Alle Publikationen
2018
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(2018): A dyadic analysis of power in sibling and friend conflict in early childhood. In: Infant and Child Development 22. DOI: 10.1002/icd.2085
DOI: https://doi.org/10.1002/icd.2085 Abstract: Power processes in siblings' and friends' conflict interactions are of significance for children's development and socialization. This study conducted a comparative analysis of power behaviours (resources and effectiveness) utilized by dyadic partners in sibling and friend conflict during early childhood when focal children were aged 4. The sample consisted of 65 families and included 347 sibling conflict sequences and 326 friend conflict sequences. Data based upon naturalistic observations were coded for resources of power and power effectiveness. Patterns of findings were identified in the conflict process. Specifically, dyads used simple demands most often, followed by coercive, then elaborated information, and finally questioning power. Despite similarities, sibling dyads used coercive power and negative reward power more often than friends. Regarding power effectiveness, sibling and friend dyads were most effective using coercive power, followed by elaborated, and th en quest ioning power. These findings provide strong support for the importance of taking the dyadic relationship context into account when studying the power process in children's interactions. Highlights How does siblings' and friends' dyadic use of power resources and effectiveness differ in the process and outcome of conflict in early childhood? Data were based upon naturalistic observations of conflict, and findings provide strong support for dyadic analyses when studying the power process in siblings and friends interactions. The findings provide new and novel insights regarding children's agency in conflict, thus highlighting the contributions of children to their own socialization process. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
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(2018): The Academic Conference as a Chilly Climate for Women. Effects of Gender Representation on Experiences of Sexism, Coping Responses, and Career Intentions. In: Sex Roles 78 (5-6), S. 394-408. DOI: 10.1007/s11199-017-0800-9
DOI: https://doi.org/10.1007/s11199-017-0800-9 Abstract: Across many disciplines, women are underrepresented in faculty positions relative to men. The present research focuses on the academic conference as a setting because it is a gateway to an academic career and a context in which women might experience sexism. We surveyed 329 presenters (63% women) from three U.S. national academic conferences, which differed in women-to-men ratios, about their perceptions of the conference climate, their coping tactics (e.g., gender performance, silence, or voice), and their intentions to exit the conference or academia. The greater the representation of women at the conference relative to men, the less likely were women to perceive sexism and to feel they had to behave in a masculine manner in that setting. In contrast, women who perceived the conference as sexist and felt silenced also expressed increased intentions to exit from academic careers. Men’s perceptions of sexism predicted increased intentions to exit from that particular co nference , but not from academia. Because conferences signal the norms of a discipline, it is important to explore their climates as they relate to gender. Perhaps especially for new and aspiring female academics, they may signal devalued status and lack of fit and as such play an inadvertent role in the 'leaky pipeline.' We discuss strategies that conference organizers could implement to mitigate sexist climates, including broader inclusion of women in speaking and leadership roles and explicit attention to cues that women belong. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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(2018): They did it again!. Social control responses to repeated incidences of deviance in small groups / ¡Lo han vuelto a hacer! Respuestas de control social a la incidencia repetida de la desviación en grupos pequeños. In: Revista de Psicología Social 33 (3), S. 578-619. DOI: 10.1080/02134748.2018.1482055
Abstract: Deviant group members who break group norms often challenge social validity and group locomotion, invoking varying types of social control responses. The current study (N = 95) investigated changes over time in the use of four social control responses of varying severity (persuasion, embarrassment, temporary exclusion and permanent exclusion) employed in response to deviance. It also tested the roles that perceived effectiveness of and social support for various responses play in response selection. Findings show severity of social control response selection is driven by both pragmatic and identity-based concerns: Over time, responses become more severe, driven in part by effectiveness and social support. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
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(2018): Individual differences in social control. Who 'speaks up' when witnessing uncivil, discriminatory, and immoral behaviours?. In: The British journal of social psychology 57 (3), S. 524-546. DOI: 10.1111/bjso.12246
