Antecedents and outcomes of union loyalty: a constructive replication and an extension

Primary data obtained from unionized employees in Singapore were used to examine P. A. Bamberger, A. N. Kluger, and R. Suchard's (1999) integrative model of the antecedents and outcomes of union commitment. Structural equation modeling results revealed support for their integrative model. Specifically, the results revealed the influence of job satisfaction on union loyalty to be indirect through organizational commitment. However, the union-related antecedents (union socialization and union instrumentality) were both directly and indirectly related to union loyalty through pro-union attitudes. In addition, union loyalty was related to the individually and organizationally directed union citizenship behavior dimensions. Limitations of the study and implications of the findings are discussed.     

Sex-specific finger-length patterns linked to behavioral variables: consistency across various human populations

In humans, as in nonhuman primates, the digits of the hands are similar in length during early fetal development. Subsequently, differentiation leads to a patter of unequal finger lengths, described by George as the finger-length pattern. Recent work by Manning and colleagues suggested that digit length patterns are due to early influences of sex hormones. Most importantly for psychology, such patterns might also relate to cognitive activities that are influenced by early organizing actions of sex hormones. The exciting possibility of having an easily measurable indicator of early action of sex hormones that relates to behavior led us to examine the universality of digit length patterns. With samples from Brazil, Canada, India, Turkey, and Korea, we showed that patterns of distal extent of finger tips are similar across different human populations. Consistent sex differences were found across the samples, showing that the index finger in males extends less far distally relative to the middle finger than is the case for females and that the difference in distal extent between index and ring fingers, relative to the middle finger, is smaller in females than in males.     

Age-related impairment in the 250-millisecond delay eyeblink classical conditioning procedure in C57BL/6 mice

In this study we tested 4-, 9-, 12-, and 18-month-old C57BL/6 mice in the 250-msec delay eyeblink classical conditioning procedure to study age-related changes in a form of associative learning. The short life expectancy of mice, complete knowledge about the mouse genome, and the availability of transgenic and knock-out mouse models of age-related impairments make the mouse an excellent species for expanding knowledge on the neurobiologically and behaviorally well-characterized eyeblink classical conditioning paradigm. Based on previous research with delay eyeblink conditioning in rabbits and humans, we predicted that mice would be impaired on this cerebellar-dependent associative learning task in middle-age, at ~9 months. To fully examine age differences in behavior in mice, we used a battery of additional behavioral measures with which to compare young and older mice. These behaviors included the acoustic startle response, prepulse inhibition, rotorod, and the Morris water maze. Mice began to show impairment in cerebellar-dependent tasks such as rotorod and eyeblink conditioning at 9 to 12 months of age. Performance in hippocampally dependent tasks was not impaired in any group, including 18-month-old mice. These results in mice support results in other species, indicating that cerebellar-dependent tasks show age-related deficits earlier in adulthood than do hippocampally dependent tasks.     

Stereotypes and steroids: using a psychobiosocial model to understand cognitive sex differences

To further our understanding of cognitive sex differences, we studied the relationship between menstrual phase (via serum estradiol and progesterone levels) and cognitive abilities and cognitive performance in a sample of medical students in eastern Turkey. As expected, we found no sex differences on the Cattell "Culture Fair Intelligence Test" (a figural reasoning test), with females scoring significantly higher on a Turkish version of the Finding A's Test (rapid word knowledge) and males scoring significantly higher on a paper-and-pencil mental rotation test. The women showed a slight enhancement on the Finding A's Test and a slight decrement in Cattell scores during the preovulatory phase of their cycle that (probably) coincided with a rise in estrogen. There were also small cycle-related enhancements in performance for these women on the mental rotation test that may reflect cyclical increases in estrogen and progesterone. Additional analyses showed an inverted U-shaped function in level of estradiol and the Cattell Test. Finally, for women who were tested on Day 10 of their menstrual cycle, there was a negative linear relationship between their Cattell scores and level of progesterone. Stereotypes about the cognitive abilities of males and females did not correspond to performance on the mental rotation or Finding A's Test, so the sex-typical results could not be attributed to either stereotype threat or stereotype activation. For practical purposes, hormone-related effects were generally small. Variations over the menstrual cycle do not provide evidence for a "smarter" sex, but they do further our understanding of steroidal action on human cognitive performance.     

