Integrating psychology and politics.

Comments on the article "A house divided? The psychology of red and blue America" by D. C. Seyle and M. L. Newman (see record 2006-11202-001). Seyle and Newman concluded that the red and blue metaphor is inaccurate and proposed a purple America strategy to better convey that the majority of people do not align themselves with political extremes. There is interdisciplinary agreement on this. Although not cited by Seyle and Newman, the findings by Professor Fiorina of Stanford University were reported by the APA Monitor on Psychology in its coverage of the 2005 APA State Leadership Conference (Murray Law, 2005). In contrast to their social psychological analysis, Seyle and Newman were incorrect in concluding that "[a]s psychologists, we are not in a position to change either the elements of the American political system that may spur this conflict or even the decisions made by pundits, politicians, and reporters about the terms they choose to use in political discussion" (p. 579). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dialogue as the interplay of otherness and shared humanity.

Presents a reply by B. Fowers and B. Davidov to Islam's comments (see record 2007-14606-019) regarding their article (see record 2006-11202-002). Islam noted that virtues are often presented as universally valid character strengths, yet formulations of virtues are always embedded in a particular cultural context, a point we took pains to make in our article. We focus our response on Islam's important suggestion that this tension between universal human characteristics and the particulars of cultural context is indissoluble. Whereas he suggested this tension leads to contradiction and paradox, we see it as a fertile dialectic. The virtue of openness to the other is also subject to the same tension of abstract formulation and particular application. Although we formulated this virtue in a very general way, any instantiation of it would be shaped by the particulars of the cultural context and the situation in which it is exercised. We introduced the concept of dialogue because it is constituted not only by differences between individuals or groups but even more fundamentally by the dialectical relationship between those differences in cultural particularities and the universal human capacities for reason, curiosity, and social engagement, among others. Dialogue acknowledges the indissoluble otherness one finds in those culturally different from oneself, and yet real interchange can only occur because participants in dialogue exercise the cognitive flexibility characteristic of human beings and recognize a shared humanity with the other. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Confucian and Socratic learning.

Replies to the comments by R. A. R. Gurung (see record 2003-03405-011) and J. Li (see record 2003-03405-012) regarding comments on the article by R. G. Tweed and D. R. Lehman (2001) which stated that a Confucian-Socratic framework provides a structure for analyzing culture-influenced aspects of academic learning. In this article, Tweed and Lehman argued that these ancient exemplars model approaches to learning continue to differentiate students within a modern Canadian postsecondary context. In this reply, Tweed and Lehman advise caution in how Gurung placed their Confucian-Socratic framework within the context of prior theory on education and epistemological development because these models were developed exclusively in the West. Furthermore, Tweed and Lehman believe that Li's argument misinterpreted their article, and that they should of consistently used the term "personal reform" rather than "behavioral reform" in order to communicate the depth of personal change envisioned by Confucius. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategies for Coping With Business Trips: A Qualitative Exploratory Study.

This study aimed to better understand the impact of business trips on the traveler, the family, and the organization; to learn about maximizing the positive aspects of business travel; and to suggest measures to prevent and manage travel stress. Thirty-five business travelers (American, Israeli, and Swedish) were interviewed about the costs and benefits of their traveling, with a focus on gaining insight into coping strategies. Content analysis of the interviews showed that trips consist of 4 phases--(a) pretrip, (b) journey, (c) stay, and (d) posttrip--and that each phase is characterized by different coping strategies. Business travelers reported using proactive individual and organizational coping strategies in the pretrip phase and a combination of proactive and reactive coping strategies in the other phases. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pancultural self-enhancement.

The culture movement challenged the universality of the self-enhancement motive by proposing that the motive is pervasive in individualistic cultures (the West) but absent in collectivistic cultures (the East). The present research posited that Westerners and Easterners use different tactics to achieve the same goal: positive self-regard. Study 1 tested participants from differing cultural backgrounds (the United States vs. Japan), and Study 2 tested participants of differing self-construals (independent vs. interdependent). Americans and independents self-enhanced on individualistic attributes, whereas Japanese and interdependents self-enhanced on collectivistic attributes. Independents regarded individualistic attributes, whereas interdependents regarded collectivistic attributes, as personally important. Attribute importance mediated self-enhancement. Regardless of cultural background or self-construal, people self-enhance on personally important dimensions. Self-enhancement is a universal human motive. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A motivational model of rural students' intentions to persist in, versus drop out of, high school.

Using self-determination theory, the authors tested a motivational model to explain the conditions under which rural students formulate their intentions to persist in, versus drop out of, high school. The model argues that motivational variables underlie students' intentions to drop out and that students' motivation can be either supported in the classroom by autonomy-supportive teachers or frustrated by controlling teachers. LISREL analyses of questionnaire data from 483 rural high school students showed that the provision of autonomy support within classrooms predicted students' self-determined motivation and perceived competence. These motivational resources, in turn, predicted students' intentions to persist, versus drop out, and they did so even after controlling for the effect of achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Category Norms as a Function of Culture and Age: Comparisons of Item Responses to 105 Categories by American and Chinese Adults.

Understanding how aging influences cognition across different cultures has been hindered by a lack of standardized, cross-referenced verbal stimuli. This study introduces a database of such item-level stimuli for both younger and older adults, in China and the United States, and makes 3 distinct contributions. First, the authors specify which item categories generalize across age and/or cultural groups, rigorously quantifying differences among them. Second, they introduce novel, powerful methods to measure between-group differences in freely generated ranked data, the rank-ordered logit model and Hellinger Affinity. Finally, a broad archive of tested, cross-linguistic stimuli is now freely available to researchers: data, similarity measures, and all stimulus materials for 105 categories and 4 culture-by-age groups, comprising over 10,000 fully translated unique item responses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Defining Phonological Awareness and Its Relationship to Reading Skills in Low-Literacy Adults.

The main purpose of the study reported here was to investigate the relative importance of complexity of syllable structure and task differences in measuring phonological awareness in low-literacy adults. This study is a replication of a study with children conducted by S. A. Stahl and B. A. Murray (1994). Results indicated that the complexity of syllable structure did indeed better describe the construct of phonological awareness in low-literacy adults. At the same time, the authors also found some differences in the pattern of literacy acquisition for their Spanish adults in comparison with child literacy acquisition in English. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dynamique motivationnelle de l'epuisement et du bien-etre chez des enseignants africains.

This study examines the links between antecedents and consequences of Gabonese teachers' (N= 152) work motivation. The theoretical underpinnings are based on the Motivational Model of Job Burnout (MMJB) which is grounded in Self-Determination Theory (SDT) and states that the more supervisors satisfy an employee's need for self-determination, competence, and relatedness, the more self-determined is the latter's work motivation. The level of self-determined motivation has an impact on job satisfaction, which in turn determines life satisfaction. Higher levels of self-determined motivation also buffer emotional exhaustion and psychological distress. The model was confirmed via structural equation modeling and provides support for the validity and generalizability of the MMJB and SDT. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence and adjustment goals: Sources of cultural differences in ideal affect.

Previous studies have found that in American culture high-arousal positive states (HAP) such as excitement are valued more and low-arousal positive states (LAP) such as calm are valued less than they are in Chinese culture. What specific factors account for these differences? The authors predicted that when people and cultures aimed to influence others (i.e., assert personal needs and change others' behaviors to meet those needs), they would value HAP more and LAP less than when they aimed to adjust to others (i.e., suppress personal needs and change their own behaviors to meet others' needs). They test these predictions in 1 survey and 3 experimental studies. The findings suggest that within and across American and Chinese contexts, differences in ideal affect are due to specific interpersonal goals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)