DOI: http://www.ncbi.nlm.nih.gov/pubmed/29468703 Abstract: This research examined the personality characteristics of individuals who 'speak up' and confront perpetrators of norm transgressions. We tested whether those who intervene tend to be 'bitter complainers' or 'well-adjusted leaders'. In four studies (total N = 1,003), we measured several individual differences that are directly implicated by at least one of the two concepts. We also presented participants with uncivil, discriminatory, and immoral behaviours and asked them how likely they would be to intervene if they were to witness each of these behaviours as a bystander. The results confirmed the well-adjusted leader hypothesis: Participants' self-reported tendency to confront perpetrators correlated positively with altruism, extraversion, social responsibility, acceptance by peers, independent self-construal, emotion regulation, persistence, self-directedness, age, occupation, and monthly salary, but not with aggressiveness or low self-esteem. Individuals who confront prejudice also speak up against other immoral and uncivil behaviours. We discuss the implications of these findings for the perpetuation and change of social norms. zitiert von 2
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(2018): Highly identified power-holders feel responsible. The interplay between social identification and social power within groups. In: The British journal of social psychology 57 (1), S. 112-129. DOI: 10.1111/bjso.12225
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28983928 Abstract: Power relations affect dynamics within groups. Power-holders' decisions not only determine their personal outcomes, but also the outcomes of others in the group that they control. Yet, power-holders often tend to overlook this responsibility to take care of collective interests. The present research investigated how social identification - with the group to which both the powerful and the powerless belong - alters perceived responsibility among power-holders (and the powerless). Combining research on social power and social identity, we argue that power-holders perceive more responsibility than the powerless when strongly (rather than when weakly) identifying with the group. A study among leaders and an experiment supported this, highlighting that although power-holders are often primarily concerned about personal outcomes, they do feel responsible for considering others' interests when these others are included in the (social) self.
2017
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(2017): The influence of service employees and other customers on customer unfriendliness. A social norms perspective. In: Journal of the Academy of Marketing Science 45 (6), S. 827-847. DOI: 10.1007/s11747-016-0505-6
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(2017): Authorities' coercive and legitimate power. The impact on cognitions underlying cooperation. In: Frontiers in Psychology (Online Journal) 8
Abstract: The execution of coercive and legitimate power by an authority assures cooperation and prohibits free-riding. While coercive power can be comprised of severe punishment and strict monitoring, legitimate power covers expert and informative procedures. The perception of these powers wielded by authorities stimulates specific cognitions: trust, relational climates, and motives. With four experiments, the single and combined impact of coercive versus legitimate power on these processes and on intended cooperation of a total of 720 student participants, is investigated within two exemplary contexts (i.e., tax contributions, insurance claims). The results revealed that coercive power increases an antagonistic climate and enforced compliance, whereas legitimate power increases reason-based trust, a service climate, and voluntary cooperation. Unexpectedly, legitimate power additionally has a negative effect on an antagonistic climate, and a positive effect on enforced compliance. The findings lead to a modification of theoretical assumptions. However, exclusively reason-based trust, but not climate perceptions and motives, mediates the relationship between power and intended cooperation. Implications for theory and practice are discussed.
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(2017): Coupling social norms and commitments. Testing the underdetected nature of social influence. In: Journal of Environmental Psychology 51, S. 199-208. DOI: 10.1016/j.jenvp.2017.03.015
Abstract: Normative information has shown success in promoting proenvironmental behavior. Research suggests that its influence is largely underdetected, with recipients widely underestimating its impact. Consequently, behavioral changes induced by normative information should be perceived as intrinsically motivated. This hypothesis was tested with a commitment-making procedure, where intrinsically motivated commitments tend to produce relatively long-term behavioral changes and extrinsically motivated commitments tend to produce relatively short-term changes. In a field experiment, 8876 households under drought restrictions were randomly assigned to receive restriction information, a strong warning, or normative information communicating community compliance to restrictions. Subsets of households in the latter two conditions were asked to commit to adhering to water restrictions. Immediate reductions were evidenced for committers that received either a strong warning or normative information, but only committers that received normative information showed longer-term reductions in water use. These findings support the claim that normative influence's underdetected nature promotes intrinsic motivation.
