When organizational justice and the self-concept meet: Consequences for the organization and its members

In two studies, we examined the joint effects of employed participants’ self-concept levels and perceptions of fairness on organizational attitudes and citizenship behavior intentions. We examined the effects of chronic self-concept activation in Study 1, whereas we primed the working self-concept in Study 2. Combining the results of both studies, we found support for our hypotheses that particular self-concept levels and organizational justice dimensions interact to predict various work-related outcomes. Specifically, we observed interactions between the relational self-concept and interactional justice, and between the collective self-concept and procedural justice, such that the justice–outcome relationships were stronger for those experiencing higher activation on the relevant self-concept level. Thus, as hypothesized, justice information is weighted differently depending on the particular level of self-concept that is active. In addition, interesting direct effects of employees’ self-concepts were also observed. We discuss the implications of these findings and the importance of considering the self-concept in conjunction with organizational justice.     

The composition of R. G. Collingwood's The New Leviathan

Collingwood's The New Leviathan is a difficult text. It comprises philosophy, political theory, political opinion and history in what is sometimes an uneasy amalgam. Despite its being the culmination of thirty years of work in ethics and political theory, the final text was clearly affected by the adverse circumstances under which it was written, these largely being Collingwood's illness which increasingly affected his ability to work as the writing of The New Leviathan progressed. This paper seeks to disentangle the composition of the book thereby shedding light on its distinctive character as the last substantial piece of philosophical work published in Collingwood's lifetime.     

Good Guys Can Finish First: How Brand Reputation Affects Extension Evaluations

This research investigates how consumer evaluations of brand extensions are affected by two distinct types of brand reputation: a reputation for social responsibility built through commitments to societal obligations, versus a reputation for ability developed by delivering quality offerings. Through six studies, we establish that while the two reputation types equivalently influence high fit brand extensions, a reputation for social responsibility (vs. ability) leads to more favorable responses toward low fit brand extensions by inducing a desire to support and help the company that has acted to benefit consumers. Furthermore, the facilitative effect of social responsibility on low fit brand extension evaluations is more prominent among consumers who value close relationships and caring for one another's well‐being (i.e., those with high communal orientation), and tends to dissipate when social responsibility initiatives are tainted with self‐serving motives (i.e., when these initiatives are aligned with the brand's core offering).     

Conceptualization and measurement of millennial's social signaling and self‐signaling for socially responsible consumption

Social responsibility has rapidly gained popularity among consumers specifically among millennials born 1980 to 2000. Millennials are characterized by their willingness to get involved with social and political initiatives. Motivations for social responsibility are not completely unselfish in that individuals receive personal gain when providing support for others. This research proposes that socially responsible (SR) consumption has both social signaling and self‐signaling abilities. The scales for measuring millennial's social signaling and self‐signaling for SR consumption were developed to reflect the evolving nature of both social responsibility and the millennial generation. In‐depth interviews (n = 12) were used to generate scale items and an exploratory factor analysis was used to assess the dimensionality of the scales. Results were subjected to a confirmatory factor analysis that examined convergent and discriminant validity. Nomological validity testing was also performed. The social signaling for SR consumption scale was a one‐dimensional factor structure whereas the self‐signaling for SR consumption scale had two factors. These scales provide a tool for marketers and researchers to develop relevant SR initiatives aimed at millennials.     

“We Need to Make Action NOW,to Help Keep the Language Alive”: Navigating Tensions of Engaging Indigenous Educational Values in University Education

Despite centuries of contact and conquest, Indigenous communities persist in maintaining their cultures and psychologies. Key to this success in cultural survival is the maintenance of Indigenous languages, which contain distinct worldviews. However, Indigenous languages are at risk, with fewer and fewer fluent Elder speakers. Fortunately, there remain committed groups of community educators who carry out Indigenous language education. Current mainstream teacher education programs do not typically introduce the importance of Indigenous language education to teacher candidates, who are the next generation of K‐12 teachers. We view this as highly problematic, and thus carried out a proof‐of‐concept project in which one U.S. university's American Indian/Alaska Native teacher candidates collaborated with, and learned from, Indigenous language educators during a two‐week‐long summer institute at the university. In our article, we share three main findings, based on qualitative analyses of daily‐written student journals collected during the two‐week pilot project: (a) Indigenous language education supports the social justice vision in the American Psychological Association's Multicultural Guidelines; (b) intergenerational educational opportunities are invaluable for affirming Indigenous psychologies; and (c) Indigenous community language educators do important survivance work. Our findings provide insight into how Indigenous language education is crucial for advancing education that honors Indigenous community psychological well‐being.     

The Ecology of Experiences for African American Women in Clinical Doctoral Programs

African American women must navigate higher education, in particular, clinical doctoral programs, as a gendered racial minority. These women often endure multiple levels of discrimination to obtain their degree. Findings of this study highlight these experiences and suggest the importance of increasing supports for African American women in clinical doctoral programs. Practices and supports should be put in place so that students of color are not marginalized because of their race. Las mujeres afroamericanas tienen que pasar por la educación superior, y particularmente en programas de doctorado clínico, como una minoría racial y de sexo. Estas mujeres sufren con frecuencia múltiples niveles de discriminación para poder obtener su titulación. Los hallazgos de este estudio destacan estas experiencias y sugieren la importancia de incrementar los apoyos para mujeres afroamericanas en programas de doctorado clínico. Deberían implementarse prácticas y apoyos para que las estudiantes de color no sean marginadas por su raza.     

The development of conceptual interests in young children

We conducted a longitudinal analysis of the relative intensity and duration of interests associated with conceptual domains between the ages of 4 and 6 years, respectively. Results indicated a significant portion of preschool children do sustain an interest in conceptual domains during some portion of their childhood. Expected gender differences were found, with boys more likely to express an interest in a conceptual domain than girls. A latent growth curve analysis revealed that the probability of exhibiting a conceptual interest declined as school began, though the rate of that decline was similar for both boys and girls. Potential explanations for the decrease in conceptual interests as school begins are considered.     

Error feedback and the acquisition of geographical representations

Three training conditions were compared in a task of learning locations of cities on a map: One in which participants could avoid errors by searching for the name of the correct city, and two others in which either immediate feedback after each response or delayed feedback after all responses had been made was given. Learners who received feedback only after placing all the cities on the map performed more poorly overall during training but outperformed the other two groups in both immediate and delayed tests. This advantage is interpreted as evidence of differential development of relational knowledge and application of cognitive effort across training conditions. Copyright © 2007 John Wiley & Sons, Ltd.