Differential experiences of siblings in the same family as predictors of adolescent sibling personality differences

In the area of personality development, environmental influences operate to make siblings in the same family different rather than similar to each other. The goal of the present study was to determine whether differential experience of siblings can be used to explain the marked personality differences of siblings. The Sibling Inventory of Differential Experience (SIDE) along with personality information (the EAS Temperament Inventory and questions about career expectations) was administered to 50 biological sibling pairs and 98 adoptive sibling pairs in adolescence and young adulthood. The results indicated that differential sibling interaction and differential peer characteristics as self-reported on the SIDE explain 6%-26% of the variance in sibling personality difference scores. For example, the sibling who reports more sociability as compared to his sibling also experiences more sibling closeness and more peer popularity as compared to his sibling. Comparison between adoptive and biological siblings indicates that the SIDE relations are mediated environmentally rather than genetically.     

“It’s Not the Right Way to Do Stuff on Facebook:” An Investigation of Adolescent Girls’ and Young Women’s attitudes Toward Sexualized Photos on Social Media

Using thematic analysis of interview data, the present study assessed teen girls’ and young adult women’s attitudes toward posting sexualized profile photos on Facebook. In addition, sexualization behaviors depicted in participants’ profile photos were examined. Participants overwhelmingly disapproved (either in a reluctant or a clear manner) of posting a profile photo of oneself in underwear on social media. A somewhat different pattern emerged in attitudes about posting a swimsuit photo in which specific conditions were laid out determining whether swimsuit photos were acceptable or not. Sexualization cues in profile photos were generally low. Findings suggest that posting a sexualized photo on social media comes with relational costs for girls and women. Strategies for educating young people about new media use and sexualization are discussed.     

An editorial in four parts

In writing this editorial, I have four objectives: (1) to make statement concerning EJWOP’s mission—in particular, why does the world need a European Journal of Work and Organizational Psychology; (2) to review the state of our scientific practice and how EJWOP can help contribute to that practice; (3) to make a statement on the kind of papers EJWOP will strive to publish; and (4) to say thanks to the out-going editor and associate editors.     

Racial‐ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment

Research consistently shows that neighborhood socio‐demographic characteristics and residents’ neighborhood perceptions matter for youth well‐being, including a positive sense of racial‐ethnic identity. Although elementary‐school children are likely in the earlier phases of identity formation, the authors examined whether objective and subjective neighborhood characteristics are related to their racial‐ethnic identity and, in turn, their academic adjustment. A diverse sample (30.4% African American, 35.2% White, 12.3% Latino, & 22.0% Other) of 227 children in Grades 2 through 5 were surveyed in afterschool programs. Bivariate correlations showed that youth living in disadvantaged neighborhoods reported more barriers due to their race‐ethnicity, but these barriers were not related to their sense of academic efficacy. Residing in a disadvantaged neighborhood was unrelated to youth's academic self‐efficacy. However, path analyses showed that positive neighborhood perceptions were associated with a stronger sense of race‐ethnicity (i.e., affirmation and belonging), which was in turn related to greater academic efficacy. These results suggest that neighborhood connection provides a source of affirmation and value for young children, helping them to understand who they are as part of a racial‐ethnic group and helping to foster a sense of future achievement opportunities. This study provides additional evidence that along with other important proximal contexts (e.g., family, school), young children's neighborhood context is important for development. Results are discussed to highlight environmental influences on young children's awareness of race‐ethnicity and the implications of the combined impact of neighborhood and racial‐ethnic identity on psychosocial adjustment.     

Psychometric Properties of the Cultural Intelligence Scale in a Saudi Arabian Context

The purpose of this study was to evaluate the psychometric properties of the cultural intelligence scale (CQS) in a Saudi Arabian context. The CQS was administered to a random sample of 553 undergraduate students at Hail University. Results of a confirmatory factor analysis (CFA) supported the four‐factor structure of the CQS: cognitive, metacognitive, motivational, and behavioral. In addition, the results of a second‐order CFA indicated that these four factors can be further collapsed into one general factor. The CQS showed adequate internal consistency and test–retest reliability as well as convergent and discriminant validity. The results further revealed no significant differences between males and females. In sum, results suggest that the Arabic version of the CQS is a reliable and valid instrument for measuring an individual's intercultural intelligence.     

DNA markers associated with general and specific cognitive abilities

Multivariate quantitative genetic research suggests a hierarchical model of cognitive abilities where genetic effects are largely general, cutting across most cognitive abilities. Some genetic effects, however, are specific to certain cognitive abilities. These results lead to a hypothesis for molecular genetic research: Although most genes associated with one cognitive ability will be related to other cognitive abilities, some genes will be specific to a particular cognitive ability. The current research explored this hypothesis in an analysis of data in specific cognitive abilities from 86 children from 6 to 12 years of age from a larger allelic association study of general cognitive ability. Eight DNA markers were entered simultaneously in separate multiple regression analyses predicting each of four specific cognitive ability factors (Verbal, Spatial, Perceptual Speed, Memory), as well as WISC-R subtest scores. Four marjers (CTGB33, EST00083, HLA, and SOD2) showed similar effects across the cognitive ability scales, suggesting that they are related to general cognitive ability (g). These associations became negligible when the effects of ‘g’ (WISC-R IQ) were removed. Three markers (ADH5, DM, and NGFB) continued to be significantly associated with specific cognitive ability scales after the effects of ‘g’ were removed. Although preliminary, these molecular genetic results support the hierarchical model predicted by quantitative genetic research.     

Exploring the Psychology of White Racism Through Naturalistic Inquiry

This article reports on the use of naturalistic inquiry methods to study the psychology of White racism. As a result of spending 16 years investigating this form of social pathology among more than 1,200 White people who came from diverse backgrounds and residential locations, the investigators identified 5 psychological dispositions that characterized the way White people cognitively, affectively, and behaviorally responded to White racism.