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(2017): Beyond the positive reinforcement of aggression. In: International Journal of Behavioral Development 42 (1), S. 73-82. DOI: 10.1177/0165025416671613
Abstract: Being surrounded by peers who are accepting of aggression is a significant predictor of the development and persistence of aggression in childhood and adolescence. Whereas past research has focused on social reinforcement mechanisms as the underlying processes, the present longitudinal study analysed the role of external control beliefs as an additional mediator explaining the link between peers’ acceptance of aggression and the development of aggressive behaviour. Drawing on a large community sample of N = 1,466 male and female children and adolescents from Germany aged between 10 and 18 years, results of latent structural equation modeling were consistent with the hypotheses that peer acceptance of aggression would predict external control beliefs in the social domain, which in turn, should predict aggressive behaviour over time. Additional multigroup analyses showed that the predicted pathways were consistent across gender and age groups. (PsycINFO Database Record (c) 2017 APA, all rights reserved) zitiert von 1
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(2017): Judging those who judge. Perceivers infer the roles of affect and cognition underpinning others' moral dilemma responses. In: Journal of Experimental Social Psychology 69, S. 44-58
Abstract: Investigated the tendency to infer personality-related affective and cognitive processes, assumed to underlie moral dilemma judgments. A total of 421 American and 227 German adults participated in five studies. In Studies 1 and 2, subjects viewed persons who had rejected causing harm as emotionally warmer but less competent than humans who had accepted causing harm. Study 3 replicated this observation and showed that inferred affective processes mediated the effect on warmth, whereas inferred cognitive processes mediated the effect on competence. In Study 4, subjects correctly predicted that affective decision-makers would reject harm, while cognitive decision-makers would accept it. Study 5 showed that subjects preferred persons who rejected causing harm for a professional role that prioritizes warmth (i.e., pediatrician), but they preferred persons who accepted potentially causing harm for a professional role that prioritizes competence (i.e., hospital management). In sum, the findings suggest that people do infer affective and cognitive processes in person's moral decisions about harm rejection and acceptance, and these in turn inform more general personality inferences making. Zitiert von: 9
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(2017): Faced with exclusion. Perceived facial warmth and competence influence moral judgments of social exclusion. In: Journal of Experimental Social Psychology 68, S. 101-112. DOI: 10.1016/j.jesp.2016.06.005
DOI: https://doi.org/10.1016/j.jesp.2016.06.005 Abstract: Examined how moral judgments about social exclusion may be influenced by a person's facial appearance. In Study 1, 160 participants (mean age 34 years) were presented with images of male faces that were manipulated on the dimensions of warmth and competence. 160 participants (mean age 36 years) in Study 2 were also shown faces of the excluding group (i.e., the sources of ostracism). Study 3 (160 participants mean age 33 years) examined the underlying emotions (e.g., pity vs. disgust) evoked by the various faces. Results confirmed that facial appearance is important when making moral judgments about social exclusion and that excluding an individual perceived of as warm and competent is less acceptable than excluding someone who appears cold and incompetent. Findings are discussed in relation to the severe behavioral consequences which may result from these judgments e.g., in bystander intervention situations or instances of public shaming. Journal of Experimental Social Psychology, 68 (2016) 101-112. doi:10.1016/j.jesp.2016.06.005 Zitiert von: 9
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(2017): Understanding the influence of power and empathic perspective-taking on collaborative natural resource management. In: Journal of environmental management 199, S. 201-210. DOI: 10.1016/j.jenvman.2017.05.030
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28544926 Abstract: Public engagement in collaborative natural resource management necessitates shared understanding and collaboration. Empathic perspective-taking is a critical facilitator of shared understanding and positive social interactions, such as collaboration. Yet there is currently little understanding about how to reliably generate empathic perspective-taking and collaboration, particularly in situations involving the unequal distribution of environmental resources or power. Here we examine how experiencing the loss or gain of social power influenced empathic perspective-taking and behavior within a computer-mediated scenario. Participants (n = 180) were randomly assigned to each condition: high resources, low resources, lose resources, gain resources. Contrary to our expectations, participants in the perspective-taking condition, specifically those who lost resources, also lost perspective taking and exhibited egoistic behavior. This finding suggests that resource control within the collaborative process is a key contextual variable that influences perspective-taking and collaborative behavior. Moreover, the observed relationship between perspective-taking and egoistic behavior within a collaborative resource sharing exercise suggests that when resource control or access is unequal, interventions to promote perspective-taking deserve careful consideration. Highlights •The collaborative scenario shifted players' perspective taking and collaborative behavior. •Loss of resources, control, or power reduces perspective taking. •Loss of resources, control, or power increases selfish behavior. •Perspective-taking was a significant predictor of collaborative behavior. •A modified framework for collaborative governance is proposed.
