worth reviving?

In this paper the author explores situations when a patient seems to regress masochistically from a progressive development. She is concerned with moments when the patient's struggle towards oedipal relating may be easily confused with a situation where the patient is only caught up with pre-oedipal conflicts and as a result the analyst might interpret in a way that pushes the patient backwards. The author revisits and focuses upon Freud 's classical concept of 'feminine masochism' as a particularly illuminating example of an element in the clinical picture which may alert us to this situation. She aims to show that, viewed as part of a developmental model, the concept of feminine masochism can offer the analyst a signal that the patient is fleeing from sexual oedipal conflicts. Reviving the concept may therefore be clinically useful in highlighting the regression from oedipal anxiety in situations where this might otherwise be missed .     

Does rejection lead to disidentification? The role of internal motivation and avoidance strategies

Getting rejected can either push newcomers out of the group or make them try harder to become accepted. It is suggested that newcomers' internal motivation to become a group member and their strategies determine the outcomes of rejection. It was expected that in rejected newcomers, avoidance strategies (but not approach strategies) lead to stronger disidentification. Moreover, the disidentification effect of avoidance strategies is predicted to be buffered by the internal motivation to become a group member. Two studies supported these predictions. Study 1 manipulated the group's feedback (rejection vs. acceptance) and assessed internal motivation and strategies. Study 2 measured feedback and replicated the findings in the field. Thus, by the adoption of the right motivational approach, newcomers can prepare themselves not to be driven out of a new group by the almost unavoidable experiences of rejection. Copyright © 2010 John Wiley & Sons, Ltd.     

Who is watching over you? The role of shared identity in perceptions of surveillance

Two studies were conducted to investigate the role of social identity in appraisals of the purpose and acceptance of surveillance. In Study 1 (N = 112), a survey study demonstrated that there is a negative relationship between identification with one's city and the extent to which public closed circuit television (CCTV) surveillance is perceived as an invasion of privacy. This relationship was mediated by perceptions that the purpose of surveillance is to ensure safety. Study 2 (N = 139) manipulated identity salience at the sub‐group and superordinate level and the source of surveillance. Results demonstrated that surveillance originating from fellow sub‐group members was perceived as less privacy invading than surveillance originating from the superordinate group, but only when that sub‐group identity was salient. No differences in perceptions of privacy invasion were found when the more inclusive identity was made salient. We argue that whether surveillance is perceived as an invasion of privacy depends on the perceived social relationship with the source of the surveillance—surveillance is perceived as more acceptable when it originates from a group with which one identifies or shares an identity. Practical implications are discussed. Copyright © 2009 John Wiley & Sons, Ltd. This article was published online on 25 February 2009. An error was subsequently identified. This notice is included in the online and print versions to indicate that both have been corrected 12 January 2010.     

The role of vocational identity development and motivational beliefs in undergraduates’ student engagement

The present study examined the role of vocational identity processes and motivational beliefs among 216 undergraduates’ level of student engagement (affective, behavioural and cognitive). Through regression analysis, in-depth career exploration was found to be positively related to the student engagement variables, while career self-doubt emerged as a negative predictor. Identification with commitment was also found to be positively associated with students’ affective and cognitive engagement, but not behavioural engagement. Furthermore, students’ perceived value in academic activities played a critical role in mediating these relationships. Despite the significant associations, other vocational identity processes (in-breadth career exploration, commitment making and career flexibility) and motivational beliefs (competence beliefs and perceived cost) failed to act as predictors and mediators, respectively, as hypothesised. Nonetheless, the current findings demonstrate the importance of vocational identity development in undergraduate students’ learning, and suggest a need for more identity interventions or career counselling services in college and pre-university contexts.     

