Personality, values and belief in a just world

This study investigated the relationship between general belief in a just world (BJW) and different values (conformity, security, self-direction) as well as personality traits (Five-Factor-Model of personality) among 104 college students and 108 professionals. Previous findings have shown that BJW is positively related to the value domains conformity and security as well as to extraversion and negatively to neuroticism and openness. In this study, a negative correlation between BJW and openness to new experience was found. Furthermore BJW correlated positively with security and conformity. A cluster analysis on BJW and the value domains revealed three types: value-conscious (high in all values and low in BJW), dependent-just (high in BJW, security and conformity, low in self-direction) and self-directed (only high in self-direction). Value-conscious and dependent-just participants showed higher scores on conscientiousness, whereas self-directed participants scored higher in openness. Further research should take into account the individual function of BJW and values for personality functioning.     

Do gender differences in academic attainment correspond with scholastic attitudes? An exploratory study in a UK secondary school

Research has examined how standardized tests give rise to gender differences in English and STEM attainment, but little research has explored gender differences in classroom-based attainment and the degree to which these correspond to differences in school-related attitudes. To explore the extent to which gender-achievement gaps in classroom-based performance parallel differences in self-perceptions and scholastic attitudes. An independent sample of first (n = 187, age 11–12, Study 1) and second-year students (n = 113, age 12–13, Study 2) from a UK comprehensive secondary school completed a questionnaire measuring academic mindset, self-efficacy, self-concept, competence beliefs, personal and social self-esteem, and endorsement of gender-subject and career stereotypes. Responses were then matched to their respective classroom grades in English, mathematics, science, and computing. Girls outperformed boys in English in their first year but reported lower global self-esteem and greater endorsement of science-career stereotypes. Conversely, girls outperformed boys in mathematics in their second year, but paradoxically reported lower self-concept and competence beliefs in mathematics and science, and higher competence beliefs in English. Across both studies, mindset, self-efficacy, competence beliefs, and social self-esteem were positively related to English attainment; academic self-efficacy was positively related to mathematics attainment; and mindset, self-efficacy, self-concept, and competence beliefs were positively related to science attainment. Gender-achievement gaps in classroom-based academic attainment are complex and highly nuanced; they appear to vary between school subjects across years and may not correspond with similar differences in self-perceptions and scholastic attitudes.     

Gender Differences in Adolescent Self-Esteem: An Exploration of Domains

The relationship between gender and global self-esteem in adolescence, while modest, has been well established, with boys consistently scoring higher than girls. In the present study, we sought to understand gender differences in adolescent self-esteem in terms of its component parts. With a relatively large (n = 545) sample of adolescents, drawn from Grades 8, 10. and 12, we specified 8 domains of adolescent self-esteem (personal security, home/parents, peer popularity, academic competence, attractiveness, personal mastery, psychological permeability, and athletic competence) across a number of different instruments and brought them together into a common assessment superstructure. Gender differences as well as the relative contributions of the different domains to overall self-esteem scores were measured. As predicted, boys attained slightly higher global self-esteem scores than girls did, by a difference of .22 standard deviation units. Contrary to our expectation of more balanced domain effects, boys significantly outperformed girls in 6 of 8 domains, whereas the 2 remaining domains exhibited no significant gender differences. There were no main or interaction effects for grade level. In terms of relative contribution of these domains to global self-esteem for the 2 genders, global self-esteem in boys and girls is predicted in very similar strengths and in the same order of magnitude by identical domains of self-esteem: home/parents, personal security, academic competence, attractiveness, and personal mastery—yielding multiple R ²s from .88 to .91.     

Why Are Protestants More Prosocial Than Catholics? A Comparative Study Among Orthodox Dutch Believers

The present study sheds light on the contentious relation between religions and prosociality by comparing self-reported altruistic and prosocial behavior among a group of Catholic and Protestant believers. We found that denomination was strongly related to strength of religious beliefs, afterlife beliefs, free-will beliefs, and self-reported prosocial behavior. Denominational differences between Catholics and Protestants in self-reported prosociality were mediated by a stronger endorsement of religious beliefs and belief in predestination but were not related to motivational measures of self-esteem. We also found that the perceived prosociality (i.e., the extent to which others were perceived as being prosocial) was higher for one’s religious ingroup than one’s outgroup, and this effect was stronger for Catholics than Protestants. These novel findings provide an integrated perspective on how religious denominations shape prosocial attitudes and behavior.     