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(2017): Perceiving and Confronting Sexism. The Causal Role of Gender Identity Salience. In: Psychology of Women Quarterly 41 (1), S. 65-76. DOI: 10.1177/0361684316670628
DOI: https://doi.org/10.1177/0361684316670628 Abstract: Although many researchers have explored the relations among gender identification, discriminatory attributions, and intentions to challenge discrimination, few have examined the causal impact of gender identity salience on women's actual responses to a sexist encounter. In the current study, we addressed this question by experimentally manipulating the salience of gender identity and assessing its impact on women's decision to confront a sexist comment in a simulated online interaction. Female participants (N = 114) were randomly assigned to complete a short measure of either personal or collective self-esteem, which was designed to increase the salience of personal versus gender identity. They were then given the opportunity to confront a male interaction partner who expressed sexist views. Compared to those who were primed to focus on their personal identity, participants who were primed to focus on their gender identity perceived the interaction partner's remarks as more sexist and were more likely to engage in confrontation. By highlighting the powerful role of subtle contextual cues in shaping women's perceptions of, and responses to, sexism, our findings have important implications for the understanding of gender identity salience as an antecedent of prejudice confrontation. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index.
2016
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(2016): Social Anxiety and Socioemotional Functioning During Early Adolescence. The Mediating Role of Best Friend Emotion Socialization. In: The Journal of Early Adolescence 38 (2), S. 238-260. DOI: 10.1177/0272431616665212
DOI: https://doi.org/10.1177/0272431616665212 Abstract: Best friend expected emotion socialization responses were examined as a potential explanation for the link between social anxiety and youths’ friendship quality and dysfunctional emotion regulation (ER). A community sample of 202 young adolescents ( Xage = 12.66; 52.5% girls, 75.7% White) within 101 same-sex, reciprocated best friend dyads completed measures of social anxiety, friendship quality, dysfunctional ER, and how they expected their friend to respond to their negative emotions. Social anxiety was related to lower expectations of support (i.e., reward, override) responses from friends, and for boys, to greater expectations of unsupportive (i.e., neglect, aggression) responses from friends. Lower expected support responses mediated the relation between social anxiety and socioemotional functioning for girls. For boys, greater expectations of unsupportive responses mediated the relation between social anxiety and socioemotional functioning. Findings indicate that social a nxiety may disrupt emotion socialization processes within adolescent friendships with implications for youth socioemotional functioning. (PsycINFO Database Record (c) 2018 APA, all rights reserved) zitiert von 2
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(2016): Social Categorization, Moral Disengagement, and Credibility of Ideological Group Websites. In: Journal of Media Psychology 28 (1), S. 16-31. DOI: 10.1027/1864-1105/a000138
