Predicting right-wing authoritarianism via personality and dangerous world beliefs: direct, indirect, and interactive effects

In an Italian sample (N = 483, 78.23% women, mean age = 27.61 years old), we used structural equation modeling with latent variables and interactions to analyze the direct, indirect, and interactive effects exerted on right-wing authoritarianism by the Big Five factors of personality and by dangerous world beliefs. Openness, Neuroticism, and Conscientiousness exerted direct effects on right-wing authoritarianism; the first two relationships were partially mediated by dangerous world beliefs. Most importantly, the relationship between dangerous world beliefs and right-wing authoritarianism was moderated by Openness: dangerous world beliefs significantly influenced right-wing authoritarianism solely for participants high in Openness. Limitations and possible developments of this research are discussed.     

“You throw like a girl:” The effect of stereotype threat on women's athletic performance and gender stereotypes

Objectives“Stereotype threat” occurs when people perform worse at a task due to the pressure of a negative stereotype of their group's performance. We examined whether female athletes may underperform at an athletic task if prompted to think about gender stereotypes of athleticism. We also explored whether gender stereotypes regarding general athletic ability would be affected by a standard stereotype threat induction.DesignWe used a 2 (participant gender) × 2 (stereotype threat manipulation) factorial design with task performance and gender stereotypes of athleticism as dependent measures.MethodFemale and male tennis and basketball college student athletes performed two athletic tasks relevant to their sport: a difficult concentration task and an easier speed task. Participants were told beforehand that (1) there was a gender difference on the tasks (to induce stereotype threat) or (2) there was no gender difference (to remove any preexisting stereotype threat).ResultsOn the difficult task, women performed worse than men only when stereotype threat was induced. Performance on the easier speed task was unaffected by the stereotype information. Interestingly, women's beliefs regarding women's and men's general athleticism were also affected by the manipulation.ConclusionsWe concluded that one minor comment regarding a very specific athletic task may sometimes impair task performance and alter gender stereotypes of athleticism among women. Some implications for preventing negative stereotype threat effects are discussed.     

Effects of anxiety on the execution of police arrest and self-defense skills

We investigated the effects of anxiety on the execution of police officers' arrest and self-defense skills. Police officers (n=13) performed three tasks in which they kicked, blocked, or restrained an opponent who attacked them with a rubber knife (low anxiety, LA) or a shock knife (high anxiety, HA) in a within-subject design. We analyzed performance (on a 5-point Likert scale), movement times, posture, and movement velocity and acceleration. Results revealed that performance was worse in the HA compared to the LA condition. Furthermore, analysis of full-body movement showed that under increased anxiety, police officers' performance contained characteristics of avoidance behavior, such as faster reactions (to reduce the time being exposed to the threat), leaning further backward (kick), and ducking down (block). In line with recent theoretical developments, it appears that under increased anxiety, police officers were less able to inhibit stimulus-driven processing (fear of getting hit) and enforce goal-directed processing (perform the skill as well as possible) leading to avoidance behavior and a decrease in performance.     

Avoidance temperament and social-evaluative threat in college students' math performance: a mediation model of math and test anxiety

Background and Objectives: Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students. Design and Methods: Undergraduate students (N = 184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses). Results: Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance. Conclusions: Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties.     

Disgust sensitivity selectively predicts attitudes toward groups that threaten (or uphold) traditional sexual morality

Previous research has linked disgust sensitivity to negative attitudes toward gays and lesbians. We extend this existing research by examining the extent to which disgust sensitivity predicts attitudes more generally toward groups that threaten or uphold traditional sexual morality. In a sample of American adults (N = 236), disgust sensitivity (and particularly contamination disgust) predicted negative attitudes toward groups that threaten traditional sexual morality (e.g., pro-choice activists), and positive attitudes toward groups that uphold traditional sexual morality (e.g., Evangelical Christians). Further, disgust sensitivity was a weaker predictor of attitudes toward left-aligned and right-aligned groups whose objectives are unrelated to traditional sexual morality (e.g., gun-control/gun-rights activists). Together, these findings are consistent with a sexual conservatism account for understanding the relationship between disgust sensitivity and intergroup attitudes.     

