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801.
Cristina Aelenei Delphine Martinot Alyson Sicard Céline Darnon 《The Journal of social psychology》2020,160(3):373-389
ABSTRACTAlthough overall women are better represented in higher education than men, women’s psychological experience in various academic contexts is qualified by a decreased sense of belonging and academic self-efficacy, including in fields where they are not targeted by a negative stereotype. To clarify this phenomenon, we develop the hypothesis of a mismatch between female students’ values and the values associated with success in the increasingly selective realm of higher education. We argue that, whatever the fields of study, these values are self-enhancement values (competitiveness, self-affirmation, dominance). Three studies showed that when success was depicted in terms of self-enhancement values, women – but not men – expressed a lower sense of belonging, had lower self-efficacy and were less likely to pursue a given academic opportunity both in STEM and non-STEM fields of study. These effects did not appear in an academic context depicting success as being rooted in self-transcendence values (helpfulness, cooperation, benevolence). 相似文献
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Judith N. Scoville 《The Journal of religious ethics》2002,30(2):207-229
Much of ecotheology and environmental philosophy has moved deductively from theological and ethical constructs to questions of how we should relate to the natural world. Such approaches are limited in their ability to guide us toward appropriate environmental action for they do not necessarily fit the way the natural world actually functions. Niebuhr's ethic of response, on the other hand, begins with the concrete situation and is inherently ecological for it focuses on interrelationships in an on-going community. It is inductive in character and open to being informed by new findings in the natural and social sciences; thus it is exceptionally well suited to environmental problems, which involve complex scientific, social, and economic questions. 相似文献
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Yan Zhang Skyler T. Hawk Suzanna J. Opree Dian A. de Vries Susan Branje 《The Journal of psychology》2020,154(5):386-410
AbstractIndividuals with high levels of externally contingent self-worth tend to base their self-esteem on factors such as appearance, competitive success, and others’ approval. Such tendencies might also elevate people’s focus on material possessions. However, cultural moderation of these associations has yet to be explored. A cross-cultural survey among Chinese and Dutch college students examined the link between externally-based contingent self-worth and materialistic values, as well as the mediating roles of need to belong and need for self-enhancement. An initial multi-group path analysis indicated a stronger link between externally contingent self-worth and materialism for Chinese students than for Dutch students. For both Chinese and Dutch students, externally contingent self-worth was positively related to materialistic values, need to belong, and need for self-enhancement. Need to belong and need for self-enhancement were positively linked with materialism, and need to belong and need for self-enhancement mediated the link between externally contingent self-worth and materialism. Though the indirect effect via self-enhancement was somewhat stronger among Chinese participants, this research demonstrates that people’s externally contingent self-worth might be a factor predicting materialism across cultures, with need to belong and need for self-enhancement playing similar roles as underlying processes in different societies. 相似文献
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Abstract Evolution, in particular demographic growth, and progress in the world of science and technology, has led to deep‐seated transformations on economic, social and political levels. How are we to teach the young to build the 21st century in the most suitable way? What are the values, what are the aptitudes and behaviors which will enable them to flourish as actors on the stage of a changing, complex and uncertain world? 相似文献
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Anna Lockley-Scott 《Journal of Beliefs & Values》2019,40(3):354-367
ABSTRACTFundamental British Values are regarded as a tool in the UK counter-terror strategy to support the Prevent Duty (2015) of steering pupils away from extremism. ‘Fundamental British Values’ is understood here as a label, developed in the wake of the ‘end of multiculturalism’ rhetoric, and is promoted as a new form of discourse for schools. I explore the implications and risks of this vocabulary both for the classroom and for society at large by examining each of the terms ‘fundamental’, ‘British’, and ‘values’ through a form of analysis, influenced by Fairclough. Potential practical outcomes, including the formation of an ‘us and them’ narrative, together with a reductive notion of Britishness, and a risked sense of alienation, are identified. In the promotion of values, language can have ‘hidden effects’ which may be perpetuated through unconsidered refrain in classrooms and in staffrooms. The Ofsted requirement upon schools to promote these values, suggests a need for a critical and sensitive understanding in order to be aware of, and to minimise, the potential risks affecting social cohesion. 相似文献
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