Abstract: The online presence of ideological groups has enabled the dissemination of group beliefs and ideas through a variety of new media outlets. Websites have offered a way for these groups to share aspects of their ideology and to create a sense of shared identity. While ideological groups have been of interest for decades, little empirical research has examined their online presence. The aims of this study were to compare nonviolent and violent ideological group websites with each other and with nonideological websites with respect to social categorization, moral disengagement, and website credibility, and to examine the relationships of psychological processes to website credibility. A content analysis approach was used to rate 105 websites (violent = 32, nonviolent = 36; nonideological = 37) for aspects of social categorization, outgrouping, moral disengagement, content features of credibility, and structural features of credibility. Violent ideological group websites manifest a greater degree of social categorization, outgrouping, and moral disengagement than nonviolent ideological and nonideological websites. Regression analysis shows that these three variables negatively predict content and structural website credibility for nonviolent ideological groups but do not significantly predict website credibility for violent groups or nonideological groups. Potential limitations include small sample, use of raters (vs. normative website visitors) to evaluate websites, inclusion of only English-language websites, limited number of psychological processes examined and the potential need for more specific website categories. Social identity processes on websites vary for different types of groups and impact perceived credibility of such groups in online environments. zitiert von: 7
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(2016): Mobbing - eine Frage der Moral?. Der Einfluss moralischer Fähigkeiten auf Verhalten in Mobbing-Situationen. Universität München, Fakultät für Psychologie und Pädagogik, München. Online verfügbar unter http://nbn-resolving.de/urn:nbn:de:bvb:19-200973, zuletzt geprüft am 23.04.2018
Abstract: Ausgehend von der Auffassung, dass Mobbing in Schulklassen nicht nur ein pädagogisches Problem darstellt, sondern zugleich eine moralische Herausforderung für alle Schüler in der Klasse ist, wird untersucht, (1) inwiefern moralische Kompetenzen (soziomoralische Sensitivität und moralische Urteilskompetenz) und moralische Selbstkontrolle (niedriges "Moral Disengagement") Schüler davor schützen, sich an Mobbing-Handlungen zu beteiligen, und (2) inwiefern diese moralischen Fähigkeiten Jugendliche darin unterstützen, sich als Verteidiger gegen die Mobbing-Aggressoren zur Wehr zu setzen. Hierzu wurden im Rahmen von fünf Einzelstudien insgesamt 1331 Schüler in drei deutschen Gymnasien (7. bis 11. Klasse, 59% männlich) befragt, 384 von ihnen im Abstand von einem Jahr zweimal. Mobbingverhalten wurde mit einem Fremdnominierungsfragebogen erhoben; soziale Wahrnehmung wurde als Indikator für soziomoralische Sensitivität mit dem "Reading the Mind in the Eyes Test" erfasst, moralische Urteilskomptenz mit dem "Moralisches Urteil Test", Moral Disengagement mit der "Moral Disengagement Scale". Die Validität und eine angemessene Retest-Reliabilität der verwendeten Moral-Instrumente wurden empirisch belegt. Varianzanalysen und multinomiale logistische Regressionsmodelle machten deutlich, dass Defizite in allen moralischen Fähigkeiten "Probully"-Schüler charakterisierten, während Verteidiger sich - bei mindestens durchschnittlichen moralischen Kompetenzen - durch besonders niedriges Moral Disengagement auszeichnen. Ein Schulvergleich zeigte, dass Verteidiger an einer Schule mit besonders guten Rahmenbedingungen besonders viele zusätzliche moralische Begabungen aufweisen, während die moralischen Defizite der Probully-Gruppe von der besuchten Schule unabhängig auftreten. Explorative längsschnittliche "Cross-lagged-Panel"-Modelle veranschaulichten, dass keine der moralischen Fähigkeiten Einfluss auf Probully-Verhalten im Folgejahr nahm, während bessere moralische Urteilskompetenz im Vorjahr Verteidigerverhalten verstärkte. Die Ergebnisse zeigen insgesamt, dass Probully-Schüler und Verteidiger distinkte moralische Fähigkeitsprofile aufweisen und dass Verteidigerverhalten langfristig durch moralische Urteilskompetenz motiviert wird, während moralische Defizite kein "böses Omen" für Mobbing-Verhalten im Folgejahr darstellen. Implikationen für Prävention und Intervention von Mobbing werden abschließend diskutiert.