Essentialist beliefs affect children's outgroup empathy,attitudes and prosocial behaviours in a setting of intergroup conflict

Empathy for salient outgroups can promote positive intergroup attitudes and prosocial behaviours. Less is known about which factors may promote empathy, particularly among children, in contexts of intergroup conflict. Empathy may depend on underlying cognitions, such as social essentialist beliefs, that is, believing that certain social categories have an underlying essence that causes members to share observable and non-observable properties. This study explored the influence of essentialist beliefs about ethno-religious categories on outgroup-directed empathy, attitudes and prosocial behaviours of children living in Northern Ireland (N = 88; M = 7.09, SD = 1.47 years old). Bootstrapped chain mediation found that lower essentialist beliefs predicted greater outgroup-directed empathy, which was positively related to outgroup attitudes, which in turn, predicted more outgroup prosocial behaviours. The findings highlight the importance of essentialist beliefs as an underlying factor promoting empathy, with links to prosocial behaviours in settings of intergroup conflict. The intervention implications are discussed.     

A Longitudinal Investigation of Sport Participation, Peer Acceptance, and Self-esteem among Adolescent Girls and Boys

The present investigation was designed to explore the relations between sport participation, peer acceptance, and global self-esteem. Peer acceptance was considered as a possible mediator of the relationship between sport participation and global self-esteem. The sample included girls (N?=?4,689) and boys (N?=?5,811) between the ages of 12 and 21 (M?=?15 years) who were part of the National Longitudinal Study of Adolescent Health. Analyses revealed that peer acceptance partially mediated the relation between sport participation and global self-esteem for girls as well as boys. Findings suggest the importance of considering how sport participation and self-evaluations in particular domains may contribute to global feelings of self-worth. The role of peers in this relationship is discussed in relation to changing social attitudes about girls’ sport participation.     

Predicting Prosocial Behavior Toward Sex-Trafficked Persons: The Roles of Empathy,Belief in a Just World,and Attitudes Toward Prostitution

Human trafficking has been identified as a global human rights violation. This study aimed to investigate the predictors of prosocial behaviors toward sex-trafficked persons. Participants were 223 undergraduates randomly assigned to read a vignette and answer follow-up questions along with measures of empathy, just world belief, attitudes toward prostitution, and proactive behavior. Empathy was highest for trafficked women, regardless of citizenship status. Trafficked foreign women received the highest empathy, and U.S. prostitutes received the least. Path analysis results indicate just world belief, beliefs about prostitutes, and family values relating to prostitution had direct effects on empathic concern; in turn, empathic concern had a direct effect on proactive behavior. Explanations for the results are discussed, along with educational and clinical implications.     

Longitudinal relations among perceived parental warmth,self-esteem and social behaviours from middle childhood to early adolescence in China: Disentangling between- and within-person associations

Although several studies have addressed the relations between perceived parental warmth and social behaviours, few have distinguished their between- and within-person effects or explored their within-person mediating mechanisms. This study examined the transactional relations among perceived parental warmth (i.e. maternal warmth and paternal warmth), children's self-esteem and children's positive/negative social behaviours (i.e. prosocial behaviour and delinquent behaviour) along with the mediating role of self-esteem after disentangling between- and within-person effects. A total of 4315 Chinese elementary children (44.9% girls; M_age = 9.93 years, SD = 0.73) completed relevant measures on four occasions employing 6-month intervals. Results of random-intercept cross-lagged panel models showed that (a) perceived parental warmth reciprocally and positively predicted prosocial behaviour and self-esteem; (b) perceived paternal warmth reciprocally and negatively predicted delinquent behaviour; (c) self-esteem reciprocally predicted prosocial and delinquent behaviour; (d) perceived maternal warmth reciprocally and positively predicted prosocial behaviour through self-esteem; (e) perceived parental warmth reciprocally and negatively predicted delinquent behaviour through self-esteem; and (f) perceived maternal and paternal warmth differed in their relations with prosocial and delinquent behaviours through self-esteem. These findings illuminated the complicated longitudinal within-person interactions among perceived parental warmth, self-esteem, and social behaviours, the specific mediating mechanism of self-esteem, and the differing results associated with perceived maternal and paternal warmth, all of which yield significant implications for assessments and early interventions aimed to promote positive social behaviour.     

Age Expectations of Behavioural Autonomy in Hong Kong,Australian and American Youth: The Influence of Family Variables and Adolescents' Values

Tenth and 11th grade students from Hong Kong (N = 141), Australia (N = 155), and the United States (N = 155) completed questionnaires about the age at which they expected to achieve behavioural autonomy and about their family environments and values. In general, Hong Kong youth had later expectations for autonomy; described their families as less accepting-engaged and less structured; placed less value on individualism, outward success, and individual competence, and more value on tradition, prosocial, and well socialised outcomes. However, in all three cultures, age expectations for behavioural autonomy showed similar patterns of association with family environments and values as revealed by parallelism of regression planes. Expectations for later autonomy were associated with perceptions of parental monitoring, a demanding family environment, low levels of autocratic parenting, and with youths' de-emphasis of individualism, individual competence and outward success. In regression analyses the family environment and values scores reduced by 62% the influence attributed to culture.     

