Suchergebnisse

Abstract. Only little social psychological research is conducted outside so-called WEIRD (Western, Educated, Industrialized, Rich and Democratic societies) cultures (e.g., in the "Global South"). Although cross-cultural replication of social psychological theorizing and findings is thus essential for higher external validity of the field, valid cross-cultural replications are not straightforward to do. Indeed, they require more than "copy-and-pasting" the same research design in different countries. To facilitate valid cross-cultural replications, we present a collection of concrete recommendations that integrate emic and etic approaches: (1) establishing an egalitarian and respectful partnership with representatives of the local community, (2) examining whether constructs carry the same meaning are relevant in and across contexts, and (3) preparing culture-sensitive research materials and procedures. These recommendations aim to inform and improve purely "etic" approaches.

Only little social psychological research is conducted outside so-called WEIRD (Western, Educated, Industrialized, Rich and Democratic societies) cultures (e.g., in the "Global South"). Although cross-cultural replication of social psychological theorizing and findings is thus essential for higher external validity of the field, valid cross-cultural replications are not straightforward to do. Indeed, they require more than "copy-and-pasting" the same research design in different countries. To facilitate valid cross-cultural replications, we present a collection of concrete recommendations that integrate emic and etic approaches: (1) establishing an egalitarian and respectful partnership with representatives of the local community, (2) examining whether constructs carry the same meaning are relevant in and across contexts, and (3) preparing culture-sensitive research materials and procedures. These recommendations aim to inform and improve purely "etic" approaches.

To date, the study of societal change in social and political psychology has been dominated by an intergroup relations research agenda. But in addition to intergroup dynamics, there are other major pathways to societal change and emancipation, which are almost never systematically considered in psychological research. The distribution of technologies (e.g., "ICT for development") or money (e.g., microcredits) are among the supposed drivers of societal change. Many development aid projects are anchored in expectations about the effect that such instruments have on anticipated primary goals and the emancipation of particular groups (such as women). In the current paper, we begin by reviewing theories in the field of social change. Social psychological theories mainly address the conditions under which social change stimulated by intergroup dynamics is likely to occur, while other mainly historical and sociological research has focused on the role of different technologies as drivers of social change in history. Next, we review recent research focusing on the anticipated primary goals and (often) unanticipated psychological and cultural changes resulting from development aid interventions, presenting two examples of such interventions in Ethiopia and Sri Lanka in more detail. We suggest that (1) development aid projects can instigate profound psychological and cultural change and (2) that the pathways to such changes are markedly different from those traditionally examined in the literature. At the political level, we reflect on the unanticipated side effects of development aid. We conclude with some recommendations for practice following from the research described. ; peerReviewed ; publishedVersion

To date, the study of societal change in social and political psychology has been dominated by an intergroup relations research agenda. But in addition to intergroup dynamics, there are other major pathways to societal change and emancipation, which are almost never systematically considered in psychological research. The distribution of technologies (e.g., "ICT for development") or money (e.g., microcredits) are among the supposed drivers of societal change. Many development aid projects are anchored in expectations about the effect that such instruments have on anticipated primary goals and the emancipation of particular groups (such as women). In the current paper, we begin by reviewing theories in the field of social change. Social psychological theories mainly address the conditions under which social change stimulated by intergroup dynamics is likely to occur, while other mainly historical and sociological research has focused on the role of different technologies as drivers of social change in history. Next, we review recent research focusing on the anticipated primary goals and (often) unanticipated psychological and cultural changes resulting from development aid interventions, presenting two examples of such interventions in Ethiopia and Sri Lanka in more detail. We suggest that (1) development aid projects can instigate profound psychological and cultural change and (2) that the pathways to such changes are markedly different from those traditionally examined in the literature. At the political level, we reflect on the unanticipated side effects of development aid. We conclude with some recommendations for practice following from the research described.

