Boundaries for career success? How work–home integration and perceived supervisor expectation affect careers

The necessity to actively manage the work–home boundaries has drastically increased. We postulate that work–home integration may affect individuals' subjective career success via its positive effects on work goal attainment and exhaustion. Furthermore, we study perceived supervisor expectation for employee work–home integration as a boundary condition. Our three-wave online survey with 371 employees showed support for the two hypothesized moderated mediation effects. Work–home integration preference is indirectly related to subjective career success: (1) positively via home-to-work transitions and work goal attainment and (2) negatively via home-to-work transitions and exhaustion. Perceived supervisor expectation constrained work–home integration preference's direct effect on home-to-work transitions and indirect effects on subjective career success. Exploratory analysis revealed that exhaustion negatively affected all career success dimensions, whereas work goal attainment was only related to some. Our results indicate that supervisor expectation can override the effect of employee's work–home integration preference on home-to-work transitions which have a double-edged sword effect on subjective career success. Our study contributes to integrating the careers and work–life interface literature and incorporating contextual factors. Furthermore, with the exploration of differential effects on subjective career success, we advance our understanding of this outcome's nomological network.     

Does my daughter like math? Relations between parent and child math attitudes and beliefs

As early as age six, girls report higher math anxiety than boys, and children of both genders begin to endorse the stereotype that males are better at math than females. However, very few studies have examined the emergence of math attitudes in childhood, or the role parents may play in their transmission. The present study is the first to investigate the concordance of multiple implicit and explicit math attitudes and beliefs between 6- and 10-year-old children and their parents. Data from implicit association tasks (IATs) reveal that both parents and their children have implicit associations between math and difficulty, but only parents significantly associated math with males. Notably, males (fathers and sons) were more likely than females (mothers and daughters) to identify as someone who likes math (instead of reading), suggesting gender differences in academic preferences emerge early and remain consistent throughout adulthood. Critically, we provide the first evidence that both mothers’ and fathers’ attitudes about math relate to a range of math attitudes and beliefs held by their children, particularly their daughters. Results suggest that girls may be especially sensitive to parental math attitudes and beliefs. Together, data indicate that children entering formal school already show some negative math attitudes and beliefs and that parents’ math attitudes may have a disproportionate impact on young girls.     

Unequal but not separate: Emergence of rich–poor cooperation in resource exchange

Addressing inequality is a critical challenge for society as a whole and requires sustained efforts to promote fairness and opportunity for all. Filling in the resource gap across social classes is essential in reducing inequality. Previous studies have revealed that ingroup favouritism hinders the rich from cooperating with the poor and expands the wealth gap. Nevertheless, how to find ways of narrowing the gap between the rich and the poor remains an open question. Inducing rich–poor cooperation could be effective in eliciting resource flow across classes. In this study, two experiments using a modified Prisoner's Dilemma game were conducted in Japan (N = 213) and China (N = 150) to examine whether highlighting partners' cooperativeness under permeable group boundaries induces rich–poor cooperation. All participants were allocated to the rich group and participated in the game with programmed rich- or poor-group partner bots, whose cooperation rates were manipulated. Despite the initial resource disparities between participants and the partner bots, participants were more likely to select and cooperate with cooperative poor-group partners than with non-cooperative rich-group partners. Generalized trust played an important role in the enhancement of rich–poor cooperation. The findings shed light on the possibility of reducing inequality and promoting social mobility in society.