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(2016): Children’s Developing Understanding of the Conventionality of Rules. In: Journal of Cognition and Development 18 (2), S. 163-188. DOI: 10.1080/15248372.2016.1255624
DOI: https://doi.org/10.1080/15248372.2016.1255624 Abstract: Much research has investigated how children relate to norms taught to them by adult authorities. Very few studies have investigated norms that arise out of children’s own peer interactions. In two studies, we investigated how 5- and 7-year-old children teach, enforce, and understand rules that they either created themselves or were taught by an adult. Children (N = 240) were asked to either invent game rules on their own or were taught these exact same rules by an adult (yoked design). Children of both ages enforced and transmitted the rules in a normative way, regardless of whether they had invented them or were taught the rules by an adult, suggesting that they viewed even their own self-made rules as normatively binding. However, creating the rules led 5-year-old children to understand them as much more changeable as compared with adult-taught rules. Seven-year-olds, in contrast, regarded both kinds of rules as equally changeable, indeed allowing fewer changes to the ir self- created rules than 5-year-olds. While the process of creating rules seemed to enlighten preschoolers’ understanding of the conventionality of the rules, school-aged children regarded both self-created rules and adult-taught rules in a similar manner, suggesting a deeper understanding of rule normativity as arising from social agreement and commitment. (PsycINFO Database Record (c) 2017 APA, all rights reserved) zitiert von 2
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(2016): Dear computer, teach me manners: Testing virtual employment interview training. In: International Journal of Selection and Assessment 24 (4), S. 312-323
Abstract: Introduced and evaluated virtual employment interview (VI) training with a focus on nonverbal behavior. In the present study, participants in the VI training group took part in a simulated interview with a virtual character. Simultaneously, the computer analyzed participants' nonverbal behavior and provided real-time feedback. A control group received parallel interview training. Following training, participants took part in mock interviews, where interviewers rated participants' nonverbal behavior, and interview performance. A total of 70 college students (mean age 24 years) participated. Measures included the Measurement of Anxiety in Selection Interviews (MASI). Results revealed (1) that participants of VI training showed better interview performance, (2) that this effect was mediated by nonverbal behavior, and (3) that VI training had a positive influence on interview anxiety. These results have important practical implications for applicants, career counseling centers, and organizations.
Keywords: Angst, Anxiety, Arbeits - und Organisationspsychologie, Berufliche Interessen, berufliche Laufbahn und Berufsberatung, Bewerbungsgespräche, Einzelstudie / spezifisch, Feedback, interpersonal communication, Interpersonale Kommunikation, interview anxiety, Job Applicant Interviews, Manieren, MASI, job interviews: virtual employment interview training, Nonverbal behavior, Kommunikation, Nonverbal communication, Nonverbale Kommunikation, Occupational Interests & Guidance, performance, Specialized Interventions, Spezielle Interventionen, Test Coaching, Testtraining, Training, Verhaltensforschung, Virtual Classrooms, Virtuelle Klassenzimmer, Wirtschaftspsychologie -
(2016): Same-Gender Peer Interaction and Preschoolers’ Gender-Typed Emotional Expressiveness. In: Sex Roles 75 (5-6), S. 231-242. DOI: 10.1007/s11199-016-0601-6