When is individual mobility costly? The role of economic and social identity factors

Two studies considered when the individual mobility strategy of attending university has psychological costs in terms of poor adjustment to university life. Study 1, (N = 74) examined both economic considerations affecting university choice and identity‐related factors among open day attendees. Expected identification as a university student and preparedness for university life was affected by economic factors (economic benefit of university attendance and status of the considered universities) but also negatively related to perceived incompatibility with one's social background. These findings were replicated in a longitudinal study in which students' perceptions were assessed before entering university (T1), after being at university for two months (T2) and again after being at university for 8 months (T3; N = 109). Social class (T1) predicted perceived incompatibility but not economic factors. In addition, economic factors and incompatibility predicted group identification (T2) but only perceived incompatibility predicted longer‐term identification (T3). Belief that university education serves as a successful individual mobility strategy (T3) was indirectly negatively affected by initial incompatibility (T1), but positively with perceiving economic benefits of a university degree (T1). Implications for the (economic) benefits versus (identity) costs of individual mobility strategies are discussed. Copyright © 2007 John Wiley & Sons, Ltd.     

When does self-reported prosocial motivation predict helping? The moderating role of implicit prosocial motivation

In three studies, we tested a motivational model to predict different types of helping from an interactionist, dual-system perspective. We argued that helping behavior is determined by the interplay of two distinct motivational systems: the explicit (i.e., conscious) and the implicit (i.e., unconscious). In line with previous research we expected that explicit prosocial motivation relates to helping, and additionally proposed that depending on the type of helping this relationship is moderated by implicit prosocial motivation: For planned helping, explicit prosocial motivation is a sufficient predictor, regardless of implicit prosocial motivation. For spontaneous helping, on the other hand, the effect of explicit prosocial motivation is moderated by implicit prosocial motivation, and only predictive when also implicit prosocial motivation is high. Study 1 (207 Dutch participants, M _age  = 51.7 years; 51.7 % female) with self-reported willingness to help as dependent variable confirmed that planned helping was determined by explicit prosocial motivation, whereas its effect on spontaneous helping was moderated by implicit prosocial motivation. Study 2 (193 U.S. participants, M _age  = 35.2 years; 64.2 % female) with real-life measures of planned help confirmed the hypothesized main effect of explicit prosocial motivation. Study 3 (73 Dutch participants, M _age  = 20.8 years; 68.5 % female) with a real-life measure of spontaneous helping confirmed the moderating role of implicit prosocial motivation, as the effect of explicit prosocial motivation on helping was only significant for individuals with high implicit prosocial motivation. We argue that considering implicit prosocial motivation provides an overlooked avenue for a more systematic investigation of helping.     

Is all motivation good for learning? Dissociable influences of approach and avoidance motivation in declarative memory

The present study investigated the effects of approach versus avoidance motivation on declarative learning. Human participants navigated a virtual reality version of the Morris water task, a classic spatial memory paradigm, adapted to permit the experimental manipulation of motivation during learning. During this task, participants were instructed to navigate to correct platforms while avoiding incorrect platforms. To manipulate motivational states participants were either rewarded for navigating to correct locations (approach) or punished for navigating to incorrect platforms (avoidance). Participants' skin conductance levels (SCLs) were recorded during navigation to investigate the role of physiological arousal in motivated learning. Behavioral results revealed that, overall, approach motivation enhanced and avoidance motivation impaired memory performance compared to nonmotivated spatial learning. This advantage was evident across several performance indices, including accuracy, learning rate, path length, and proximity to platform locations during probe trials. SCL analysis revealed three key findings. First, within subjects, arousal interacted with approach motivation, such that high arousal on a given trial was associated with performance deficits. In addition, across subjects, high arousal negated or reversed the benefits of approach motivation. Finally, low-performing, highly aroused participants showed SCL responses similar to those of avoidance-motivation participants, suggesting that for these individuals, opportunities for reward may evoke states of learning similar to those typically evoked by threats of punishment. These results provide a novel characterization of how approach and avoidance motivation influence declarative memory and indicate a critical and selective role for arousal in determining how reinforcement influences goal-oriented learning.     

