This is the first statistical test of a theory of the structure of human values (
Schwartz, 1992). The theory postulates that 10 basic values are discriminated in all societies and that these values ...form a quasi-circumplex structure based on the inherent conflict or compatibility between their motivational goals. Past support for the theory came from subjective judgments of visual plots of the relations among value items in samples from over 60 countries. We formally test the postulated structure and several potential refinements. We employ a specially designed confirmatory factor analysis (CFA) approach with new data from two sets of 23 samples from 27 countries (
N=10,857). In both data sets, CFAs confirm the 10 basic values, a modified quasi-circumplex rather than a simple circumplex structure, and the claim that values form a motivational continuum.
Emerging research has shown that sensory-based interventions (e.g., inviting people to mindfully focus on the multisensory aspects of eating) can be a viable alternative to nutrition-based ...interventions (e.g., nutrition labeling) to encourage moderate eating. We contribute to this literature in two ways. First, we propose a novel and simple sensory-based intervention to increase the appeal of moderate food portions in commercial settings, epicurean labeling, which consists in emphasizing the aesthetic, multisensory properties of the food when describing it on menus or packages. Second, we show theory-relevant cross-cultural differences in the effectiveness of this intervention between the United States and France, two food cultures at the opposite ends of the hedonic-utilitarian food attitude spectrum. We report the results of a multi-day field experiment at a French cafeteria showing that epicurean labeling, unlike nutrition labeling, reduces intake while increasing the perceived monetary value of the meal thanks to higher savoring. We then show in a matched cross-national online experiment that epicurean labeling is more effective in France than in the United States. We provide additional evidence of this cross-cultural variation in a study of 9154 food products sold in supermarkets in both countries. We find that epicurean labeling is more prevalent, but also more likely to be associated with smaller portions in France than in the United States. While sensory-based interventions are a promising alternative to nutrition-based interventions, it is necessary to develop business-friendly interventions that can be implemented in everyday life, as well as to consider cultural factors that can modulate their effectiveness.
Universal dimensions of human mate preferences Shackelford, Todd K.; Schmitt, David P.; Buss, David M.
Personality and individual differences,
07/2005, Letnik:
39, Številka:
2
Journal Article
Recenzirano
To identify the universal dimensions of long-term mate preferences, we used an archival database of preference ratings provided by several thousand participants from three dozen cultures Buss, D. M. ...(1989). Participants from each culture responded to the same 18-item measure. Statistical procedures ensured that ratings provided by men and women were weighted equally, and that ratings provided by participants from each culture were weighted equally. We identified four universal dimensions: Love vs. Status/Resources; Dependable/Stable vs. Good Looks/Health; Education/Intelligence vs. Desire for Home/Children; and Sociability vs. Similar Religion. Several standard sex differences replicated across cultures, including women’s greater valuation of social status and men’s greater valuation of physical attractiveness. We present culture-specific ratings on the universal dimensions across-sex and between-sex to facilitate future cross-cultural work on human mating psychology.
The stigmatization of children with disabilities at school is a culturally widespread social justice challenge. The paper is the second of a two-part series. In the first paper (Haight, Kayama, Ku, ...Cho, & Lee, 2016), we described the problem of stigmatization from the perspectives of experienced elementary school educators in Japan, South Korea, Taiwan and the US. In this paper, we focus on the solutions provided by these same educators; specifically, their perspectives on socialization practices to minimize stigmatization and support the development of self for children with disabilities and their typically-developing peers. We conducted cross-cultural analyses of individual, semi-structured, audio recorded interviews with 26 Japanese, 43 South Korean, 16 Taiwanese and 18 US educators, including school social workers. Educators from all research sites described socialization practices to support children with disabilities and their typically-developing peers. For children with disabilities, US educators focused on individualized support provided in private to minimize stigmatization. East Asian educators intentionally involved peers in supporting children with disabilities. For typically-developing peers, educators described cultivating empathy (Japan), providing formal disability awareness programs (South Korea), teaching moral values (Taiwan) and respecting individual differences (US). We discuss these socialization practices within educators' sociocultural-historical contexts. Educators' perspectives can be used to develop culture- and stigma-sensitive intervention programs for children with disabilities and their peers.