DOI: https://doi.org/10.1007/s11199-016-0601-6 Abstract: The present study was guided by hypotheses derived from peer-socialization models of gender development that suggest preschool children’s time spent interacting with same-gender peers would be linked to gender-typed emotional expressiveness. Specifically, I predicted that girls who engaged in high levels of same-gender peer interaction would express more happiness, sadness, and fear, whereas boys who engaged in more same-gender peer interaction would express more anger. To address these hypotheses, a longitudinal study was conducted in which video recordings were made of 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity) attending a University sponsored preschool program in the U.S. Southwest over a period of 2 years. Video recordings of children’s peer interactions in Years 1 and 2 were coded for involvement with same-gender peers and emotional expressiveness. Results of analyses revealed that bot h girls and boys who spent more time interacting with same-gender peers in Year 1 expressed more happiness in Year 2. Boys who spent more time interacting with same-gender peers in Year 1 displayed higher levels of anger in Year 2. Girls who spent more time interacting with same-gender peers in Year 1 displayed higher levels of sadness in Year 2. The findings support arguments made by the peer-socialization model of gender development that gender-segregated peer interaction contributes to patterns of gender-typed expression of emotions. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 1
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(2016): When Sexism Cuts Both Ways. In: Men and Masculinities 19 (5), S. 524-544. DOI: 10.1177/1097184X15602745
DOI: https://doi.org/10.1177/1097184X15602745 Abstract: This study explored whether tolerance of sexual harassment of men (TSHM) is driven by a common set of sexist ideologies typically found to be related to tolerance of sexual harassment of women. University students (N = 433) completed a modified version of the Sexual Harassment Attitude Scale (SHAS) designed to measure TSHM. Predictor variables included sexual harassment myths about women, modern sexism, hostile, and benevolent sexism toward men and women and participant gender. A factor analysis of the measure revealed two reliable factors (sexual harassment as flirtation and minimization of victimization). With the exception of benevolence toward women, men scored higher on all measures of sexism and TSHM, yet correlational patterns showed a similar trend among men and women, suggesting a shared ideological belief that justifies TSHM. Despite differences in participant sex on most measures, participant sex was not a significant moderating variable in regression analyses when exa mining factors relating to TSHM. These results provide support that tolerance of sexual harassment is driven by a common set of sexist attitudes. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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(2016): Help to perpetuate traditional gender roles. Benevolent sexism increases engagement in dependency-oriented cross-gender helping. In: Journal of personality and social psychology 110 (1), S. 55-75. DOI: 10.1037/pspi0000037
DOI: https://doi.org/10.1037/pspi0000037 Abstract: Based on theorizing that helping relations may serve as a subtle mechanism to reinforce intergroup inequality, the present research (N = 1,315) examined the relation between benevolent sexism (i.e., a chivalrous yet subtly oppressive view of women) and helping. In cross-gender interactions, the endorsement of (Studies 1, 3, and 4) or exposure to (Study 2) benevolent sexism predicted (a) men's preference to provide women with dependency-oriented help (i.e., direct assistance) rather than tools for autonomous coping, and (b) women's preference to seek dependency-oriented help rather than tools for autonomous coping. Benevolent sexism did not predict men's and women's engagement in dependency-oriented helping relations in same-gender interactions. Studies 1 and 2 examined behavioral intentions in response to a series of hypothetical scenarios; Studies 3 and 4 examined actual behavior in tests of mathematical and logical ability, and pointed to assumed partner's expectations as a potential mediator. The converging evidence supports the hypothesis that benevolent sexism encourages engagement in cross-gender helping relations that perpetuate traditional gender roles.