Young immigrants in Norway: The role of national and ethnic identity in immigrants’ integration

The present work investigates the endorsement, antecedents, relationships, and consequences of young immigrants’ social identities in Norway. Despite increasing numbers of refugees and immigrants entering Norway in recent years, little is known about the relationship between immigrants’ different social identities and their feeling of integration into Norwegian society. The main goal of the present research is to fill this gap by investigating whether relationships found in other European countries replicate in the Norwegian context. In line with theoretical considerations and earlier international findings, results from two studies with different immigrant groups (Study 1: high school students; N = 97; Study 2: university students; N = 93) show that the more young immigrants in Norway endorse their national (i.e., Norwegian) identity, the less they endorse their ethnic identity (e.g., Kurdish). We further show that perceived conflict between the two cultures cannot explain the negative relationship between national and ethnic identity. In addition, immigrants’ national identity endorsement is positively related to their dual identity endorsement (e.g., Kurdish-Norwegian). Positive contact with members of the receiving society predicts young immigrants’ feeling of being integrated in Norwegian society and this relationship is mediated by national identity. Results are discussed in terms of the crucial role social identities play in immigrants’ feeling of integration into European societies.     

Is a change in work motivation related to a change in mental well-being?

The purpose of the study was to investigate the effect of changes on work motivation and the effect of the changes on future mental well-being. This prospective study comprised 577 employees who were followed up 18 months after a comprehensive baseline measurement. The response rate was 81% for the baseline and 72% for the follow-up. The results show that both negative and positive changes in work motivation over time (18 months) were related to exhaustion. A similar correlation was found between negative changes in work motivation and depression. The results show that employees with a decreased level of work motivation had a higher risk of experiencing more exhaustion and depression in the future. Thus, investing in activities to promote work motivation may be an effective means of preventing long-term sick leave for stress-related mental illness and of providing energy for successful career advancement.     

The effects of gendered information in stories on preschool children’s development of gender stereotypes

Social-cognitive theory posits that children learn gender stereotypes through gendered information. The present study examined whether children learn new gender stereotypes from stories when unknown words are linked to a gendered protagonist or context information. In Experiment 1, 40 3- to 6-year-old preschoolers were read stories with either a gendered protagonist embedded within a non-gendered context, or a non-gendered protagonist embedded within a gendered context. In Experiment 2, the same sample of children were read stories with the protagonist and the context displaying congruent or incongruent gender information. Each story featured an unknown activity linked with the stereotypical content. Both experiments indicate that the children rated the activity according to both the gender of the context and of the protagonist; however, the effect of the latter was stronger. In addition, children showed higher interest in the unknown activity if the protagonist’s gender matched their own sex. Thus, gender information in stories influences how children perceive unknown words.     

Is a change in work motivation related to a change in mental well-being?

The purpose of the study was to investigate the effect of changes on work motivation and the effect of the changes on future mental well-being. This prospective study comprised 577 employees who were followed up 18 months after a comprehensive baseline measurement. The response rate was 81% for the baseline and 72% for the follow-up. The results show that both negative and positive changes in work motivation over time (18 months) were related to exhaustion. A similar correlation was found between negative changes in work motivation and depression. The results show that employees with a decreased level of work motivation had a higher risk of experiencing more exhaustion and depression in the future. Thus, investing in activities to promote work motivation may be an effective means of preventing long-term sick leave for stress-related mental illness and of providing energy for successful career advancement.     

Riskier for me or for others? The role of domain and probability in self-other differences,in risky decision-making

Abstract

In social and economic interactions, people often decide differently for others, as against for themselves, under situations involving risks. This sometimes leads to conflicts or contradictions. Although previous studies have explored such contradictions, the findings have been inconsistent. To reconcile these inconsistencies, this paper investigates the role played by the different domains and probabilities in the self-other differences under risk. Two groups of participants completed a gambling task combining different domains (gain vs. loss) and probabilities (small vs. large). One group made decisions for others and the other group made decisions for themselves. The results revealed a four pattern of discrepancy: the ones who made decisions for others were less risk-seeking than those who made decisions for themselves over the small probability gains. This was reversed over the large probability gains. Conversely, the participants who made decisions for others were more risk-seeking than those who made decisions for themselves over the small probability losses. The results were reversed over the large probability losses. These results reconcile the contradictory findings of the previous studies and suggest the significant role played by contextual factors in such discrepancies.     

The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach

Motivation and Emotion - Although different measures for (de)motivating teaching are available for primary and secondary education, a fine-grained instrument to assess a variety of motivating and...