•Educators discussed their solutions to stigmatization and disability.•Japanese educators' strategies focused on creating supportive social ecologies.•South Korean educators implemented formal, structured, and teacher-led activities.•Taiwanese educators focused on moral education for children.•US educators focused on intervening individual children's struggles and attitudes.
Why do some people struggle with self-control (colloquially called willpower) whereas others are able to sustain it during challenging circumstances? Recent research showed that a person's implicit ...theories of willpower-whether they think self-control capacity is a limited or nonlimited resource-predict sustained self-control on laboratory tasks and on goal-related outcomes in everyday life. The present research tests the Implicit Theory of Willpower for Strenuous Mental Activities Scale (or ITW-M) Scale for measurement invariance across samples and gender within each culture, and two cultural contexts (the U.S. and Switzerland/Germany). Across a series of multigroup confirmatory factor analyses, we found support for the measurement invariance of the ITW-M scale across samples within and across two cultures, as well as across men and women. Further, the analyses showed expected patterns of convergent (with life-satisfaction and trait-self-control) and discriminant validity (with implicit theory of intelligence). These results provide guidelines for future research and clinical practice using the ITW-M scale for the investigation of latent group differences, for example, between gender or cultures.
Public Significance Statement
A person's implicit theories of willpower-whether they think self-control is a limited or nonlimited resource-predict self-control assessed with laboratory tasks and in everyday life. This study demonstrates that a six-item scale invariantly measures a person's implicit theory of willpower for strenuous mental activities across 10 data sets, two cultural contexts, and men and women.
This study examines educators' responses to the local implementation of national special education policy changes for children with “high-incidence,” (mild cognitive and behavioral) disabilities. ...Sensitized by a sociocultural, developmental perspective, we examined Japanese and U.S. national educational policies for the support of children with high incidence disabilities and their implementation in local public schools. Twenty-six Japanese and 18 U.S. elementary school educators participated in individual interviews and discussed their experiences and perceptions of special education policies and their local implementation. Educators in both countries expressed common challenges, specifically, balancing legal requirements with everyday practices, adjusting to policy shifts, and negotiating support for children within and outside of their classrooms. Yet their experiences were culturally nuanced reflecting 1) relatively flexible (Japan) or fixed (U.S.) legal requirements, 2) shifts to more specialized (Japan) or more classroom-based (U.S.) support, and 3) established practices of classroom-based support (Japan) or pull-out support (U.S.). These cultural differences are examined in historical and sociocultural contexts, and implications are discussed for educators, social work practitioners, and policy makers in both Japan and the U.S.
•Providing disability services for children is a common challenge across cultures.•Educators struggle with balancing legal requirements with everyday practices.•Educators' responses to common challenges are culturally nuanced.•Cross-cultural analyses provide a broad perspective on common challenges.•Cultural variations suggest strategies to improve policy/practice in both countries.
Previous studies have found that individuals from rural areas in Malaysia and in El Salvador prefer heavier women than individuals from urban areas. Several explanations have been proposed to explain ...these differences in weight preferences but no study has explored familiarity as a possible explanation. We therefore sought to investigate participants’ face preferences while also examining the facial characteristics of the actual participants. Our results showed that participants from rural areas preferred heavier-looking female faces than participants from urban areas. We also found that the female faces from the rural areas were rated as looking heavier than the female faces from the urban areas. Our findings are consistent with the hypothesis that familiarity may be contributing to the differences found in face preferences between rural and urban areas given that people from rural and urban areas are exposed to different faces.