2015
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(2015): Empathy development in adolescence predicts social competencies in adulthood. In: Journal of personality 83 (2), S. 229-241. DOI: 10.1111/jopy.12098
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24684661 Abstract: This 23-year study explored the predictive associations between empathy development in adolescence and self-reported social competencies and outcomes in adulthood. Participants were 1,527 adults aged 35 years (48.3% female). The predictor variable (adolescent empathy) was measured yearly at the ages of 12 to 16 years. The outcome variables (adult empathy, communication skills, social integration, relationship satisfaction, and conflicts in relationships) were measured at the age of 35 years. Five important results stand out. First, longitudinal measurement invariance was established for the measure of adolescent empathy. Second, empathy tended to increase during the adolescent years. Third, significant interindividual differences in level and change of adolescent empathy were found. Fourth, gender was related to level of adolescent empathy, favoring girls over boys. Fifth, not only level but also change in adolescent empathy predicted individual differences in social competencies in adulthood two decades later. These findings demonstrate that developmental processes that are relevant for adjustment reveal long-term social consequences beyond the adolescent years. zitiert von 60
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(2015): Determining the effects of technological tool use habits on social lives. In: Computers in Human Behavior 48, S. 457-462. DOI: 10.1016/j.chb.2015.02.012
Abstract: Differences have arisen between newly developed technology and the consequently changing generation’s integration of this technology into their social lives. In this study, research has been undertaken on students who use many different kinds of technological devices all together and their effects on their social lives. Also, students’ habits of technological device use, social media, educational life and communication types are discussed in this study. The general scanning model was used in the study in order to determine the effects of students’ technological device use on their social lives. These students are studying in educational departments at universities. The method determined was applied to the sampling group of the research. The questionnaire was determined in accordance with the method and was applied to all the educational faculties of universities during the scanning process. A total of 2334 students participated to the research. When the research findings were analysed in terms of friend choice, the students preferred communicating with people who use technology of the same quality as themselves. Also, the students claimed that they went through some problems with their families and friends as a result of intense technology use. It is obvious that students who spend more time on technological devices are more behind in their lessons and also have some inconveniences in their social lives. For instance; even when they go to the cinema they surf the Internet on their smart phones and while choosing a place to go they prefer places with a Wi–Fi connection. It has been observed that students can express themselves more easily in the Internet environment and they prefer places that are popular on the Internet. zitiert von 18
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(2015): The social nature of benevolent sexism and the antisocial nature of hostile sexism. Is benevolent sexism more likely to manifest in public contexts and hostile sexism in private contexts?. In: International journal of psychology : Journal international de psychologie 50 (5), S. 363-371. DOI: 10.1002/ijop.12106
DOI: https://doi.org/10.1002/ijop.12106 Abstract: Previous research converges on demonstrating that benevolent sexism (BS) is socially approved, whereas hostile sexism (HS) is socially disapproved. We postulated that a sample of married women would be likely to report that their husbands express hostile sexist attitudes and engage in related actions towards them more in private than public contexts, where they lie concealed from public censure. By contrast, the women would report that their husbands would be likely to express benevolent sexist attitudes and engage in related actions more in public than private contexts, where they are reinforced not only by their target (i.e. wife), but also by significant others and the society at large. We tested these hypotheses with a sample of Black, heterosexually married Zimbabwean women (n = 109, mean age = 31.83). Results supported our hypotheses: the women reported hostile sexist attitudes and actions to be more likely to occur in private than public contexts; on the other hand, they reported benevolent sexist attitudes and actions to be more likely in public than private contexts. We conclude that differences in social approval of BS and HS account for these results.
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(2015): Perpetuating online sexism offline. Anonymity, interactivity, and the effects of sexist hashtags on social media. In: Computers in Human Behavior 52, S. 436-442. DOI: 10.1016/j.chb.2015.06.024
DOI: https://doi.org/10.1016/j.chb.2015.06.024 Abstract: Sexism and sexual harassment are not uncommon in online environments such as social networking sites, forums, and video games. This experiment investigated whether users’ anonymity and level of interactivity with sexist content on social media influenced sexist attitudes and offline behavior. Participants (N = 172) used a Twitter account that was anonymous or had personally identifying details. They were asked to share (i.e., retweet) or write posts incorporating a sexist hashtag. After exposure, participants completed two purportedly unrelated tasks, a survey and a job hiring simulation in which they evaluated male and female candidates’ resumés. Anonymous participants reported greater hostile sexism after tweeting than nonanonymous participants. Participants who composed sexist tweets reported greater hostile sexism and ranked female job candidates as less competent than those who retweeted, although this did not significantly affect their likelihood to hire. zitiert von 28