"Against the backdrop of a long standing research tradition on the topic of HRM
systems, several prominent lines of research have been developed that offer central contributions
to different aspects, questions and levels of HRM systems. Due to the fact that the established
conceptual and empirical approaches to HRM systems differ with respect to their levels
of analysis, questions posed and methods used, the field is characterized by more or less heterogeneous
contributions and no clear overall structure. However, two central perspectives in
the field of HRM systems research can be identified: A content-oriented approach and a process-
oriented approach. In order to connect these perspectives, we develop a set of criteria to
analyze and compare systematically content-oriented research contributions in HRM systems
research in terms of content-oriented as well as process-oriented aspects. On the one hand, we
contribute a structured overview and systematic comparison of many different theoretical and
conceptual approaches to HRM systems research, thus making it easier to access this dynamic
field of research for scholars, practitioners and students. On the other hand, we derive implications
for the better foundation and design of empirical studies, and thus we contribute to the
fostering of empirical research about HRM systems." (author's abstract)

This research investigated whether and to what extent Dutch society is polarized in its attitudes towards refugees and migrants. We further investigated what factors were linked to polarization by testing an integrated three-dimensional model. A latent profile analysis of a representative Dutch sample (N = 1897) suggested that society is indeed polarized, with two substantial groups—anti (16.5%) and pro (18.7%)—at opposite ends. The middle was also divided into people with critical (31.8%) and lenient (33%) attitudes. The three dimensions of our model, (1) the individual and social self (education, political orientation, relative deprivation), (2) perceptions and experience regarding refugees and migrants (perceived cultural distance and contact), and (3) the societal context (societal discontent), were all significantly associated with polarized attitudes. Interestingly, perceived cultural distance from Islam was most strongly linked to polarized attitudes. Organizing different factors into an integrated model offers new insights into the complexity of polarization in society.

Background: Saving plays a crucial role in the process of economic growth. However, one main reason why poor people often do not save is that they lack financial knowledge. Improving the savings culture of children through financial education is a promising way to develop savings attitudes and behavior early in life. Objectives: This study is one of the first that examines the effects of social and financial education training and a children's club developed by Aflatoun on savings attitudes and behavior among primary school children in Uganda, besides Berry, Karlan, and Pradhan. Research design: A randomized phase in approach was used by randomizing the order in which schools implemented the program (school-level randomization). The treatment group consisted of students in schools where the program was implemented, while in the control group the program was not yet implemented. The program lasted 3 months including 16 hours. We compared posttreatment variables for the treatment and control group. Subjects: Study participants included 1,746 students, of which 936 students were from 22 schools that were randomly assigned to receive the program between May and July 2011; the remaining 810 students attended 22 schools that did not implement the program during the study period. Measures: Indicators for children's savings attitudes and behavior were key outcomes. Results: The intervention increased awareness of money, money recording, and savings attitudes. It also provides some evidence—although less robust—that the intervention increased actual savings. Conclusions: A short financial literacy and social training can improve savings attitudes and behavior of children considerably.

Langfristig führt die Erfahrung von sozialer Diskriminierung zu negativen psychologischen und physiologischen Konsequenzen. Ziel dieser Arbeit ist es, ein besseres Verständnis über die kurzfristigen affektiven Reaktionen auf soziale Diskriminierung zu erhalten, indem (1) das Entstehen von selbst- und fremd-gerichtetem Ärger sowie (2) der Einfluss von sozialer Identifikation und (3) von wahrgenommener Legitimität einer negativen gruppen-basierten Behandlung in diesem Kontext untersucht wurden. In fünf Studien wurde dieses Feld mit verschiedenen sozialen Gruppen und mit unterschiedlichen Methoden untersucht. Die Befunde zeigen, dass bei der Erfahrung von illegitim wahrgenommener sozialer Diskriminierung, soziale Identifikation das Individuum schützt: höhere soziale Identifikation führt zu niedrigerem selbst-gerichtetem Ärger. Dagegen führt höhere soziale Identifikation bei der Erfahrung von legitim wahrgenommener Differenzierung zu mehr selbst-gerichtetem Ärger und verletzt das Individuum somit. Die Bedeutung der Befunde für ein genaueres Verständnis vom Einfluss sozialer Identifikation auf affektive Reaktionen nach der Erfahrung einer negativen gruppen-basierten Behandlung wird diskutiert.