The stigmatization of individuals with disabilities is a widespread social justice issue. This paper introduces a study of disability, stigmatization and self for children with disabilities and their ...typically-developing peers. It is the first of two companion papers. It examines the problem of stigmatization from the perspectives of experienced elementary school educators practicing in diverse cultural contexts. We conducted cross-cultural analyses of individual, audio recorded interviews with 26 Japanese, 43 Korean, 16 Taiwanese and 18 US educators, including school social workers. Educators from all four cultural groups described disability and stigma as challenging children's development of self: children with disabilities may experience the self as isolated and inadequate, and typically-developing peers may experience the self as lacking culturally expected values of empathy and respect. Educators' understandings of children's experiences also were culturally nuanced. Educators variously described children with disabilities as experiencing a sense of not belonging Japan, loss of motivation South Korea, too much shame Taiwan, and low self-esteem US. They variously described typically-developing children as challenged to show empathy Japan, include children with disabilities in their peer group South Korea, develop benevolence Taiwan, and show respect for individual differences US. We contextualize educators' perceptions within their specific sociocultural-historical contexts. Our second paper will focus on solutions; specifically, educators' perspectives on how to minimize stigmatization and support the development of self for children with disabilities and their typically-developing peers. Together, these companion papers provide social workers with valuable perspectives for eliminating the stigmatization of children with disabilities in future generations.
•Stigmatization associated with disability affects children's development of self.•Japanese educators emphasize the impact of stigmatization on children's belonging.•South Korean educators' focus is on mutually-supportive relationships.•Taiwanese educators' focus is on children's sense of shame and benevolence.•U.S. educators emphasize the impact of stigmatization on children's self-esteem.
Stigmatization is a culturally widespread social justice challenge with broad implications for the development of children. This study examines the reflections of elementary school educators in ...Japan, South Korea, Taiwan and the US on how stigma affects their relationships with parents whose children have disabilities and how they respond to these challenges. We conducted cross-cultural analyses of individual, audio recorded interviews with 26 Japanese, 43 Korean, 16 Taiwanese and 18 US educators, including school social workers. Educators from all four cultural groups characterized the development of collaborative relationships with parents as critical to supporting the school success of children with disabilities. They also described challenges posed by stigmatization to those relationships, and solutions to those challenges. Japanese educators watched over, carefully guided, and expressed empathy to parents responding to stigmatization. South Korean educators avoided openly indicating children's struggles to parents, but provided them with education about disabilities to counter misperceptions. Taiwanese educators exercised patience with parents who expressed distress due to stigmatization, and concealed their own negative emotional responses to such displays. US educators engaged parents through fact-oriented, solution-focused responses to children's struggles. The perspectives of educators from diverse contexts can be used to identify cultural blind spots, and develop effective culture- and stigma-sensitive strategies to build relationships with parents to better support children with disabilities.
•Educators discussed their relationships with parents of children with disabilities.•Japanese educators watched over, carefully guided, and showed empathy to parents.•South Korean educators provided formal education to parents about disabilities.•Taiwanese educators exercised patience with parents who expressed distress.•US educators engaged parents through fact-oriented, solution-focused responses.
The stigmatization of children with disabilities at school is a culturally widespread social justice challenge. The paper is the second of a two-part series. In the first paper (Haight, Kayama, Ku, ...Cho, & Lee, 2016), we described the problem of stigmatization from the perspectives of experienced elementary school educators in Japan, South Korea, Taiwan and the US. In this paper, we focus on the solutions provided by these same educators; specifically, their perspectives on socialization practices to minimize stigmatization and support the development of self for children with disabilities and their typically-developing peers. We conducted cross-cultural analyses of individual, semi-structured, audio recorded interviews with 26 Japanese, 43 South Korean, 16 Taiwanese and is us educators, including school social workers. Educators from all research sites described socialization practices to support children with disabilities and their typically-developing peers. For children with disabilities, US educators focused on individualized support provided in private to minimize stigmatization. East Asian educators intentionally involved peers in supporting children with disabilities. For typically-developing peers, educators described cultivating empathy (Japan), providing formal disability awareness programs (South Korea), teaching moral values (Taiwan) and respecting individual differences (US). We discuss these socialization practices within educators' sociocultural-historical contexts. Educators' perspectives can be used to develop culture- and stigma-sensitive intervention programs for children with disabilities and their peers.
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