Evaluating the filial behaviour scale across three cultural groups using exploratory structural equation modelling

Filial piety is a Confucian concept that guides how children treat and take care of their parents. The Filial Behaviour Scale (FBS) is a 25-item instrument developed in the Chinese context measuring behavioural manifestations of filial piety. Although the components of filial piety have been found to be relevant across cultures, little research has investigated the psychometric properties of the FBS in other cultural contexts. The present study evaluated the factor structure, internal consistency, measurement invariance and construct validity of the FBS across three cultural groups: the United States, Italy and Malaysia. Participants were 1090 emerging adults (67% females; M_age = 21.29 years, SD = 1.97; White Americans: n = 455, White Italians: n = 428, Malays: n = 328). A two-factor structure emerged across groups: Obedience/Obligation (behaviours showing obedience and obligation towards parents) and Relationship (behaviours expressing affection and promoting positive parent–child relationships). The two factors demonstrated adequate internal consistency, full configural, partial metric and partial scalar invariance, as well as unique associations with depressive symptoms and parent–child relationships across groups. These findings yielded a more nuanced understanding of filial behaviour and supported the utility of a two-factor FBS among emerging adults in various cultural contexts.     

Adolescents’ Change in Motivation as a Result of Buddhist Education: How Does It Make a Difference in Their Learning Outcomes?

Motivation significantly influences students’ learning outcomes. Changing their learning motivation improves their performance. This study used an exploratory sequential mixed methods approach, with the participation of 140 adolescents attending retreats at three Zen monasteries belonging to the Truc Lam (Bamboo Forest) Zen sect, to examine how they changed their motivation, what made them change, and how the change improved their learning outcomes. The study also evaluated the effect of gender and age on changes in motivation. The results indicated that many teenagers had changed from extrinsic to intrinsic motivation thanks to Dharma lessons, teacher support, and leisure activities. Compared to students who maintained their extrinsic motivation unchanged, they had better learning outcomes. Age, but not gender, had a considerable effect on changes in teenagers’ motivation. These findings provide more evidence for extending Buddhist education and conducting further research on young Buddhist learners’ motivation in various contexts.     

Cultural group norms for harmony explain the puzzling negative association between objective status and system justification in Asia

Why do poorer and less educated Asians trust their institutions of governance more than their richer and well educated counterparts, despite their disadvantaged position within society? System justification theory (SJT) assumes that this trust is driven by a system-level motivation that operates independently from social identity needs. In two nationally representative surveys spanning several years (N_total = 221,297), we compared SJT's explanation with a newer social identity model of system attitudes (SIMSA): that system justification amongst disadvantaged Asians is driven by a group norm for harmony, especially amongst those who are strongly invested in their national ingroup. The results supported SIMSA more than SJT. Specifically, a strong sense of national identification boosted trust in systems of governance amongst poorer and less-educated Asians, both when societal norms for harmony (Study 1), and personal endorsement of this norm (Study 2) were strong. Hence, social identity needs help to explain stronger system justification among objectively disadvantaged Asians.     

Mementos and the endowment effect

This research provides evidence for a new moderator of the endowment effect: having a memento of the endowed object. Three studies adapting classic endowment effect paradigms and using a variety of endowment objects and mementos demonstrate that having a memento of an endowment increases willingness to trade the endowment and decreases selling prices for the endowment. We provide evidence that mementos attenuate the endowment effect regardless of whether the memento is a separate small gain when facing the loss of the endowment or a small part of the original endowment that is kept. Examining mementos in context of the endowment effect not only provides insight into the psychology underlying the reluctance to part with one's endowment but also other consumer disposition behaviors.     

Natural Mentoring Relationships and the Adjustment to College among Underrepresented Students

This study investigated associations between natural mentoring relationships and academic performance via psychological distress among underrepresented college students attending an elite predominantly White institution (PWI). Specifically, this study explored whether the quantity of natural mentors possessed upon college entry, the retention of natural mentors across the first year of college, and overall changes in the number of natural mentors possessed during the first year of college predicted improvements in students' semester grade point averages (GPAs) via reductions in psychological distress. Participants in this study included 336 first‐year undergraduate students attending a selective PWI. Students were eligible to participate in this study if they were first‐generation college students, students from economically disadvantaged backgrounds, or students from underrepresented racial/ethnic minority groups. Results of this study indicated that a greater number of retained natural mentoring relationships across the first year of college were associated with improvements in students' GPAs via reductions in symptoms of depression from the Fall to Spring semester. The results of this study suggest that institutional efforts to support the maintenance of preexisting mentoring relationships may be an effective approach to promoting the academic success of underrepresented college students during the first year of college.