Support for employment equity policies: A self-enhancement approach

The effectiveness of employment equity (EE) policies has been hindered by negative reactions to these policies. We draw on the self-enhancement literature to expand self-interest accounts of reactions to EE policies to explain inconsistent findings showing that both nonbeneficiaries and beneficiaries react negatively to EE policies. Across four studies, we found that self-image threat influences reactions to gender-based EE policies. Studies 1 and 2 established that EE policies threaten the self-images of both men (nonbeneficiaries) and women (beneficiaries). Study 3 found that those least likely to experience self-image threat when faced with a gender-based EE policy are the most likely to show positive reactions to EE policies, while Study 4 showed that both men and women react more favorably to EE policies when self-images threats are mitigated through a self-affirmation task. Implications for our understanding of reactions to EE policies are discussed.     

Sex differences in neural efficiency: Are they due to the stereotype threat effect?

The neural efficiency hypothesis postulates a more efficient use of brain resources in more intelligent people as compared to less intelligent ones. However, this relationship was found to be moderated by sex and task content. While the phenomenon of neural efficiency was previously supported for men when performing visuo-spatial tasks it occurred for women only when performing verbal tasks. One possible explanation for this finding could be provided by the well-studied phenomenon called stereotype threat. Stereotype threat arises when a negative stereotype of one’s own group is made salient and can result in behavior that confirms the stereotype. Overall, 32 boys and 31 girls of varying intellectual ability were tested with a mental rotation task, either under a stereotype exposure or a no-stereotype exposure condition while measuring their EEG. The behavioral results show that an activated negative stereotype not necessarily hampers the performance of girls. Physiologically, a confirmation of the neural efficiency phenomenon was only obtained for boys working under a no-stereotype exposure condition. This result pattern replicates previous findings without threat and thus suggests that sex differences in neural efficiency during visuo-spatial tasks may not be due to the stereotype threat effect.     

Intergroup reconciliation: Instrumental and socio-emotional processes and the needs-based model

We discuss the complexity of the concept of intergroup reconciliation, offer our definition of it, and identify instrumental and socio-emotional processes as distinct processes that facilitate reconciliation. We then present the needs-based model, according to which conflicts threaten victims’ sense of agency and perpetrators’ moral image, and social exchange interactions that restore victims’ and perpetrators’ impaired identities promote reconciliation. We review empirical evidence supporting the model and present extensions of it to (a) contexts of structural inequality, (b) “dual” conflicts, in which both parties transgress against each other, and (c) contexts in which the restoration of positive identities is external to the victim–perpetrator dyad (e.g., third-parties’ interventions). Theoretical and practical implications, limitations, and future research directions are discussed.     

The presence of the past: Identity continuity and group dynamics

Social psychologists are increasingly interested in the temporal dimensions of social life and in identity continuity in particular. Focusing on ethnicity and national identity we discuss the implications of perceived group continuity and collective self-continuity, and their interplay, for group dynamics. Using the social identity perspective and theories of identity motivation, we show, first, that the need for collective self-continuity forms a unique motivational basis for group identification. Second, we demonstrate that people are more likely to derive a sense of collective self-continuity from groups that are seen as relatively stable and immutable over time (i.e., essentialist in-groups). Third, we find that existential threats to group identity strengthen a sense of collective self-continuity, which, in turn, increases in-group defence mechanisms in the form of negative attitudes towards immigrant out-groups and towards social developments that potentially undermine in-group continuity. Fourth, we discuss empirical findings that indicate that group-based nostalgia for the nation is an identity management strategy in response to in-group continuity threats and that nostalgia leads to immigrant out-group exclusion.     

Lay theories and intergroup relations: A social-developmental perspective

Abundant research suggests that the study of lay theories helps to explain intergroup relations. Building on this work as well as “interactionist” theories for understanding social behaviour from developmental and social psychology, we propose an integrative social-developmental perspective examining how lay perceivers' characteristics (e.g., age, race, psychological motivations) interact with the environments in which they are nested to impact lay theory use over time and during life transitions. Using this perspective to guide our investigation of the Protestant work ethic (PWE) and colourblind theory, we show that a single lay theory can have a socially tolerant or intolerant meaning. We review work with US children and adults (Asians, Blacks, Latinos, Whites) as well as research with Colombian children and adults (Mestizos), showing similarities and differences in perceivers' uses of PWE and the colourblind theory. Even when both meanings are prevalent in a given culture, they are not necessarily equally emphasised in all environments or for all people living in those environments, nor are they responded to in the same way by all people. We discuss the implications of these results for theorising on lay theories and offer directions for future work in this area.