Langfristig führt die Erfahrung von sozialer Diskriminierung zu negativen psychologischen und physiologischen Konsequenzen. Ziel dieser Arbeit ist es, ein besseres Verständnis über die kurzfristigen affektiven Reaktionen auf soziale Diskriminierung zu erhalten, indem (1) das Entstehen von selbst- und fremd-gerichtetem Ärger sowie (2) der Einfluss von sozialer Identifikation und (3) von wahrgenommener Legitimität einer negativen gruppen-basierten Behandlung in diesem Kontext untersucht wurden. In fünf Studien wurde dieses Feld mit verschiedenen sozialen Gruppen und mit unterschiedlichen Methoden untersucht. Die Befunde zeigen, dass bei der Erfahrung von illegitim wahrgenommener sozialer Diskriminierung, soziale Identifikation das Individuum schützt: höhere soziale Identifikation führt zu niedrigerem selbst-gerichtetem Ärger. Dagegen führt höhere soziale Identifikation bei der Erfahrung von legitim wahrgenommener Differenzierung zu mehr selbst-gerichtetem Ärger und verletzt das Individuum somit. Die Bedeutung der Befunde für ein genaueres Verständnis vom Einfluss sozialer Identifikation auf affektive Reaktionen nach der Erfahrung einer negativen gruppen-basierten Behandlung wird diskutiert.

Do cultural norms that allow individuals to choose their social relationships put them at risk for, or protect them from, loneliness? After all, more freedom to choose whom to relate to may promote that individuals can choose higher-quality relationships (which protects from loneliness), but it may also imply a higher risk of social isolation (which puts at risk for loneliness). We propose that the solution to this cultural loneliness paradox of choice is to distinguish whether more individual choice flows from cultural norms that provide more opportunities for new relationships (as implied by higher relational mobility; higher RMn), or from cultural norms that allow to leave established relationships (as implied by lower relational stability; lower RSn). Specifically, we suggest that more individual choice protects from loneliness when emerging from higher RMn (which allows to establish new higher-quality relationships), but puts at risk for loneliness when emerging from lower RSn (which increases the risk of social isolation by undermining the stability of established relationships). Findings from two cross-sectional survey studies in four European countries (Study 1: Finland, N = 237; Portugal, N = 261; Study 2: Poland, N = 242; Austria, N = 2 41) supported this line of thought: Higher RMn was consistently related to lower loneliness across all samples, and lower RSn was related to higher loneliness in two out of four samples (and either non-significantly related to higher loneliness or unrelated to it in the other two samples). We discuss the importance and implications of differentiating RMn and RSn to resolve the cultural loneliness paradox of choice.

Although fathers have been shown to contribute uniquely to the development of psychopathology in children, they continue to be ignored in research and clinical work. Knowledge about the impact of involving fathers in their child's treatment – for the child, couple and the family as a whole - is still sparse. The aim of this study was to explore parents' experiences of having fathers involved in the treatment of their child. Parents, whose children had received cognitive behavioural therapy for an anxiety disorder, were interviewed about this topic. The participating parents had all been involved in the treatment of their child. Interpretative phenomenological analysis (IPA) was used to analyze the data in this study. Three higher order themes and 11 subthemes emerged from the six interview accounts. The three higher order themes were as follows: Strengthening the family system, empowerment of parents, and impact on partner relationship. Results indicated that parents' experiences of the involvement of fathers to be beneficial not only on the child's treatment but also on other aspects of family life. The parents reported that the family as a whole benefitted from the treatment and that the relationship between the parents was strengthened. A model was created to conceptualize these results.

This paper studies whether and how information and communication technology (ICT) changes self-construal and cultural values in a developing country. Ethiopian children were given laptops in the context of an ICT for development scheme. We compared children who used laptops (n = 69) with a control group without laptops (n = 76) and a second control group of children whose laptop had broken down (n = 24). Results confirmed that after 1 year of laptop usage, the children's self-concept had become more independent and children endorsed individualist values more strongly. Interestingly, the impact of laptop usage on cultural values was mediated by self-construal (moderated mediation). Importantly, modernization did not "crowd out" traditional culture: ICT usage was not associated with a reduction in traditional expressions (interdependent self-construal, collectivist values). Theoretical and practical implications are discussed.