Pleasure and pressure based prosocial motivation: Divergent relations to subjective well-being

We propose two fundamentally different motives for helping: gaining pleasure and fulfilling one’s duty (“pressure”). Using the newly developed Pleasure and Pressure based Prosocial Motivation Scale, we demonstrated the distinctiveness of pleasure and pressure based prosocial motivation in three studies. Although the two motives exhibited different relations to a variety of personality characteristics, they were similarly related to trans-situational helping. Of particular interest, pleasure based prosocial motivation was positively related to self-actualization, self-esteem, life satisfaction, and positive affect and negatively related to negative affect. On the contrary, pressure based prosocial motivation was unrelated to self-actualization, self-esteem, life satisfaction, and positive affect but positively related to negative affect. These results qualify research showing that prosocial life goals generally increase subjective well-being.     

Religious involvement and the social competence and adjustment of Indonesian Muslim adolescents

This study assessed the relation between religious involvement and multiple indices of competence in 183 eighth- and ninth-grade Indonesian Muslim adolescents (M = 13.3 years). The authors assessed spirituality and religiosity using both parent and adolescent reports, and social competence and adjustment using multiple measures and data sources. Structural equation modeling analyses revealed that parent and adolescent reports of religiosity and spirituality yielded a single religious involvement latent variable that was related to peer group status, academic achievement, emotional regulation, prosocial behavior, antisocial/problem behavior, internalizing behavior, and self-esteem. The consistency of relations between religious involvement and competence may be in part attributable to the collectivist context of religion in West Java, Indonesia, within which people exhibit strong beliefs in Islam and religion permeates daily life.     

A model of global citizenship: Antecedents and outcomes

As the world becomes increasingly interconnected, exposure to global cultures affords individuals opportunities to develop global identities. In two studies, we examine the antecedents and outcomes of identifying with a superordinate identity—global citizen. Global citizenship is defined as awareness, caring, and embracing cultural diversity while promoting social justice and sustainability, coupled with a sense of responsibility to act. Prior theory and research suggest that being aware of one's connection with others in the world (global awareness) and embedded in settings that value global citizenship (normative environment) lead to greater identification with global citizens. Furthermore, theory and research suggest that when global citizen identity is salient, greater identification is related to adherence to the group's content (i.e., prosocial values and behaviors). Results of the present set of studies showed that global awareness (knowledge and interconnectedness with others) and one's normative environment (friends and family support global citizenship) predicted identification with global citizens, and global citizenship predicted prosocial values of intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and a felt responsibility to act for the betterment of the world. The relationship between antecedents (normative environment and global awareness) and outcomes (prosocial values) was mediated by identification with global citizens. We discuss the relationship between the present results and other research findings in psychology, the implications of global citizenship for other academic domains, and future avenues of research. Global citizenship highlights the unique effect of taking a global perspective on a multitude of topics relevant to the psychology of everyday actions, environments, and identity.     

Attitude towards technology,social media usage and grade‐point average as predictors of global citizenship identification in Filipino University Students

We examine the influence of a positive attitude towards technology, number of social media network memberships and grade‐point average (GPA) on global citizenship identification antecedents and outcomes. Students (N = 3628) at a university in the Philippines completed a survey assessing the above constructs. The results showed that attitude towards technology, number of social network site memberships and GPA‐predicted global citizenship identification, and subsequent prosocial outcomes (e.g. intergroup helping, responsibility to act for the betterment of the world), through the perception that valued others prescribe a global citizen identity (normative environment) and perceived knowledge of the world and felt interconnectedness with others (global awareness). The results highlight the associations between technology and academic performance with a global identity and associated values.     

Ethnic Identity, Self-Esteem, and Values in Dominicans, Puerto Ricans, and African Americans

This study investigates the relationship between ethnic identity, self-esteem, value orientations, and perceived value congruence in 207 minority students. It also investigates within-group concordance and cross-cultural differences in value orientations. Dilemmas were used to measure value orientations and perceived congruence between personal and group values. A version of the Multigroup Ethnic Identity Measure (Phinney, 1992) and Rosenberg's Self-Esteem Scale (1965) were used to measure ethnic identity and self-esteem, respectively. Ethnic identity was positively related to self-esteem. The perception of value congruence was not related to ethnic identity or self-esteem. There was within-group concordance in the ranking of value solutions. In addition, the groups differed in the strength of ethnic identity, perceived value congruence, and the ranking of the value solutions.     

The Self-Perception Profile for Children: further evidence for its factor structure, reliability, and validity

This article presents further evidence for the psychometric qualities of the Self-Perception Profile for Children (SPPC), a widely used questionnaire for assessing self-esteem in youths. The SPPC was administered to a large sample of Dutch school children (N=1143) in order to study its factor structure, reliability (internal consistency and test–retest stability), and validity. Results showed that the hypothesized factor structure of the SPPC representing five specific domains of self-esteem (i.e. scholastic competence, social acceptance, athletic competence, physical appearance, and behavioral conduct) provided a reasonable fit for the data. Furthermore, the reliability of the scale appeared to be satisfactory with good internal consistency and test–retest stability. Finally, evidence was also obtained for the validity of the SPPC. More specifically, the scale correlated in a theoretically meaningful way with child-, parent-, and teacher-reports of psychopathology and personality. Altogether, the current findings confirm the notion that the SPPC is a reliable and valid self-report measure for assessing children's self-esteem.     

Gender differences in adolescent self-esteem: an exploration of domains

The relationship between gender and global self-esteem in adolescence, while modest, has been well established, with boys consistently scoring higher than girls. In the present study, we sought to understand gender differences in adolescent self-esteem in terms of its component parts. With a relatively large (n = 545) sample of adolescents, drawn from Grades 8, 10, and 12, we specified 8 domains of adolescent self-esteem (personal security, home/parents, peer popularity, academic competence, attractiveness, personal mastery, psychological permeability, and athletic competence) across a number of different instruments and brought them together into a common assessment superstructure. Gender differences as well as the relative contributions of the different domains to overall self-esteem scores were measured. As predicted, boys attained slightly higher global self-esteem scores than girls did, by a difference of .22 standard deviation units. Contrary to our expectation of more balanced domain effects, boys significantly outperformed girls in 6 of 8 domains, whereas the 2 remaining domains exhibited no significant gender differences. There were no main or interaction effects for grade level. In terms of relative contribution of these domains to global self-esteem for the 2 genders, global self-esteem in boys and girls is predicted in very similar strengths and in the same order of magnitude by identical domains of self-esteem: home/parents, personal security, academic competence, attractiveness, and personal mastery--yielding multiple R2s from .88 to .91.     

Confronting Sexism: The Role of Relationship Orientation and Gender

This study examined whether relationship orientation was associated positively with confronting sexism and whether confronting sexism was associated positively with competence, self-esteem, and empowerment for women but not men in stereotypically masculine domains. Men and women undergraduates from a United States Midwestern university (n?=?165) were exposed to a sexist statement during a staged, online interaction. Relationship orientation, confronting (i.e., publically rating the sexist statement as problematic and inappropriate), competence, self-esteem, and empowerment were assessed. Consistent with hypotheses, relationship orientation was associated positively with confronting. Additionally, confronting was associated positively with competence, self-esteem, and empowerment for women but not men. Implications for interpersonal confrontation, relationship orientation, and gender differences in response to everyday sexism are discussed.     

Doing good,feeling good: Values and the self 's moral center

Rarely do social psychological treatments of the self highlight its moral dimension. We expect people with prosocial values to feel better about themselves when enacting such values. Social identities situate individuals within social groups and wider social structures; successfully enacting important identities increases feelings of self-esteem. This paper looks at individual differences and demonstrates that enacting a social identity (volunteering) contributes more to feelings of self-esteem for those individuals whose values align with that identity. Volunteering may increase self-esteem in general; but for those who claim the identity and hold especially prosocial values, volunteering becomes an important route toward positive self-evaluation.     

青少年公正世界信念对抑郁的影响:感恩和自尊的序列中介作用

为探讨青少年公正世界信念与抑郁的关系,以及感恩和自尊在二者关系中的作用机制,采用公正世界信念问卷(BJW)、感恩问卷(GQ-6)、自尊量表(SES)和流调中心用抑郁量表(CES-D)对1049名高中学生进行调查。结果发现:(1)青少年公正世界信念、感恩和自尊两两之间呈显著正相关,且三者均与抑郁呈显著负相关。(2)青少年公正世界信念通过感恩和自尊的中介作用对抑郁产生影响,且该中介效应包含了三条中介路径——感恩的简单中介效应,自尊的简单中介效应,以及感恩→自尊的链式中介作用。研究结果揭示了青少年公正世界信念对抑郁产生影响的内部心理机制,为引导青少年更好地利用公正世界信念提升感恩和自尊的水平以及更好地促进心理健康发展提供了有益建议。